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Zgliczynski Fall 2007
3-2-1Carousel
Brainstorming
Learning Logs
and JournalsRAFT
Synectic
Summaries
Acronyms
Advanced
Organizers
Analysis
Matrices
Backwards
Summaries
Bloom’s Taxonomy Summary Cubes
Body
Analogies
Body
Sculpture
Build a Model
Camp Songs
Charades
Concrete
Spellings
Design a Test
Exclusion
Brainstorming
The Frayer
Model
Human Bingo
Human
Continuum
Inner and
Outer Circle
Jigsaws
Lineup
Luck of the
Draw
Moving
Summarizations
Multiple
Intelligences
Partners A & B
P-M-I
One-Word
Summaries
P-Q-R-S-T
Point of View
Socratic
Seminars
TabooShare One;
Get One
T-chart/T-ListSave the Last
Word for Me
SQ3R
Spelling Bee
de Strange
Sorting Cards
Something-Happened-and Then/Somebody-
Wanted-But-So
Unique Summarization Assignments
Triads
Traditional Rule-Based Summaries
Think-Pair-
Share
Test Notes
Word SplashSummary Ball
Verb? Change
them!
Summarization
Pyramids
3-2-1
•Write the numbers 3,2,1 down the left side of a paper.•Have students list:
•“3” new things they learned.
•“2” things that confuse them
•“1” way to apply what they learned in another area
Note: This can be expressed artistically and orally as well
Acronyms
Advanced Organizers
• Provide students with a fill in the blank style advanced organizer as a scaffolding move to serve as summarization device.
How to create one:
Step 1: Write out a summarization outline for students.
Step 2: Delete key words and phrases and replace with blank lines.
Differentiate: Providing blanks that can contain many different answers also challenges students!
Example:
When dividing mixed numbers, we must first turn each mixed number into a ______________
_________________. Once done, we change the operation from division to _______________.
Now we multiply the first fraction by the __________________ of the second fraction. If our
Final answer is top-heavy or an ______________ fraction, then we rewrite it as ______________
_____________, and we reduce it to _______________terms.
Analysis Matrices and Graphic
Organizers• As you begin a unit or lesson, provide students with a matrix or another
graphic way to organize the information they are about to encounter.
• This is a pre-learning activity.
Example
Questions
to Ask
Red Cells White Cells Plasma Platelets
Purpose?
Amount?
Size and
Shape?
Nucleus?
Where
formed?
Backwards Summaries
• Offer the students summarization experiences in which you give them the
final version of something explained, performed, or presented well.
Example: A teacher would give a prompt such as…
� Can you make a web that this paragraph might have come from?
� Here is a completed math solution. What would happen if I never had this
piece of information?
Bloom’s Taxonomy
Summary Cubes• Distribute poster boards, rulers, glue, or tape and ask the students to make
cubes where the sides are six inches long (or provide a template).
• Label the sides: Comprehension, Application, Analysis, Synthesis, and
Evaluation
• While students make cubes, pass out a prompt sheet where you post
questions to help clarify what is to go on each side.
Example of Prompt Sheet: Level Explanation Sample Prompts
Comprehensio
n
Show your understanding Can you explain how….?
What is the difference between x &
y?Application Use knowledge If different
situations
What would happen if we change…
Offer a solution to the problem…
Analysis Break down the topics Can you defend the character’s
actions?
Which comment seems the most
sincere?
Body Analogies
• Ask students to form a group and determine how the lesson’s content
relates to some part of the body.
• The connections makes the material personal to the student.
Example:
� Fingers & hands: represent artwork, dexterity, connections, etc.
This might be used in a discussion on machines or the branches of
government.
� Rib cage/cranium: Symbolizes protection:
This might be used when discussing law enforcement , or the bark of a tree
Body Sculpture
• After you have provided your students some information (read a textbook,
listened to a lesson, watched a movie, done sample problems) have the
students get together and “sculpt” a specific idea presented in class.
• Students will work together to come up with the key concepts and then use
their bodies to depict those concepts.
Example:
One student stands as a fence, one paints the fence, and one sits and does
nothing to
Summarize a chapter from Tow Sawyer.
• Teacher follows up by asking questions about the sculptures:– Sample questions:
• “Which sculpture best summarizes what we read (did) today?
