Interactive Notebooks

Transcription

1 Interactive Notebooks As you walk in Pick up a Spiral Notebook, 1 set of dots, and 2 colored pencils Put your name on the cover Illustrate YOUR AVID Story on first white page (next to the cover when book opened) AVID Experience Why AVID? Why you are here?

2 Interactive Notebooks In AVID

3 Introductions Diane Head Heather Wolfertz

4 Activity DOTS Please put a dot on the INB spectrum on the wall. What is your experience with interactive notebooks? One Leaves Huddle into groups of 5 (Take INBs with you) Introduce yourself discuss your AVID Story from first page of the INB Be sure to hear from each person 30 seconds each What is the best one in your group 15 seconds to decide Best story move to the next group Next group, welcome your new group member excitedly! Introduce yourselves and briefly share what you hope to learn at the National Conference.

5 Preparing our students for???? Reality check What will be on the assessments? You want the students to do WHAT? How do I get them to do that?

6 What can we offer in their training? AVID is weightlifting For the Brain! Success Hope Strategies CORNELL WAY

7 Interactive Notebook (INB) What is that??? A gift to teachers and students! Students treasure their interactive notebooks because they are personal and reflective; teachers value them because they represent a simple yet powerful method for helping students learn (Waldman and Crippen, 2009, pp. 55). A bound book spiral, composition, handmade book Format is very important: Right side is Teacher s side Left side is Student s side It is INTERACTIVE between the student, the material, and the teacher

8 Using the interactive notebook Right side is the Teacher side because the teacher is ALWAYS right ok, not really So, WHY? Brain automatically looks to the right page FIRST in a book Need to make connections between the lobes of the brain Completing right page first breaks pattern that is customary brain now pays attention Teacher uses the right side and the student will interact with the material on the left side CROSSOVER!! One way for teachers to begin to move information into long-term memory is by informing the students that everything on the right side of the notebook is important information for the test and future (Wist, n.d, pp ).

9 Right Side Teacher side Students records the teacher information where the information is attained through: lecture, discussion, film, collaborative group, or reading notes; lab procedures; reading activity; worksheets with guided instruction; Grade sheets or notebook checks Teacher directed examples Demonstrated through: Notes Template Graphic Organizer Foldable

10 Left Side Student Side Student interacts with the teacher directed material to attain a deeper understanding through all types of metacognitive strategies to enhance learning such as: a drawing, photo, or magazine picture that illustrates a new concept or idea; questions, opinions, and personal reflections about the new information; predictions, contradictions, or quotations relating to the activity; practice problems, homework or inquiry activities; metaphors, analogies, acronyms, poems, songs, or cartoons that capture the new information or issue; connections between the information and the student s life, another course, or the world; reflections and summary of activities; tests and quizzes

11 Make the notebook THEIRS! Give a certain amount of choice in how they demonstrate their learning Choose their own graphic organizer Choice in activity tic-tac-toe homework Encourage creativity and visual summaries Color attracts the brain to pay attention Converting words and concepts to visual images is a high order thinking skill (and more difficult than it seems!) **I give extra credit for making the INB colorful and personal to them. I give more extra credit for tying their decorations to the topic through visual summaries** When the students take ownership in their book, they will do more, it won t get lost, they will take pride in their work, and increased learning will occur!

12 WHY use interactive notebooks? Everything is in ONE PLACE Teaches organization Gives a spiral study guide one stop EOC review book! Opportunity to return back to a page everyone is on the same page PROOF What happens if they need more than 1 page for a topic? Use add-on paper and fold in! DO NOT go to the next page! Parent conference proof No more you lost it it is all in one place, so show me I will not accept anything unless it is in the INB Accommodations, RTI, goals tracking all there! Reduces Costs ($$ saver) Less copies and paper Incorporates AVIDs WICOR

13 Getting Started Use a bound book: Composition, Spiral, Pronged folder with paper. Number the pages together with your class for uniformity Have them number to the end of the book prevents students from ripping out pages! Can use Roman Numerals for reference pages 1L 1R Go over format with the students - make them understand the research behind it too!

