Can your students record and represent what they've learned Academic standards call for increased rigor, but simply raising complexity is not enough. Students must know how to effectively interact with new knowledge. To do that, they must be able to to summarize what they've read, analyze text for specific characteristics, and create organized, succinct written works that demonstrate a deep understanding of the content. As educators develop expertise in teaching these skills, students become adept at recording and representing knowledge, both linguistically and nonlinguistically, helping them retain the critical information.Recording & Representing Knowledge: Classroom Techniques to Help Students Accurately Organize and Summarize Content explores explicit techniques for mastering this crucial strategy of instructional practice. It includes:? Explicit steps for implementation? Recommendations for monitoring students? ability to record and represent knowledge? Adaptations for students who struggle, have special needs, or excel in learning? Examples and nonexamples from classroom practice? Common mistakes and ways to avoid themThe Essentials for Achieving Rigor series of instructional guides helps educators become highly skilled at implementing, monitoring, and adapting instruction. Put it to practical use immediately, adopting day-to-day examples as models for application in your own classroom.
| Acknowledgments |
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ix | |
| About the Authors |
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xi | |
| Introduction |
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1 | (4) |
| Recording and Representing Knowledge |
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5 | (8) |
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PART I Linguistic Representations |
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13 | (28) |
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Instructional Technique 1 Summarizing |
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15 | (14) |
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Instructional Technique 2 Note Taking |
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29 | (12) |
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PART II Nonlinguistic Representations |
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41 | (44) |
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Instructional Technique 3 Graphic Organizers |
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43 | (14) |
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Instructional Technique 4 Pictorial Notes and Pictographs |
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57 | (10) |
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Instructional Technique 5 Dramatic Enactments |
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67 | (8) |
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Instructional Technique 6 Mnemonic Devices |
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75 | (10) |
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85 | (2) |
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Recording B Representing Knowledge |
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| Resource A Organizer Templates |
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87 | (16) |
| Resource B Helpful Websites |
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103 | (2) |
| References |
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105 | (4) |
| Index |
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109 | |
Ria Schmidt, PhD, brings more than 15 years of expertise as a teacher, principal, and central office administrator to everything she does. Her experience has ranged from Pre-K through post-secondary education. Dr. Schmidts passion for building capacity, professional development, standards-based education, assessment, differentiation, and working with teachers and administrators inspires everything she does. She has worked extensively in parochial and private schools. She earned her doctorate in Educational Administration from University of WisconsinMadison.
Robert J. Marzano, PhD, is a nationally recognized education researcher, speaker, trainer, and author of more than 30 books and 150 articles on topics such as instruction, assessment, writing and implementing standards, cognition, effective leadership, and school intervention. His practical translations of the most current research and theory into classroom strategies are widely practiced internationally by both teachers and administrators.
