Synthesizing

Synthesizing is the process of bringing together background knowledge, new information, connections between texts, inferences, and summaries to create an understanding. In social studies, learners need to synthesize to bring together information from various sources to respond to an inquiry question.

When do learners synthesize?

Learners synthesize when they:

• consider new information that adds to or conflicts with their background knowledge

• add their own thoughts, experiences, opinions, interpretations and connections to generate an idea

• use information from a variety of sources to deepen their understanding

Why should learners synthesize?

Synthesis allows learners to:

• consider how their thinking grows and changes over time

• generate new ideas and opinions based on evidence

• use information from a variety of sources to draw conclusions

How to synthesize

You may be observing learners are struggling  to synthesize the texts they encounter in social studies. If you notice learners engaging in any of the following, try the accompanying strategies to support them in synthesizing. 


Big Idea

Learners need to be aware of how their thinking is changing as they gather new information.

If you observe:

Learners gather information without considering how it influences their thinking on a topic. Try:

Gather up the Facts

Non-fiction sources often include a great deal of information that learners need to consider. Learners can pause while reviewing a source to consider how the information they gather influences their thinking on the topic.

• Learners divide a source into sections

• Learners pause at the end of each section and list what new ideas or information they learned about the topic 

• Learners consider how the new information has changed or confirmed their thinking

Change Journal

Learners need to consider new and sometimes conflicting information to update an opinion or form a new one. Learners can record thoughts, questions, and feelings that emerge as they consider various sources on a topic.

• Learners record their initial thinking about a new concept or topic

• As learners gather new, or even contradictory information, about a topic, they record changes in their thinking and perspectives in their change journals

• With a partner, learners can compare responses and discuss what they notice about how their thinking has changed

Big Idea

Learners can synthesize using text features and organizational structures.

If you observe:

Learners are not considering the text features and organizational structures of a source to deepen their understanding. Try:

Integrate Features

Information texts often include a variety of text features such as photos, diagrams, maps, and graphs. Learners can use text features to support their understanding of the main text.

• First learners scan the text to see what is included Next, learners scan all the text features, beginning with headings and any photos, diagrams, maps, insert boxes, or charts

• Then learners begin to read the main text, pausing after a few facts to return to a chosen text feature to consider how it adds to the information in the main text

• Learners talk with a partner about how the features helped them to better understand the topic

Consider Structure

Identifying the organizational structure of a text (description, sequence, compare/contrast, cause/effect, and problem/solution) supports students in understanding the author’s purpose. Learners can use text structures to synthesize information in a text.

Note to teachers: This strategy can be introduced after learners have been explicitly taught organizational structures in a series of separate mini-lessons.

• Learners review the text and look for signal words to identify the text’s structure

• Learners compare their findings with a partner

• In pairs, learners generate a main idea statement using the text’s structure

• Learners use an appropriate graphic organizer to record supporting details

Big Idea

Learners  must gather information from a variety of sources to respond to an inquiry question.

If you observe:

Learners find it challenging to use information from a variety of sources to develop a response to a question. Try:

Recursive Notes

Reviewing research from a variety of sources is important in developing a response to an inquiry question. Learners can review and reflect on their research to identify patterns and develop ideas.

• Learners review notes they have already taken on a topic

• Learners can highlight, colour-code, or annotate their notes to indicate:

• Learners can use their annotations to group information in response to their inquiry question

Bringing It All Together

Developing a response to an inquiry question requires learners to include evidence from a range of sources. Learners can review their notes to select and organize information in response to an inquiry question.

• Learners review their notes to identify main ideas and related information, quotations, and other details they would like to highlight from various sources 

• Learners identify additional features that could support their thinking (graphs, charts, tables, symbols, statistics, images etc.)

• Learners develop a new notebook page organized around their key ideas that reflect findings from various sources

Big Idea

Learners need to be able to gather information from different kinds of sources.

If you observe:

Learners find it challenging to navigate various kinds of sources. Try:

Take Your Time (Line)

Information from timelines supports learners in developing their chronological thinking. Learners can use timelines to sequence information they gather from other sources.

• Learners start by looking at a timeline related to the topic they are exploring

• Next, learners compare the dates to another timeline and note any new information

• Learners review their notes to identify any other that they may have recorded previously

• Learners use the information they gathered to develop their own timelines of key events

Key in to Maps

Maps support learners in developing spatial thinking.

Learners can use visual and spatial data from maps to further develop their understanding of a topic.

• Learners start by looking at the title of the map to determine the theme or subject

• Learners review the map key to identify the symbols, scale, and other relevant information

• Next, learners consider any labels, call out boxes, or other text features on the map

• In partners, learners discuss how the map helps them to learn about other information found in the source

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