Happy Fall Greetings from Edumentality! The power of summary is this month's focus and I have two protocols for you to share with students.  In the era of AI, students may push back and claim that they do not need to learn summarization skills because ChatGPT, Gemini, or Co-Pilot can summarize vast amounts of information in seconds.  True, but thinking skills that are required to write a good summary must be exercised often. As they say, "Use it or lose it!"  Let me know in the comment section what you are doing to make sure those thinking skills are honed and ready.  


SUMMARY STEP-BY-STEP (Writing, Reading)

Description: Because students need to know writing a summary is more than just retelling; it also demonstrates their abilities to clearly and concisely explain a text's main idea. This concise three step plan was developed by ELLii.com.
 
Application: Students in English language arts, social studies, and science classes will benefit most from understanding the process of summarization.
 
Process: Before class, select relevant reading passage and create a summary. On class day, introduce concept by providing students with the pre-selected passage and ask them to summarize it. After completion, in whole group, project the teacher summary. Ask students to compare their summaries to the projected one and note summaries can vary and still be correct!
Share the three-step process for writing a summary, distilled to its most concise form:
 
Step 1: Understand the Text (Active Reading)
Read twice: first for general meaning, then to identify the thesis, key points, and central idea and highlight or annotate the most important claims and evidence.
 
Step 2: Write a Focused Summary (Order and Paraphrase)
Begin with the author’s name and the title of the source (In name of work by name of author. . .). Paraphrase 3 to 5 main points in the order they appear and use attributive tags (e.g., “The author explains…”) to credit the source.
 
Step 3: Revise for Objectivity
Keep the summary much shorter than the original. Check for accuracy and remove all personal opinions or interpretations and focus only on what the author 


​EXECUTIVE SUMMARY (Writing, Reading, Discussion, Collaboration)

​Description: Executive summaries are used in professional, academic, and business settings to provide decision-makers the essence of a document without reading the full text. Learning to write summaries helps students develop key skills in analytical thinking, clear and concise expression, and recognizing cause-and-effect relationships
 
Application: Use summaries in social studies to distill key causes, effects, and implications clearly and concisely.  In science classes, use it to train students to extract essential data, interpret results, and communicate conclusions efficiently.
 
Process: Assign reading(s) and once complete, tell students to take a 3x5 card and summarize the information on one side (see Summary Step-By-Step) and on the other, explain why it matters and the factors involved, focusing on broader implications or lessons learned. Allow students to share summaries with each other and discuss
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USING TECH: AI IN FOREIGN LANGUAGE (Discussion)
 
Description: AI in foreign language classrooms offer students a safe environment to engage in simulated conversations to practice vocabulary, grammar, and cultural context. They also deliver immediate feedback to maintain level-appropriate dialogue.
 
Application: Because AI can be directed to meet the needs of all students, gear prompts to the age/ability level of learners. Prompts can be used in class, for homework, or a combination of both.
 
Process: Determine overall goal of lesson and incorporate AI, directing students to use the following prompts as launch points:
 
1) I am a complete beginner in [specific language]. I would like to learn the language in [   ] months. I have an hour each day to dedicate to studying. Can you make a learning plan that follows the Pareto Principle to help me learn [specific language]?
 
2) I'm new to learning [specific language]. Can you suggest some fun stuff for a high school student like music, movies, shows, YouTube channels, and articles that I can read or listen?
 
3) I'm new to [specific language] and want to start learning grammar. Can you make a plan for me to learn it? Can you provide me some grammar exercises on past tense verbs?
 
4) Write grammatically incorrect sentences for a level II high school student in [targeted language] and I will try to fix them.
 
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Remind students to include level of language proficiency (i.e. High School Spanish II) in the prompt.
 
USING TECH: CHATGPT LANGUAGE PARTNER (Discussion)
 
Description: ChatGPT can be a conversation partner for practicing speaking and listening skills in foreign language. 
 
Application: Language Partner can be used as practice in class or at home. 
 
Process: Share the process of using Language Partner to students: On a PC, install ChatGPT Voice Control extension (add to Chrome). For listening practice, tell students to ask ChatGPT to read a story in the target language at the appropriate level. For speaking practice, have students use the microphone icon to talk to ChatGPT and receive voice-based responses. (Prompts can be situational such as dining out or a job interview.) Remind students to adjust difficulty levels and choose topics that suit their interests.