14 Table of Contents Set up Table of Contents & Keep Updated: Table of Contents 1L Questions/Summary 2L Questions/Summary 3L WICOR in classes 4L Cornell Notes Ques/Summ 5L Curve of Forgetting 6L Hotel Room 7L Tutorial Cover Sheet 8L Steps in the Tutorial Process 9L TRF 10L Reflection 11L Costa s House 12L Learning Log 13L Sample AVID Grading 14L 15L 16L Table of Contents 1R Your notes on session 2R Your notes on session 3R WICOR Poster 4R CORNELL WAY 5R Cornell Note Rubric 6R Instructions for Hotel Room 7R Tutorial Reference Sheets 8R Notes on INB in Tutorials 9R My Question/Grading Rubric 10R Three-Column Notes 11R Costa s Vocab 12R Homework Log 13R Sample Contract (for INB) 14R 15R 16R

15 Note-taking We want INTERACTION recommend Cornell Notes Normal format

16 Cornell Notes in the INB Right side teacher, left side student 4L 4R EQ: Why should I take Cornell Notes? Summary: Questions: Why? Steps: 1 Set-up & EQ 2 Take OWN notes on right 3 Review in a different color 4 Make test like questions that would require an extended response and cannot be answered by JUST the notes 5 Write a summary that answers the EQ & has proof from the notes! Rationale:

17 5L Why should you take notes? To minimize your rate of forgetting Dr. Walter Pauk, Cornell University Reading Center Don t take notes = Forget 60 % in 14 days Take some notes = Remember 60 % Take organized notes and follow the Cornell Process = Remember % indefinitely! The More the Better!

18 3R AVID s WICOR Pathway to: - Learning - Justifying - Reaching new Expectations!

19 WICOR in Classes 3L W R O WICOR In Classes C I

20 WICOR and the INB Inquiry Costa s/blooms Higher Order Questioning Inquiry activities STOP don t print that worksheet unless needed have them right directly in their INB! Need worksheet? Print half sheets! Collaboration Make groups Work together on problems rotate books for steps or problems All work in the INB instead of separate, lose-able paper! Justifying Multiple parts of WICOR Philosophical Chairs essentially a two sided debate give an opportunity to think on own first by writing in INB Four Corners debate extreme disagree, disagree, agree, extreme agree Socratic Seminar discussion based on fact/reading

21 Higher Order Questions 11L (XI) PRACTICE!!!!

22 WICOR and the INB Tutorial Groups What is point of confusion? Using questioning to find understanding Providing justification Foldables and Graphic Organizers ENHANCE learning, especially when student created and choice is given Reflecting on learning from activities Leave the book behind and create your real-world scrapbook I mean interactive notebook!

23 What else can you and your partner come up with? 3L W R O WICOR In Classes C I

24 INBs in the AVID Elective?? Cost Effective Paper Saver Elimination of Excuses Facilitates MORE writing and deeper thought

25 Tutorials Going through the process: Have students generate their tutorial 10-step map (8L) Expectations, Reference, and Grading Examples on 7L Tutorial Process does not change due to INB

26 Tutorial Request Form (TRF) Student set-up 9L 9R Process Rubric Form goes here!

27 10L During and After the Tutorial 10R

28 Homework & Learning Logs (12L/R)

29 Interaction in the INB Three guests check into a hotel room. The clerk says the bill is $30, so each guest pays $10. Later the clerk realizes the bill should only be $25. To rectify this, he gives the bellhop $5 to return to the guests. On the way to the room, the bellhop realizes that he cannot divide the money equally. As the guests didn't know the total of the revised bill, the bellhop decides to just give each guest $1 and keep $2 for himself. Each guest got $1 back: so now each guest only paid $9; bringing the total paid to $27. The bellhop has $2. If the guests originally handed over $30, what happened to the remaining $1? 6L Initial thoughts: Summary: Reflection: 6R

30 Elbow Partner Discuss two things you have picked up on WHY to use interactive notebooks.

31 Questions Where are you now? Place dots on the spectrum on how likely you are to implement Interactive Notebooks.

32 Contact Us! Diane Head Heather Wolfertz