Summarization - We all require it... who is teaching it?

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Summarization - We all require it... who is teaching it?

  1. 1. SUMMARIZATION We all require it. So who is teaching it? Sean P. Nash - compiled April, 2009
  2. 2. +AGREE or DISAGREE- • Summarization if one of the nine most effective teaching strategies in the history of education. • Summarization is restating the essence of text or an experience in as few words as possible or in a new, yet efficient manner. • Information student take in during a 45 min. lecture rarely makes it to long-term memory. • Summarization must be taught with an awareness that it is a strategy for making content “stick.”
  3. 3. Do you require students to summarize within your course?
  4. 4. ASSIGN vs. TEACH
  5. 5. SUMMARIZATION is...
  6. 6. “...restating the essence of text or an experience in as few words as possible or in a new, yet efficient manner.” Wormeli, 2005
  7. 7. “...and can be done in writing, orally, dramatically, artistically, visually, physically, musically, in groups or individually.” Wormeli, 2005
  8. 8. WHY all the ATTENTION?
  9. 9. “Summarization is among the top nine most effective teaching strategies in the history of education.” Marzano, 2001
  10. 10. FOUND WHERE?
  11. 11. “summarizing & notetaking” Marzano, 2001
  12. 12. “nonlinguistic representations” Marzano, 2001
  13. 13. “cues, questions & advanced organizers” Marzano, 2001
  14. 14. “LECTURE” isn’t evil.
  15. 15. ...but in 2009, perhaps 45 minute lectures are.
  16. 16. “CHUNKING” works.
  17. 17. 15 minutes of “lecture” followed by an active summarization experience Souza, 2001
  18. 18. SO WHAT DOES IT LOOK LIKE?
  19. 19. MANY STRATEGIES: • ACTIVATE STUDENT’S PERSONAL BACKGROUND KNOWLEDGE • PRIME STUDENT’S BRAINS • TEACH TEXT STRUCTURE... Wormeli, 2005
  20. 20. TEACH UNDERLYING TEXT STRUCTURE: *PS- a solid “test taking” strategy as well! • enumeration • chronological order • compare & contrast • cause & effect • problem & solution Wormeli, 2005
  21. 21. MORE STRATEGIES: • INTRODUCE STUDENTS TO ANALOGIES • CHUNK TEXT AND LEARNING EXPERIENCES • TEACH ACTIVE READING TOOLS • STRESS SCHOLARLY OBJECTIVITY • TEACH STUDENTS TO EVALUATE THEIR OWN SUMMARIES Wormeli, 2005

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