SUMMARIZING AND NOTE TAKING Classroom Recommendations
المؤلف:
Jane D. Hill Kathleen M. Flynn
المصدر:
Classroom Instruction that works with English Language Learners
الجزء والصفحة:
P70-C7
2025-09-11
258
SUMMARIZING AND NOTE TAKING
Classroom Recommendations
Teachers can direct students on how to take good notes. Class room Instruction That Works offers three recommendations on teaching good note-taking skills.
1. Give students teacher-prepared notes. This is the first step in modeling good note taking. When students see teacher-prepared notes, they have a clear example of what the teacher considers important. For ELLs, teacher-prepared notes can take written form with pictorial representations. As students progress in their language acquisition, notes can be given in written form with some of the words missing.
2. Teach students a variety of note-taking formats (see Figure 1 in Adapting Teacher-Prepared Notes to the Stages of Language Acquisition). There is not one set way to take notes. Different students select different note-taking formats. It will be important to model all the different forms of note taking, along with clear, concise explanations.
One of the models students will learn, the informal outline, is characterized by indentations to indicate major ideas and their related details. Another model, webbing, can be valuable for ELLs because it provides a visual representation. A third type of format, combination notes (see below), uses both the informal outline and the web technique.
3. Use combination notes. Combination notes combine linguistic and nonlinguistic formats. They are particularly helpful because they allow students to portray the information in a visual way. When students are taking notes, it is helpful if you stop periodically to let them make a graphic representation. This may take extra time, but it forces students to consider the information a second time. It also allows students to store the information in a different way without using words.
Figure 1 in Adapting Other Note-Taking Formats to the Stages of Language Acquisition, shows how a page of notes is divided into three parts. The left side is used for informal outlining, and the right side is reserved for a web or some variation of it. Finally, the bottom of the page is saved for a summary statement. Figure 2 in Adapting Other Note-Taking Formats to the Stages of Language Acquisition, depicts another type of combination notes that is especially useful for ELLs.
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