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Interactive Student Notebooks

Interactive Student Notebooks. Making It Meaningful by Making it Personal Used by permission from: Lauren Burdick Science Instructional Trainer/Coach Title I. Organizing your Notebook. OUTPUT INPUT Left Side of the Right Side of the

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Interactive Student Notebooks

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  1. Interactive Student Notebooks • Making It Meaningful by Making it Personal Used by permission from: Lauren Burdick Science Instructional Trainer/Coach Title I Developed by the Department of Curriculum and Instructional Services - DSBPC

  2. Organizing your Notebook ... OUTPUT INPUT Left Side of the Right Side of the Brain Brain Date and LEQ Developed by the Department of Curriculum and Instructional Services - DSBPC

  3. Organizing your Notebook . . . Developed by the Department of Curriculum and Instructional Services - DSBPC

  4. Input/Output Does this way work for you? Developed by the Department of Curriculum and Instructional Services - DSBPC

  5. Science Interactive Notebook Example Potential Kinetic Types of energy Potential energy can turn into kinetic energy Boulder on a hill, ready to fall The marble at the top of the rollercoaster Boulder rolling down a hill Marble rolling down the rollercoaster tubing Developed by the Department of Curriculum and Instructional Services - DSBPC

  6. What Can Go on the Output Page? • Math journaling • Solving math problems • Explaining mathematical ideas • Writing creatively • Open ended student response to input Developed by the Department of Curriculum and Instructional Services - DSBPC

  7. What Can Go on the Output Page? Some Questions to Help Students… • What do I already know about this? • Does my reasoning support my solution? • Is my explanation clear? • How does this strategy help me solve the problem? • What questions do I have about this information? • How can I organize my thinking? (using graphic organizers) • How does the information fit in to what I already know? Developed by the Department of Curriculum and Instructional Services - DSBPC

  8. What Can Go on the Output Page? Some Questions to Help Students… • What do I wonder about? • Would drawing a diagram or picture help me to understand it better? • How can I summarize my learning? • What is the most important thing I learned about today? • What is my prediction or hypothesis? Why do I think this? • Process Prompts • What I know about….. so far is…. • What I’m still unsure about is… • What I’d like to know more about is… Developed by the Department of Curriculum and Instructional Services - DSBPC

  9. Interactive Student Notebooks are... Think of a few words or a phrase to finish the sentence starter above… Share with a shoulder partner. A tool for every student to use to construct their own conceptual understandings Developed by the Department of Curriculum and Instructional Services - DSBPC

  10. 5 Reasons to Use Notebooks • Notebooks are thinking tools • Notebooks guide teacher instruction • Notebooks enhance literacy skills • Notebooks support differentiated learning • Notebooks foster teacher collaboration -Gilbert and Kotelman, 2005 Developed by the Department of Curriculum and Instructional Services - DSBPC

  11. What are Interactive Notebooks? • Tools for students to use during instruction • Tattered-shows signs of regular use • Always nearby the student • Personal to the owners and may make sense only to them • Reference tools students use as they continue to work or talk with others in small or whole group instruction Developed by the Department of Curriculum and Instructional Services - DSBPC

  12. What are Interactive Notebooks? • A tool to interact with information to create deeper understandings • A way to access and process the learning utilizing various modalities (writing, drawing, and discussion) • Help students organize systematically as they learn • A way for students to work at their level • A portfolio on individual learning • Formative type of assessment Developed by the Department of Curriculum and Instructional Services - DSBPC

  13. How do Interactive Notebooks Help Teachers? • Identify evidence of student learning • Identify student misconceptions • Collect evidence of student growth over time • Develop next steps for planning and teaching Developed by the Department of Curriculum and Instructional Services - DSBPC

  14. Notebooks Guide and Differentiate Instruction • Notebooks can assist in guiding instruction • Provide teachers with access into students’thinking (what they do and don’t understand) • Help to identify misconceptions students may have Developed by the Department of Curriculum and Instructional Services - DSBPC

  15. The Role of the Teacher • Getting Started: Things to Think About… • What type of notebook will you use? • Physical Structure (composition book, 3 ring binder, two pocket folder with prongs, folded pieces of paper stapled) • How should students begin each entry to help stay organized? • Date, time, subject, EQ etc. • What do you want students to write about in their notebooks? • What are your REALISTIC expectations for your students’ writing? • Creating a Purpose for the Notebook • Notebooks are an important tool in a mathematician’s work • Students need a reason to record while they work Developed by the Department of Curriculum and Instructional Services - DSBPC

  16. Using Interactive Notebooks • Consider making a teacher interactive notebook as you are planning for the unit so you have it mapped out prior to using it with the students • Think about what you would like on the input and output pages • Will you need to prepare any post-its, graphic organizers, foldables, or copies from the student book? Developed by the Department of Curriculum and Instructional Services - DSBPC

  17. Things to Ponder… • What types of questions are students asking and recording in their notebooks? • What organizational strategies would make notebooks more useful for students? • What types of recording strategies are students using? • What evidence do students show of their thinking and understanding? • How do students make use of their notebooks in SMALL and/or WHOLE group discussions? • When do students choose to use information in their notebooks? • Is there evidence of students addressing their misconceptions in their notebooks? Developed by the Department of Curriculum and Instructional Services - DSBPC

  18. What Does it Mean to Record Your Thinking? When you ask your students to record their thinking, you are asking them to reflect on their thought processes and how they came to their way of thinking, using data collected as evidence to support or change ideas about concepts and to share questions they now have. -Campbell and Fulton, 2003 Developed by the Department of Curriculum and Instructional Services - DSBPC

  19. What Does Recording Thinking Look Like? • Predictions • Strategies • Hypotheses • Conclusions • Drawings • New understandings • Reflections and how they may impact future thinking • Questions • Ideas of what to try next

  20. What does Recording/Collecting Data Look Like? • Notes • Lists • Technical drawings and diagrams with labels • Charts • Tables • Graphs • Written observations Keep in mind, mechanics is not the focus, content is. However, students need to be able to make sense of their notes.

  21. Line of Learning (LOL) • A line at the end of an entry/activity that signifies an opportunity for the student to clarify, revise, or add to their thinking. • Serves as a reminder to students that learning is an ongoing process (It helps show the student that experiences can change or add to their original ideas). Developed by the Department of Curriculum and Instructional Services - DSBPC

  22. Examples: Developed by the Department of Curriculum and Instructional Services - DSBPC

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