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Note: Paraphrase, Summary and Direct Quotes

Destination

Big idea

Teaching overview and note to teachers

My classes are held every other day in 100-minute block sessions. The lessons are followed by activities at three types of notes for college and professional readiness. Please see the video in this section for more information.

directed freewriting

Today I inquire the note taking with my students through individual work, small group collaboration and class discussion.

To draw on student experience and background knowledge, I breed the students to deal with a number of questions (assignment: guidelines in emergency). I use a picture of a baby bobcat (bobcat is our mascot) when the task is displayed on my projector, as a study by Nittono, Fukushima, Yano and Moriya (2012) was found that students are more productive after focusing baby animals are.

I circulated as the students write and keep their writing traded. After 10 minutes, I start to circulate the writing of students (student work) with their knowledge with their knowledge to stop with their knowledge to talk to the students about their note strategies while using their own (summary, rewriting, Share direct quotation marks).

Collaboration and debriefing

I tell the students that today we will explore the emergency room, as it is a capability that they need not only for high school, but for college and career. This year, writing about the curriculum is an essential focus, and in the context of this initiative, I delivered the entire faculty for the entire faculty on the note inclination a few weeks ago.

I have adapted the presentation for students to focus on how to use the emergency room in small group activity. To start (PDF: Keynote presentation on the notenz. Two:

• What is your definition of note taking?
• How do you use the emergency room?
• What are your strengths in the emergency room? Weaknesses?

I say to the students to use their directed freewriting as a springboard for the discussion, and reminds them that we will debrete as lessons with each group sharing responses in the all-range setting. This discussion attacks students; I find them in the fertile discussion to talk about certain possibilities how they use notes in content area classes.

When using notes taken during the discussion, each group shares its answers (Student Work: Small Group Collaboration). All group responses are in italics below.

• How is your definition of note take? writes the main idea and important facts of a lesson to be tested later. Write key information. Group of information to learn or understand. Collect important details from the specified information. Write important points in a section.
• How do you use the emergency room? we use notes when we write you to process the information, but we do not really use them to study. Use it to remind me of what I've learned, and it helps us to study. Used to summarize specific information to check before a test. By submitting important details and study for tests and quiz examinations. Study for the test and understand the lesson.
• What are your strengths in the emergency room? We are organized and write neat. Review of the notes and the highlighting of key conditions. Be able to condense the information. Organized furnishings and writing. Organization and the ability to have the notes properly.
• weaknesses? A group member says he writes very slowly.Write too much, at the first writing detailed notes, then lazy, and listen to good notes. Tend to fall back and not to catch all information. We write everything up and sometimes do not even know what we write because we write so fast and do not understand it. Not in the concentration during the lecture and also unable to write down.

When I ask the students to identify a similarity between answers, they come to consensus: w henne makes notes, most students write too much or can not follow what they write. I say Today we explore three types of notes today to help you improve your skills:

• paraphrasing: writing the text (spoken or written) in your own words
• summarize: write a synopsis of the text, including the main points
• Selecting Direct Contributions: Write a detailed text from the text if no reformulation of the original text justifies.

Before I go on, I appreciate the students a funny brain break by sharing Dia three and explained what a funny graphic by six different types of notes (the hole, sharpie, the graphic, the nerd, the lazy , shows the genius).

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