Build a Model
• Think of how what you are teaching (the key concepts) can be represented
in some sort of physical model. The models can be 3-D or drawn too.
• Guide students by giving them materials and time to plan what their model
will be.
Differentiation:
Concepts can be modeled as well (these will be more abstract and harder)
Vocabulary or physical concepts can be modeled (these are easier)
• Teachers can follow up with questions and presentations that compare the
group models.
Camp Songs
• Have students select a camp song from a variety and spend some time
learning it.
• Have the students replace the lyrics (but keep the tune) with ideas and
concepts from what you are teaching.
• The first time you may have to spend some time writing a couple verses
with the class.
• Poetry can work well in this manner too!
Examples of Songs to Use:
• Puff the Magic Dragon
• Home on the Range
• Head, Shoulders, Knees, and Toes
• Boom-Chicka-Boom
Carousel Brainstorming
• Post newsprint or poster boards around the room that show quotes,
questions, or concepts relating to the week’s learning.
• Break students up into groups and give each group a different colored
marker.
• Each group starts at a different poster/newsprint.
• The groups will add ideas to the topic posted and then rotate to a new
poster after some time.
• The groups must review the information at their poster each time before
they add something new.
Charades
• Divide the class into two teams.
• The teams break into groups of 3 or 4 (or pairs in acceptable).
• Students will start by discussing key topics (presented by the teacher or
not).
• Students will then take turns making pantomimes that represent the key
topics discussed.
• Students will switch off taking turns pantomiming and guessing what the
pantomime is.
• Bring the teams back together and have them present their pantomimes to
each other.
Concrete Spellings
• After representing classroom content and skills to students, identify
essential vocabulary terms.
• Ask the students to spell the words in a way that shows their meaning.
• Students can be invited to review and generate better definitions.
Examples of Concrete Spelling:
Design a Test
• Explain how teachers come up with test questions and review the various
types of test questions.
• Have students generate multiple-choice, true and false, fill-in-the-blank,
matching, diagrams, short essay, analogies, and even inventing something
new!
• Once students have mastered writing general questions, have them make
two questions (with answers) on content being taught.
• After mastering two questions, have students make a quiz or test on the
content and review it with a peer.
• The teacher may choose to use well-constructed questions on the real test.
Exclusive Brainstorming• Write a topic sentence on an overhead or chalkboard, followed by a series of
words.
• All the words (except for one) should connect to the topic).
• Students will work in groups to circle the words that connect, and cross out the one
that doesn’t.
• The students will come together and explain why their circles what they did and
cross out the one they did.
Example of Exclusive Brainstorming:
Different Kinds of Liquids
Mixtures: plural separable dissolves no formula
Compounds chemicals combined new properties has formula no composition
Solutions even mixture dissolved particles saturated/unsaturated heat increase
Suspensions: clear no dissolving settles upon standing larger than molecules
Examples Nonexamples
Essential Characteristics Nonessential Characteristics
The Frayer Model
• In the center if the Frayer Model, have students record a topic to be
summarized.
• In the upper left corner they should record information pertinent to the topic,
and on the right side information that is NOT important.
• The bottom left should be DRAWN examples and the bottom right bottom
non-examples.
Topic
Human Bingo
• Start with a teacher-made bingo board (5 x 5 grid) with questions pre-written
in the square. Students can have B-i-N-G-O markers (edible if you like).
• Read the answers to the questions and if students have the questions they
can cover them up.
• Another version of this game can be played by having certain talents written
on the bingo card and then have students walk around the room gathering
signatures from any students who can do the described talent.
• Then student names are called and players will cover the talent if that
student signed that square.
Human Continuum
• Place a line on the floor (using masking or carpet tape). Place arrows on
both sides.
• Place a “A” for agree on one side by an arrow and a large “D” on the other
end of the line by an arrow for . In the middle of the line put a “?” for “I don’t
know.
• At this point you can ask students any questions about what they have been
studying and have them take a position somewhere on the line. Then ask
students to explain why they are standing where they are. T– The closer to “A” the more they agree.
– The closer to “D” the more they disagree.
– Not sure will be right in the middle.
