Teaching note-taking

A presentation of my Action Research project for Lesley University.

High school note taking
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Teaching note-taking

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A presentation of my Action Research project for Lesley University.
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  1. Teaching note-taking: Examining and evaluating methods of teaching note taking for textbook reading notes in high achieving, high school Social Studies classrooms.

    Slide 1 - Teaching note-taking: Examining and evaluating methods of teaching note taking for textbook reading notes in high achieving, high school Social Studies classrooms.

    • J Matt Daniels Jr
    • Lesley University, EEDUC 6127
    • Action Research, Prof. Sal Trento Spring 2015
  2. Interlake High School, Bellevue WA

    Slide 2 - Interlake High School, Bellevue WA

  3. How can note-taking be taught such that it improves both the skills and the accompanying content knowledge?

    Slide 3 - How can note-taking be taught such that it improves both the skills and the accompanying content knowledge?

  4. Two issues:

    Slide 4 - Two issues:

    • Skills?
    • What are good notes?
    • Ken Kierwa-Prof of Educational Psychology- Univ. of Nebraska-Lincoln
    • Content Knowledge
  5. Methodology

    Slide 5 - Methodology

    • Three classes, three strategies
    • Assess with
    • Unit Test
    • Standards
    • Student surveys
  6. Teaching Strategies

    Slide 6 - Teaching Strategies

    • Model based
    • Paired share and self-testing
    • Traditional classroom (control)
  7. Model Based

    Slide 7 - Model Based

  8. Paired Share and Control

    Slide 8 - Paired Share and Control

  9. Tests

    Slide 9 - Tests

    • Inconclusive
    • No significant difference
    • 1st Period
    • 3rd period
    • 4th period
    • 32
    • 37
    • 41
    • 41
    • 29
    • 31
    • 40
    • 42
    • 31
    • 31
    • 35
    • 40
    • 26
    • 30
    • 43
    • 31
    • 22
    • 32
    • 32
    • 35
    • 40
    • 37
    • 39
    • 34
    • 39
    • 40
    • 31
    • 35
    • 33
    • 33
    • 41
    • 20
    • 34
    • 36
    • 38
    • 34
    • 35
    • 41
    • 29
    • 43
    • 41
    • 36
    • 28
    • 30
    • 30
    • 41
    • 31
    • 29
    • 37
    • 41
    • 18
    • 31
    • 39
    • 22
    • 30
    • 38
    • 44
    • 48
    • 37
    • 44
    • 41
    • 29
    • 38
    • 42
    • 44
    • 36
    • 37
    • 38
    • 34
    • 40
    • 38
    • 23
    • 30
    • 35
    • 26
    • 36
    • 25
    • 28
    • 35
    • 37
    • 29
    • 36.41667
    • 34.2069
    • 33.67857
  10. Standards

    Slide 10 - Standards

  11. Surveys

    Slide 11 - Surveys

  12. Points of note                                     in the surveys

    Slide 12 - Points of note in the surveys

    • 3rd period seems more aware of their limitations (2 and 6), but also has a standard against which to measure their questions and “what’s important.” (4 and 5). Additionally, the notes now occur to them as a greater opportunity to learn (8).
    • The classes matched their activity in column 10, finding value in what ever they did.
  13. FindingsFuture developmentWhat I got from Action Research

    Slide 13 - FindingsFuture developmentWhat I got from Action Research