for incorporating innovative strategies note-taking beyond...
TRANSCRIPT
Beyond Lecture: Innovative Strategies for Incorporating Note-Taking
AVID® Professional Learning
AVID’s mission is to close the achievement gap by preparing all students for college readiness and success in a global society.
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Agenda
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• Jigsaw: Nuts and Bolts of WICOR, Notes and Costa’s Levels
• Vocabulary Development using Notes
• Subject-Specific Activities using Notes
• Debrief and Reflection
Performance Objectives
• Participants will incorporate parts of the Elementary STAR Note-Taking process and/or the Secondary Focused Note-Taking system (or 2- or 3-column notes) into their daily lessons using a variety of WICOR methods in order to increase student engagement, comprehension, and retention of content.
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Norms
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Ask questions.
Engage fully.
Integrate new information.
Open your mind to diverse views.
Utilize what you learn.Used with permission of Learning Forward, www.learningforward.org. All rights reserved.
Essentials Addressed
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Essential Question
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CORNELL NOTES TOPIC/OBJECTIVE: NAME:
CLASS/PERIOD:
DATE:
ESSENTIAL QUESTION:
How can incorporating specific note-taking formats into daily lessons, using a variety of WICOR methods, increase student engagement, comprehension, and retention of content?
Jigsaw Activity
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CORNELL NOTES TOPIC/OBJECTIVE: NAME:
CLASS/PERIOD:
DATE:
ESSENTIAL QUESTION:
Explain how the use of WICOR, Note-Taking, and Costa’s Levels of Thinking support an increase in student achievement.
EQ:Date
Summarize:
Jigsaw
1. WICOR Basics
2. Focused Note-Taking
3. Costa’s Levels of Thinking
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Jigsaw Groups
1. Assign a number (1-3) to each person at your home group table.
2. The assigned letter represents your expert group.
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Jigsaw Groups: Experts Read your selection, and together, discuss and take notes on how it connects to the EQ. Be prepared to share this information with your home group.
Group Selection
1 WICOR Basics
2 10 Steps of the Cornell Way
3 Costa’s Levels of Thinking
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Return to Home Groups
2. Focused Note-TakingAs a group, share out the portions the expert groups took notes on. Add to your notes as each expert presents.
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Costa’s Levels of Thinking
Applying(off the page)
evaluate generalize imagine judgepredict speculate if/then hypothesize
Processing(between the lines)
compare contrast classify sortdistinguish explain why infer analyze
Gathering(on the page)
complete define describe identifylist observe recite select16
Write a summary on the bottom of your notes.
Components of a quality summary:
• Essential Question is addressed or answered.
• Answer questions in the left column.
• The content of the notes is briefly reviewed.
• Key terms are included in the summary.Try to use all: WICOR, Cornell Notes (or 2- or 3-column notes), Costa’s Levels
• Sentence frames/starters can be used.“Note taking supports student achievement when having students read because…”
Notes Summary
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Pyramid ChallengeCORNELL NOTES TOPIC/OBJECTIVE: NAME:
CLASS/PERIOD:
DATE:
ESSENTIAL QUESTION:
How do we support students in connecting vocabulary terms to construct a bigger picture?
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Pyramid Challenge Rules
Explanation of organization
Sketch
EQ:Date
Summary:
Pyramid Challenge
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Pyramid Challenge Rules• Final product: looks like a sun
with “sunrays” (strings).• Use string and rubber band
assembly to build a cup pyramid. Four cups comprise the base, three cups the next level, two cups the next and one cup at the apex. Stack cups in order of importance.
• No talking. Touch only your string. Each person must command a string. All strings are manned at all times.
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Pyramid Challenge Rules
Explanation of organization
Sketch
EQ:Date
Summary:
Pyramid Challenge
Questions
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Costa’s Levels of Thinking
Applying(off the page)
evaluate generalize imagine judgepredict speculate if/then hypothesize
Processing(between the lines)
compare contrast classify sortdistinguish explain why infer analyze
Gathering(on the page)
complete define describe identifylist observe recite select22
Debrief
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• How does the Pyramid Challenge include WICOR?
• How does the Pyramid Challenge raise the rigor of developing memory of and fluency using vocabulary terms?
• How might you modify this activity?
Subject-Specific ActivitiesCORNELL NOTES TOPIC/OBJECTIVE: NAME:
CLASS/PERIOD:
DATE:
ESSENTIAL QUESTION:
How do we support students in analysis of subject-specific content pieces using specific note-taking formats?
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Subject-Specific Activities
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Break into core content areas. Please choose one of the following:• Math: Graph• Science: Graph• Social Studies: Primary historical
document• Language Arts: Argument piece
EQ:Date
Summarize:
Graphing: LENSES
Label/List:
Equation:
Notice:
Speculate:
Explain/Evaluate:
L
E
N
S
ES
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L = Label and List (title, IV, DV, pts. on graph)
E = Equation (relationship between variables)
N = Notice (trends, properties, slope)
S = Speculate (predict/extrapolate)
E = Explain/Evaluate (explain prediction)
S = Summary (content learned in graph analysis)
Math/Science – Processing Graphs
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S = Speaker (writer and what it reveals to know who the writer is)
O = Occasion (larger and immediate)
A = Audience (characteristics of reader)
P = Purpose (what the author hopes to accomplish)
S = Subject (what author is writing about)
Tone = Tone (author’s attitude toward the subject)
Social Studies – Processing Primary Historical Sources
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P = Persona (who the author wants the audience to see him/her as)
I = Intention (author’s purpose in guiding how the reader responds)
G = Genre (chosen form of delivery)S = Subject/Issue (focus of the piece, evidence)A = Audience (who the piece was written for)C = Context (factors influencing how or why the
author composed the piece)
Language Arts – Processing Argument Pieces
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Identify the level of thinking for each part of the acronym.
Costa’s Levels
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Costa’s Levels of Thinking
Applying(off the page)
evaluate generalize imagine judgepredict speculate if/then hypothesize
Processing(between the lines)
compare contrast classify sortdistinguish explain why infer analyze
Gathering(on the page)
complete define describe identifylist observe recite select31
EQ:Date
Summarize:
Graphing: LENSES
Label/List:
Equation:
Notice:
Speculate:
Explain/Evaluate:
L
E
N
S
ES
L1
L2
L2
L3
L2
L232
EQ:Date
Summary:
Argument Analysis: PIGSAC
Persona:
Intention:
Genre:
Subject:
Audience:
Context:
PI
G
S
A
C
L2
L1
L3
L2/3
L1/2
L2
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EQ:Date
Summary:
Declaration of Independence
Speaker:
Occasion:
Audience:
Purpose:
Subject:
Tone:
SO
A
P
STone
L1L1/2
L2
L3
L1
L2
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Debrief
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• How does this kind of activity include WICOR?
• How might you incorporate this kind of activity using specific note formats?
• How might you modify this activity?
Reflect
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New ways to use notes in daily lessons
Topics to add notes to in a current or future unit
Question to work through using notes
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Contact Information
Melissa Cole - AVID State [email protected]
Terra Boyko - AVID Program [email protected]
Thank you!37
An Engaged Student is a Successful Student
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