A ? D
Inner or Outer Circle• Ask ½ the class to stand in a large circle, facing into the circle, with 2-3 feet
between students.
• Ask the other ½ of the class to form a circle inside of the 1st, and to face
someone in the outer circle.
• Once circle stands still, while the other rotates.
• One group will have prepared content questions with them, the other will
have to answer.
• The paired students ask and answer review questions, then one circle
rotates so new partnerships are formed. This can continue until each
member of a circle gets to pair with each member of the other circle.
• Switch roles so one circle now ask questions and the other answers.
• Questions should be written by students in advance.
Jigsaws
• Present a major topic to a large group first.
• Break major topic into subtopics and assign to smaller groups.
Example:
Main Topic: Germany
Subtopics: geography, culture, industry, political system
• Students will use materials and resources to gather and summarize
information on that topic. (creating a product keeps them focused)
• Groups them come together and share their work with other groups and
share their information/product.
• Essentially students are working together by focusing on one piece of the
puzzle and then putting it together.
Learning Logs and Journals
• There are many ways to set up a journal/learning log, but entries should be
made several times of several days or weeks.
• First, provide a learning experience and ask the students to respond in
some way in a journal.
• Next, provide students with a list of prompts that they can personally
respond to. (prompts should take factual information and reapply it in a new
and meaningful way)
Example of a Learning Log/Journal prompt:
“What did Britain’s loss in the revolutionary war do to the rest of the empire?
How
would British subjects feel if they saw other colonies get their freedom?”
Lineup
• Tell students that they are going to summarize a lesson by lining up to the
criteria you are going to set.
• Give each student a large index card with information on one side. Have
the student read it and then hold the card so the audience can read it.
• The audience will tell the students where to stand in lineup based on the
content of their card.
• There should be 6-10 students in the lineup.
• When the students are lined up properly, a new group can come up to
assure maximum participation.
Example of Using a Lineup:
• A teacher wants to review fractions. Each student is given a fraction on a
card and asked to lineup from the fraction with the least value to the fraction
with the highest value.
Luck of the Draw
• Each day, students prepare a written summarization of what’s been covered
in class or in their reading.
• The teacher picks one name from a hat and has the student read their
previous day summarization. The rest of the class with critique it and the
student whose name is picked will explain their summarization.
Variations of this activity:
• If a student is shy and doesn’t want to speak, a classmate can read it for
them or copies can be made and passed out to the class.
• Giving students a free pass to opt out of reading their summary may allow
students one change to not present a summary if they feel their most recent
entry is weak or lacking detail.
Moving Summarizations
• Students will come up with hand/arm gestures to summarize events
covered in class.
• Students will be presented with a list of content covered in class.
• Students will take turns coming up to the front and attempting to
demonstrate a hand/arm movement for a piece of information and have
them explain what the movement means.
• Repeat often and allow all students to practice their moving gestures.
Example:
If we were studying the American Revolution, and the fact we wanted to
represent
was the Stamp Act, a student might pound their fist in their hand to make a
stamping
motion on paper.
Multiple Intelligences
• Review with students the terminology for multiple intelligences. Use the
intelligences that seem the most appropriate for your content.
• Choose one or two activities per intelligence and have students engage in
them during a unit of study.
Examples of Multiple Intelligences in Summarizing:
Linguistic: debates, word games, writing, tape-recording, conversations
Logical-Mathematical: time lines, math problems, “what if” questions, brain teasers
Bodily-Kinesthetic: hand gestures, sculpting, role playing, dance, pantomime
Spatial: collages, diagramming, videos, visualizing
Musical: rhythms, compositions, writing lyrics, rap songs
Interpersonal: mentoring, leading, discussion groups, cooperative activities
Intrapersonal: connect school to real life, personal interest centers, journal writing
Naturalist: nature talks and videos, categorizing, caring for plants and animals
Existentialist: ask BIG questions, create analogies, study beliefs, discuss philosophies
One-Word Summaries
• Ask students to write one word to summarize a lesson’s content and then
explain why they chose that word.
• As an extension, the class can record all the words and then narrow it down
to its top three (or more or less) and the collectively rationalize why they
chose these words.
One word…
I better choose a good
one!
P-M-I• Instruct students how to set up a P-M-I chart (shown below)
• Give the students a statement to consider about something you’ve
instructed them on.
