Summarizing+and+Note+Taking

__Strategy:__
>> >> Summarizing and note taking are instructional strategies that, when explicitly taught, can help students reduce information down to its essential components and aid in the recall of key concepts. Robert J. Marzano, Debra J. Pickering and Jane E. Pollock, in their text __Classroom Instruction that Works__, explain several techniques for teaching summarizing and note taking. These techniques include rule-based summarization, summary frames, teacher prepared notes, informal outlining, and combination notes.
 * __Summarizing and Note Taking__
 * Students are bombarded with an enormous amount of information on a daily basis. Without the proper skills to synthesize this mountain of information many students become lost and quickly fall behind. Once behind, frustration begins to mount and a downward slide in academic performance may begin and is often very difficult to reverse.

__Technology:__

 * __Audacity Audio Recording Software__
 * ** Classroom Implementation: ** In order to implement a rule-based summary strategy using Audacity, students will record themselves reading a selected passage. After saving the original recording they will then create a copy. Next, using the audio editing capabilities of Audacity, students will apply the delete-substitute-keep process to implement the rule-based summary strategy. At the end of this process, students will have two audio recordings - a full, unsummarized version and a summarized version. By listening to both, students can then compare and contrast the information that is conveyed in each and actually hear the difference between the full version and the summarized version. Below are two example recordings - the unsummarized and summarized versions of a passage. Both were recorded using Audacity and the second was edited using Audacity, applying the rules listed to yield a summary.
 * [|Full, unsummarized version (.mp3)]
 * [|Summarized version (.mp3)]
 * Rules applied
 * Substitute superordinate terms for lists: for "interstellar gas, dust, and ice" substitute "interstellar material"
 * For "planets, moons, comets, and asteroids" substitute "heavenly bodies"
 * Delete redundant material: "solar nebula" and "cloud of interstellar mater created from previous generations of stars" are the same thing, one can be deleted.
 * Delete trivial material: The term "bumped into" is trivial and can be deleted
 * ** Rationale: ** Audio recording and editing software such as Audacity would provide students with the ability to not only see the written text to be summarized but also hear the passage as well. Furthermore, students would be able to utilize editing capabilities to perform their summary work in a new and exciting way. Finally, since the audio files will be in .mp3 format, portability of the student's work is possible. A teacher could place the unsummarized and summarized versions of the passage on a school website or blog and provide access to these files anytime and from anywhere. No longer will students have one more paper worksheet to misplace. They will now have a file that they can keep with them and use for review in the future.
 * ** Resources and Costs: **
 * Hardware:
 * Computer or laptop with microphone and headphone jacks. Ideally this would take place in a computer lab setting. Cost per laptop $1200.00, per desktop $800.00.
 * Headphone / microphone headsets. Cost per unit $15.95 as seen on [|CDW-G website].
 * Software
 * Audacity audio recording application [|http://audacity.sourceforge.net] Cost - Free.
 * LAME .mp3 encoder - provides the ability to convert Audacity recordings into .mp3 format. [|http://lame.buanzo.com.ar] Cost - Free.