Hypothetical questions are the thinking playgrounds of the classroom, they invite students to step beyond memorizing facts and start thinking critically, creatively, and empathetically. Anytime thinking is activated, good things happen!  Try it out and let us know how it goes.

Hypothetical Questioning (Questioning, Discussion, Collaboration)
 
Description: Hypothetical questioning activates the part of the brain that requires students to go beyond the implicit and stimulates them to get creative, to problem-solve, to evaluate, and to judge, among other things. When framed in a “What if . . .?” type of question, students must consider how they or others “would feel or act in a potential, or imaginary, future scenario.”  Since there are no right or wrong answers, all students can contribute without fear of being wrong. Hypothetical questioning can occur at any time during a lesson, but most especially as a bellringer to get students curious about the upcoming lesson. Adapted from Jonathan Sandling’s blog post, How to Ask Hypothetical Questions in Lessons.
 
Application: Use hypothetical questions in most subjects at any grade level. In history subjects, visit “alternate history scenarios” websites that can supply ready-made questions. 
 
Process: Have a topic/lesson in mind when creating the hypothetical questions that are directly or indirectly related or use premade questions; fill-in the blanks before using the questions with students. Examples include: 

1. What would the world be like if ____________________ had never existed?
2. If you could remove one of ________________’s personal characteristics, what would you choose?
3. What if _____________________ was never invented? 
4. What if there was no such thing as _____________________?
5. What if the __________________ defeated the _______________? 
6. What if _____________________ had decided not to sell ________________? 
7. What if _________________ suddenly stopped working? 
8. If you could design a ________________, what would perfection look like?
9. If you could go back in time and give _______________advice, what advice would you give them?
10. If you could choose one___________________to control, what would you choose?
11. If you could put (change) just one word, ________________, into any document in history, where would you put it?
12. Do you believe that if _______________ happened, the ______________would be a better place?
13. If _____________________ had a theme song, what would it be? 
14. What if ______________________ became President of the United States?
15. What if you were able to ask ___________________ any question, what would it be? 

Set-up question (with possible follow-ups) according to the overall objective, i.e., at-home preview activity, bellringer, enrichment session, follow-up, point-counterpoint activity, debate, and/or lesson wrap-up.  Encourage discussion and acknowledge varying points of view.


For reference or for more information: 
Adapted from Sandling, J. How to Ask Hypothetical Questions in Lessons for Teachers
https://jonathansandling.com/how-to-ask-hypothetical-questions-in-lesson-for-teachers/
What if? 50 Ideas for Alternate History Scenarios 
https://www.scifiideas.com/posts/50-ideas-for-alternate-history-scenarios/#:~:text=What%20If%3F%2050%20Ideas%20for%20Alternate%20History%20Scenarios,were%20no%20such%20thing%20as%20horses%3F%20More%20items 
What if Questions to Ask- Your One-stop Guide https://thepleasantconversation.com/what-if-questions/

This month brings two reading comprehension strategies that are very much different. The first one is geared towards students who really don't like to read, but can still improve; the second, a multi-step approach that promises to eke out every bit of understanding for the reader.  Comment below if you have any questions or suggestions to make these strategies even better. 

3 READING TIPS (Reading, Discussion)

Description:  Because not every student is able or willing to spend time to improve their reading comprehension, 3 Reading Tips offers quick ways for even the most detached student to improve. These tips benefit students during reading by providing structure as well as increasing reading speed and comprehension. The greatest benefit is that it helps prevent students from disconnecting from lengthy reading material.  

Application:  Use in any subject that incorporates reading. 

Process: Present the tips in a way that results in the apathetic reader becoming curious. Use “click-bait” style headlines like “3 Easy Ways to be a Better Reader, #2 Will Shock You!” Make sure the three tips appear easy to try with huge benefits:
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Tip #1-Skim, Skim, Skim: Do not assume students know how to skim text. Be prepared to share a mini lesson on the task. “Skimming is the process of skipping details, data, graphs, or other elaboration for the purpose of getting the main (big picture) idea or argument behind the text and preventing one to lose oneself within the details.” After skimming, instruct students to read the text again, paying closer attention to the details. 

Tip #2- BEP: Re-Read Beginning and End-Paragraphs: Tell students to read material.  When finished, instruct them to quickly re-read the introductory first paragraph and the summarizing last paragraph. Explain that this provides an overview and ignites memory with little effort.