Example of a statement:
“Students should go to school all year round”.
• Students will fill in the advantages of the idea (+), the disadvantages (-),
and anything else that doesn’t fit into either into the interesting column.
• Students can share these charts and make any revisions as they are
needed.
Pluses (+) Minuses (-) Interesting
Partner A & B
• First present the material you are instructing to the students.
• After 15 minutes of instruction have students choose partners.
• One student is called partner “A” and the other is “B”.
• One student will begin my talking continuously for 1 minute about all the
things that were just talked about in class. The other students sits quietly
and notes/handouts may be used if the student has difficulty.
• Partners then switch. The next speaker must not mention anything covered
by the first partner.
Point of View
• Ask students to retell or recount something they’ve learned about from a
different point of view.
• To assist in this, break down a larger topic into key components, events,
processes, etc.
• Students will then retell what they’ve learned through a different point of view.
• Students will share their point of view with classmates and explain their thinking.
Example:
Students can examine the impact of dropping the atomic bomb by tell the
information
from the point of view of the president of the United States, a resident of Japan,
an American soldier, etc.
P-Q-R-S-T
• Explain what P-Q-R-S-T means:
– P: Preview to identify main parts.
– Q: Develop questions to which you want to find the answers.
– R: Read the material, twice if possible.
– S: State the central idea or theme.
– T: Test yourself by answering questions (or teach the material to someone else)
• Use the “P” and “Q” as an anticipation guide for what you are doing.
• Use the “S” and “T” to summarize what they have learned.
RAFT
• This activity uses divergent thinking using the acronym R-A-F-T (role,
audience, form, time).
• Present students with a RAFT table like the one below.
• Students will pick one element from each column and create and summary
based on the format they choose.
Role Audience Format Time (or Topic)
Colonial Soldier George
Washington
Speech Present Day
British Soldier Judge Newscast 1700’s
Villager Children Travel Brochure Mid-winter
King George Newspaper Writer Posted Flyers Summer Vacation
Save the Last
Word for Me• Students must read a passage before an instruction and make notations if
possible.
• Students will pick three or more sentences they want to discuss further.
(This can be for any reason…anger, confusion, interest)
• Break students into smaller groups of 4 or 5 and allow students to take turns
reading their sentences that were chosen. The rest of the group will
comment on the sentence (agree, refute, support, clarify, comment, or
question).
• The student who chose the sentence will get to offer their own commentary
in the end, thus getting in the last word.
• The next person in the group goes. This continues until everyone has had a
chance to share.
Share One; Get One
• Present your lesson like you normally would.
• Have students draw a nine-square grid, or present them with a pre-made
one.
• In any three squares ask students to record three skills, facts, or concepts
from the lesson.
• Students will get up move around the room getting other students to fill in
additional facts/skills/concepts in the remaining squares. Each student is
only allowed to fill in one square of a classmate, but they may do that to as
many classmates as possible.
• When a student has all nine squares filled in, they can sit down.
Socratic Seminars
• Students must first have information and a common frame of reference. This can
be achieved through discussions, field trips, labs, lectures, readings, research,
simulations, videos, etc.)
• Sit students in a circle.
• Students may have notes and materials on their laps for reference.
• Teacher begins by throwing the first questions to the group (a provocative
question), then the teacher remains quiet.– 1) Teacher only talks to keep discussion going.
– 2) To correct inaccuracies.
• Students will run the discussion, but must back up what they say with evidence.
• Finish with a strong closing question.
Pre-teach:
Students will need to know how to write good questions, create good follow-up
questions, and may need to be given a list of questions to ask to keep the
conversation moving.
Something-Happened-and-
Then/Somebody-Wanted-But-So• Provide the following set of prompts (template below) to students before
learning occurs.
Something (independent variable)
Happened (change in that independent variable)
And (effect on the dependent variable)
Then (conclusion)
• Students will create a summary sentence using the prompt for guidance.
Students might read about a flood and write:
“Heavy rains (S) washed away the soil (h), making it nearly impossible for
plants to grow there (A) (T).”