>> >> Voicethread could be used to implement a Definition Frame summary technique. The teacher would create a new Voicethread site and upload a video clip. The students would receive frame questions such as "what is being defined?", "to which general category does the item belong?", etc. Then students, would log on and answer the frame questions in the form of comments on the Voicethread site. The type of comment (audio, text, video) would be at the students discretion.
 * __Voicethread.com__
 * ** Classroom Implementation: ** [|Voicethread.com] provides the ability to create an online collaborative environment and have group conversations around documents, images, and videos. A subscriber to Voicethread can begin a new thread by uploading images and/or video clips. Next, by inviting individuals to the thread, each person can add their own personal comment about the uploaded media. Comments can take the form of text, audio recordings, webcam video, or a user can enter the phone number and Voicethread will call and record a comment via the telephone. In addition to commentary, participants may also doodle or draw on the images as they enter the comments to add further detail. Example Voicethreads can be viewed here: http://voicethread.com/#q
 * ** Rationale: ** Utilzing the Voicethread.com site to implement this strategy would provide students with the ability to view and/or listen to summaries created by their classmates. Too often classwork is done in isolation without the benefit of learning from the work of others. Dialog could develop on this site that would not only allow students to better understand the video posted by the teacher but also provide a common place for the growth of summarization skills.
 * ** Resources and Costs: **
 * Hardware:
 * Computer or laptop with microphone and headphone jacks. Ideally this would take place in a computer lab setting. Cost per laptop $1200.00, per desktop $800.00.
 * Depending on the method of student commentary necessary peripherals may vary. For basic, text-only comments, just a standard keyboard is needed. For audio, a PC microphone - Logitech USB Desktop Microphone, [|CDW-G] price $25.93. For video, a webcam - Logitech Quickcam Connect, [|CDW-G] price $32.91.
 * Software:
 * Voicethread.com registration. Cost - Free or one time $10.00 payment for pro version.


 * __SmartBoard Interactive Whiteboard and Smart Notebook Software__
 * ** Classroom Implementation: ** According to Marzano, Pickering, and Pollock in __Classroom Instruction that Works__ an effective way to teach proper note taking is to model correct format and structure. By utilizing a Smart Board interactive whiteboard and Smart Notebook software, a teacher can present a lesson, make notations on the Smart Board and then capture the resulting notes into a .pdf document. These notes could then be posted on a teacher website or blog and downloaded by students. The format of the notes would be at the teacher's discretion and could encompass all options such as an informal outline, webbing, or a combination. Another implementation of the Smart Notebook software for note taking is to create a two column document. In the left hand column a text passage is displayed. The right hand column is labeled "notes." Students, using the Smart Notebook software, can drag portions of the passage text that they deem important into the notes column. A sample document with notes can be viewed here: [|SmartBoardNotes.doc].
 * ** Rationale: ** By modeling proper note taking techniques and structure, students will have a framework from which they work and begin to understand how to take effective notes. By using the Smart Board, students become part of the process especially when they are able to click and drag text selections in order to build their notes. Furthermore, the Smart Notebook software allows for easy conversion of documents into .pdf format. These documents can be easily placed on a teacher website or blog and allows students to access this information from any internet connected computer.
 * **Resources and Costs:**
 * Hardware:
 * Smart Board interactive whiteboard. Generation 2 600i model costs approximately $3000.00 with installation
 * One desktop or laptop computer connected to the Smart Board. Cost per laptop $1200.00, per desktop $800.00.
 * Software
 * Smart Notebook software, version 10. License is provided with Smart Board.
 * Website or blog to post Smart Notebook files. Free services are available for both.

__Challenges:__

 * __ Creating School-Family Connections __
 * Utilizing audio recording and editing technology for the strategy of Summarizing and Note Taking would assist in meeting the education challenge of creating school-family connections. As stated on the Focus on Effectiveness website, "parents are a child's first teacher, and play a vital role throughout their child's formal education. Healthy relationships between home and school contribute to student achievement." In order to implement this school-family relationship, the website suggests teachers share their homework policy and inform parents how to facilitate their child's academic success. Also teachers should "involve parents in the recognition of learning" and allow students the opportunity to share what they have learned with family. The portability of the audio files created by students would allow a teacher to provide access to parents and family to the students' work. This would both allow parents to see and hear example work and gain a better understanding of the lesson. By being more informed, the parent is now equipped to guide their child in their learning. Also, students can easily bring home copies of their work or play them from a website to their family. This would provide a student with method of showcasing their work. In addition, since the work will be an audio recording of the student's voice, an added sense of pride and accomplishment would be felt on the part of the student, more so then a hand written worksheet or sheet of notebook paper.

__Source:__
Marzano, R., Pickering, D., & Pollock, J. (2001). //Classroom Instruction that Works//. Alexandria, VA: Association for Supervision and Curriculum Development.