Not Your Average Notebook

1. Not Your Average Notebook Rachael Phillips Graduate Fellow Educational Psychology Doctoral Program Texas Tech University Texas Regional Collaborative for Excellence in Teaching Mathematics and Science-Region 9 Advisory Council

2. Why Should We Use Notebooks? • Real scientists use them in the “real world” • Satisfies cross-curricular requirements • Actively involves students in inquiry-based lessons • Organizes student notes, activities, and labs • Improves critical thinking skills • Keeps a record of student work • Improves communication skills • Sets clear, high expectations • Can be used at any grade level • Creates a resource for college-level work

3. Why Should We Use Notebooks? • Research shows that student understanding and literacy skills improve when students do hands-on minds-on science and use notebooks to make sense of their science investigations

4. What Can Notebooks Do? • Guide teacher instruction • Enhance literacy skills • Support differentiated learning • Foster teacher/student collaboration

5. Characteristics of a Notebook • Individual in nature • Includes what works and what does not work • Includes text, data, drawings, charts, graphs • Gives information and asks questions • Entries are a record of thoughts and are not usually corrected • Newer ideas are added as another entry

6. Research Says… • Formative forms of assessment help to improve student learning if • Effective feedback is given to students • Active involvement of students in their learning • Adjust teaching to take account of results learned from formative assessment • Self-Assess for students to understand how to improve

7. Basic Theory of Notebooking • Assignments hit multiple learning styles • Uses both structural and creative processing skills • Multiple points of processing • The more they hear it, look at it, write it, the more likely they are to retain it • Very impersonal topics become immediately personalized

8. Important Considerations • Should be the students’ own work • Should be viewed as a record of progress and observation • Should be thought of as a “rough draft” by the teacher • Students should create their own tables, charts, and graphs

10. Hemispheric Dominance • Nobody is completely right- or left-brained • Both hemispheres are involved in all human activities, including learning • However, the left side processes in a logical and sequential order, while the right side processes holistically and randomly • Knowing your dominant hemisphere helps learning • Teaching to both sides of the brain will speed up the neural connections created during learning for all students

11. Linear vs Holistic Processing • Linear (Left) • Processes from part to whole • Arranges pieces of information in a logical order then draws conclusions • Holistic (Right) • Processes from whole to part • Starts with the answer then fills in the details • Provide an outline for the Right-Brained learners, Left-Brained learners will make their own

12. Sequential vs Random Processing • Sequential (Left) • List makers, master scheduling, daily planning • Complete tasks in order and enjoy checking off their lists • Random (Right) • Move from assignment to assignment • Assignments are often late or incomplete • Lefties will make their own homework calendar but Righties will need frequent reminders • Color coding tasks will tap into Righties’ color sensitivity and help them prioritize

13. Symbolic vs Concrete Processing • Symbolic (Left) • No trouble processing symbols • Will memorize vocabulary and formulas easily • Concrete (Right) • Want to feel, touch, and see the real object • Need to see the vocab words and formulas in context • Start concrete with a hands-on activity and slowly move to symbolic so everybody gets what they need

14. Logical vs Intuitive Processing • Logical (Left) • Processes information based on logic, proof, evidence, experimental results • Intuitive (Right) • Processes information based on feelings • Struggles with showing the process of getting the right answer • Ensure Righties understand the importance of showing their work and Lefties learn to trust themselves after they’ve learned something

15. Verbal vs Non-Verbal Processing • Verbal (Left) • Have little trouble expressing themselves verbally • Non-Verbal (Right) • Struggle with verbal expression-need to back things up visually (writing them down) • Teach Lefties to not yell out answers and give Righties extra time for written assignments or short answer questions

16. Reality-Based vs Fantasy-Oriented Processing • Reality-Based (Left) • Adjust to changes in the environment • Want to know the rules and follow them • Understand consequences • Fantasy-Oriented (Right) • Try to change the environment (often the class clown) • Make up their own rules • Don’t remember what the consequences are or don’t understand why there would be any • Keep consistent rules and give progress reports often

17. So What Does That Have to do with Notebooking? • Right Side • Thinking Maps • Diagrams/Illustrations • Foldables • Reflections • Cartoons • Personalization • Color-coded notes • Left Side • Questions • Data and Graphs • Vocabulary • Study Guides • Notes-Outline form • Numbered Pages • Table of Contents • High level of organization

18. Organizational Tips • Table of Contents • Managing the little pieces • Grading

19. Table of Contents • Must model for students for at least the first 6 weeks • Put a reminder on the warm up slide or on the test review • Remind students to use the title of the page in the ToC

20. Managing the Little Pieces • Multiple sheets per page when copying • Pre-Cut as much as you can • Keep the extras so students can easily find them • Scrap paper pocket

21. Grading • Grading is optional • Younger students need more guidance • Older students need more independence • Can always change policy

22. Questions??

23. Contact Information • rachael.k.phillips@ttu.edu