• Students can also use the other prompt if summarizing fiction:
Somebody (characters)
Wanted (plot motivation)
But (conflict)
So (Solution)
Sorting Cards
• This can be used after you’ve taught something with multiple categories,
such as types of government, states of matter, science cycles, etc.
• Place the categories on the board in separated columns.
• Pass out facts on index cards that fit into one of the categories.
• Allow students the time to work in groups to come up with the groupings for
all the facts.
• Finally, have students address one fact at a time and have a group
discussion about where it goes!
Spelling Bee de Strange
• Create two teams like a regular spelling bee. Have them alternate spelling
words aloud.
• Instead of using vowels, the student will substitute strange sounds or animal
sounds that have been agreed upon by the class.
• After the word is spelled, students will be asked to discuss the meaning of
the word.
Example:
Agree that “a” should be “achoo”, “I” should be “ribbit, ribbit”, “o” should be “oo-
la-la”, and “e” should be “thump”.
A student who is asked to spell “palindrome” would spell it:
P – achoo – L– ribbit, ribbit – N – D – R – oo-la-la – M - Thump
SQ3R
• Reading summarization strategy that works best with a chapter or a
research article.
• SQ3R stands for:
S – Survey – students read headings, titles, first sentences, graphics for an
overview.
Q – Question – Students turn heading and titles into questions to form a
purpose for reading.
R – Read – Students read the text to answer the questions they made.
R – Recite – Students cover their answers and recite the question while
checking the accuracy of their answers.
R – Review – Students write a summary of what they have read using their
questions and answers, as well as the text to fill in any missing pieces.
Summarization Pyramids
• Construct a pyramid of lines on a sheet of paper (see below). There should be 8
lines total.
• Provide prompts for students to write summarization answers on the line. Short
answer prompts should be used for short lines and long answers for long lines.
Example of a Summarization Pyramid
Examples of Prompts to Use:
Cause of the topic, one question you have, tools used in the topic, people the
topic effects, a synonym for the topic, personal opinion of a topic, etc.
Summary Ball
• Present information in a standard lesson or format of choice.
• After the critical portion of the information has been delivered, have the
students stand at their desks.
• Toss an inflated ball to a student. When the student catches it they have
three seconds to state any fact, concept, or skill from the lesson.
• The student then passes the ball to another student and the process
repeats itself.
• No information should be repeated. If a student can’t think of anything new,
they pass the ball and just sit down.
Synectic Summaries
• After students have some experience with a topic, ask them to describe a topic
focusing on descriptive words and critical attributes.
Example of First Step:
Topic: Romeo and Juliet
Brainstormed Description: tragedy, parents, Montagues, Capulets, family feud,Verona,
marriage, masked ball, Friar Lawrence, Nurse, Tybalt, Mercutio, poison, etc.
• Next ask students to compare their list to another topic that is completely unrelated.
(Compare Romeo and Juliet to Items found in a Kitchen).
• This forces students to create analogies and think deeper about the meaning of
what they wrote in their original list.
T-Chart/T-List
• The T-chart is divided into two sides: Main Ideas & Details or Examples
• Students should be introduced to some material to build background
knowledge before a lesson.
• The teacher can provide students with either the main ideas filled in, or the
details, depending on what you want the students to do.
• This established a structure for learning, and when it is done, can be an
excellent study guide.
Example of a T-Chart
Main Ideas Details or Examples
The Native Americans created many
things we use today.
1.
2.
The English led to the decline of the
Native Americans in North America
1.
2.
Corn was a major staple in the
Indian Diet.
1.
2.
Taboo
• This is similar to the board game, where students must guess a phrase
(such as latitude and longitude) without pointing, gesturing, or using any of
that predetermined “taboo” words.
• To create taboo cards for study, use index cards. Write a key word or
vocabulary word on top, separate them by a thick line, and then write 5-7
words below that the students would usually associate with the word.
Example of Academic Taboo Cards
Decimals
__________
Point
Place value
Base 10
Whole
metric
• To play you will need a timer and deck of homemade taboo
cards.
•Divide the class into two teams, and have representatives
come up and try to get their team to say the word.
•If a team member says a taboo word, the representative
can use that word in their description.
•Representatives should have one or two minutes to achieve
their goal.
Test Notes
• One or two weeks before a big test, announce to students that they’ll be
able to use notes dur.ing their test as long as the notes fit on a standard
index card.