Tip #3- Highlight Key Fragments:  Based on the reading, ask students to highlight the most important bits of information, recommending three to five bits. Once finished, ask students to connect the information and make generalizations. 
                                                                                                                        Adapted: The 17 Best Engaging Reading Activities for High School (kidskonnect.com) 

PQ4R STRATEGY (Reading, Discussion, Collaboration, Feedback) 

Description: Similar to SQ3R, PQ4R, developed by Thomas and Robinson in 1972, is a reading comprehension strategy that is best used with older students. The key to success is to train students to use the procedure so that they can create metacognitive connections which will eventually lead to automatic use in all subjects.    

Application: Use PQ4R when students are required to comprehend and recall information at a deeper level.  

Process: Introduce the strategy as a way to improve scores on all assessments (College entrance exams, state exams, etc.) which require reading and responding. Reassure students that each time they employ the strategy, it will take less time. Post or provide a copy for each student:

Optional extension: Act as facilitator and form groups after the first complete use of the strategy. Provide ample time for students to discuss questions they created, reflections they used, and sections most difficult. Repeat strategy often in order for students to feel comfortable using it. ​

Students talking about math in math class can be especially challenging.  Kate Nowack's Math Train protocol can provide a way for students to actively engage with each other in an intential and deliberate way.  Kate's original blog spot has been deleted, but I found her at Illustrativemathematics.blog.  She has many great strategies centered on math, please check it out. 

THE MATH TRAIN (Discussion, Collaboration, Feedback)

Description: K. Nowack’s “The Math Train” is an interactive math protocol that is self-checking, encourages student talk, can be differentiated, and keeps students actively engaged.
 
Application: Use this protocol as a practice activity.
 
Process: Prepare math problems for practice, one problem per card for each student. (If breaking the class into two groups, create two sets.) Make sure the problem’s solution is written on the back. Use math problems that will take students about the same amount of time to complete.  Consider differentiating by giving quick workers more challenging problems or allowing students to choose pre-labeled (“easy,” “medium,” “hard”) level cards.  On class day, arrange desks into two rows facing each other.  Hand out a problem to each student, explaining that he will become the “expert” of that problem.  Give students time to solve and tell them the answer is on the back to check their work. Direct students to trade problems with the person across from them and work the problems. Remind students that if they get stuck, they must ask the expert for help.  At a predetermined time, direct them to give their problem back to the original owner. One row stands up and shifts in the same direction and the process are repeated until all possible partnerships have been completed.
                                                                                                                                 

USING TECH: DIGITAL BLACKOUT POETRY    (Reading, Writing, Discussion)

Description: In this highly popular activity, students read an excerpt of text and using editing tools, they create new pieces of poetry by ‘blacking out’ certain lines of text while keeping others. Benefits include student autonomy to revise and edit the aesthetics of the product so that no two are alike as well as experimenting with literary concepts like symbolism, mood, and theme. It is teacher-friendly because the products are stored electronically. 

Application: Use Digital Blackout Poetry occasionally in literature classes.  

Process: Introduce the concept of blackout poetry and show examples.  Provide students with a reading passage presented on an editable slide like Google Slides (See below for Google shortcuts with reflection questions) and encourage them to scan the entire text, noting keywords/phrases/sentences that particularly stand out to them. Direct students to use the edit tools to “blackout” the words not used and caution them that the words must remain in the original document order and that the selected words should flow “to express an idea, create an image, or develop a theme.”   Require students to add visual interest to the poem by adding images, using color, changing font style, etc. Remind students to cite the original work and give them a word count range or a limit on consecutive words to challenge them. After poems are finished, allow enough time for completion of the reflection questions as well as time to share poems. 

Grade according to content with these questions in mind: 
Is there a clear and well-developed theme in the poem?
Is the theme supported by appropriate tone and diction?
Does the word choice create powerful images and elicit emotion for the reader?
How do the artistic elements complement, highlight, or develop the poem? 

Resources or for more information:
Special thanks to Ramin, S. https://www.helloteacherlady.com/blog/digital-blackout-poetry-google-slides
How To Teach Blackout Poetry | A Beginner’s Guide (chompingatthelit.com)
YouTube Instruction: https://www.youtube.com/watch?v=4ETZlfuoHtc