• Students can write small, include diagrams and use anything that will help
them.
• (What will end up happening is students will review, eliminate, and prioritize
their information and probably not even need the card when the actual test
comes.
Think-Pair-Share
Think
• Ask students to reflect on a topic using art, writing, or just by sitting quietly.
• Give students specific prompts to keep them focused. (Record three things
you learned today, How is this like _______)
Pair
• After a few minutes, ask students to pair up (or assign pairs).
• One partner will share what they thought about while the other will ask
clarifying questions or follow-up questions.
Share
• The students will come together and share their thoughts with the class.Ways to share:
– Partners share the responses of their partners.
– Partners agree on one or two things collectively to share.
– The partners create some sort of product to share.
– Partners may provide information that relates to a new teacher prompt.
Traditional Rules-Based
Summaries• Traditional or Rule-Based summarizations have four steps:
1. Draw a line through anything that seems unimportant.
2. Draw a line through anything that is redundant.
3. Replace specific terms with general terms (“flies, honeybees, moths” are
replaced with “flying insects)
4. Determine a good topic sentence if one doesn’t exist.
Way to Remember this Procedure:
Use “T-RG-TS” or TARGETS
T- Trivial (remove trivial materials)
R- Redundancies (Remove redundant or repetitive information)
G- Generalize (Replace list with general terms or phrases)
TS – Topic Sentence (Determine a topic sentence)
Triads
• Begin by asking one student a question (after a unit of study).
• This student will be the first of three (a triad) to orally engage with the
content.
• Once the first student responds to the teacher question, keep your reaction
to the response silent.
• Redirect the firs student’s answer to a second student and say “Do you
agree or disagree and why?” When this student answers pass the same
question to a third student and allow them to respond to the second
student’s answer.
• Finally, return to the 1st student and allow them to add anything else.
• This activity encourages active listening and keep all students on standby
thinking about what is said and what they want to say.
Unique Summarization
Assignments• Simply put; provide alternative ways for students to create summarization
products.
• Products can be written, artistic, drama, or any form of expression.
Here are just a few ideas:
Artisitc Oral Legal Tech Historic
al
Musica
l
Perfor
m
Writte
n
Scienc
e
Book
jacketsCD covers
Post Cards
Puppet
Shows
CalendarsMenus
Maps
Rubrics
Commercia
lPoetry
Songs
Sermons
Speeches
Radio Plays
Interviews
Odes
Rebuttals
Certificates
ContractsResumes
Wills
Police
Reports
Job Application
s
Power Point
Web
Sites
Spread
SheetsTelegram
s
Biographies
DiariesFamily Trees
Headlines
Newspapers
Slogans
Time Lines
Scores
OdesRequiems
Songs
Raps
Plays
ScriptsSatires
Spoofs
Monologues
Sequels
Soap Operas
Flipbooks
JokesRiddles
Magazines
Stories
Journals
DiariesEvaluation
s
Compariso
nManual
Field
Guides
Lab
InstructionsWeather
Forecasts
Verbs? Change Them!
• Write down what you want students to summarize (How the moon effects
the Earth).
• You can ask straight forward questions (prompts) or you can do something
more…
• You can create different, more meaningful prompts if you use other verbs
beside describe and list.
• Choosing different wording can lead to differentiating the summarization
experience.
Verb Suggestions
Analyze….. Contrast……. Find support for… Predict…Argue against…. Create… Formulate… Rank…
Assess… Criticize… Identify… Recommend…
Argue for… Decide between… Imagine… Retell…
Blend… Decide Between… Infer… Revise…
Categorize… Deduce… Interpret… Show…Choose… Defend… Interview… Simplify
Word Splash
• Identify the content you want students to know and make a list of key
vocabulary words and concepts associated with the content.
• The words should be written randomly and in all directions. Tell students
you just wrote these words in no particular order (called a “Splash”).
• Present your lesson.
• Have students go back to the word splash and place the words in some
logical order.
• Next, after the students have put the words in order, have them place the
words into sentences and create a paragraph about what they learned
today.
• This can be done in groups and each group can present and critique their
paragraphs for accuracy, completeness, and information. Choose the best
one.
