Note-Taking, DifferentiatedToby Quinn and Condee Wood, Washington Middle School

Who are we?

• Toby Quinn • Leadership and Block Teacher• Second year at WMS• Tech Guru Extraordinaire

•Condee Wood• Assistant Principal• First year at WMS, 6 years as AP in Issaquah• 7 years teaching High School Language Arts

Why are we here?

The iGeneration!!From Rewired by Larry D. Rosen, c. 2010

“… the iGeneration children and teens are in elementary school, middle school and high school. They spend their days immersed in a ‘media diet,’ devouring entertainment, communication, and, well, any form of electronic media. They are master multi-taskers, social networkers, electronic communicators and the first to rush to any new technology. They were born surrounded by technology, and with every passing year they add more tools to their electronic repertoire. They live in social networks such as Facebook, MySpace, and Second Life gathering friends; they text more than they talk on the phone; and the Tweet the night away, often sleeping with the cell phones vibrating by their sides” (page 2).

“iGeneration kids hate school…Why? Education has not caught up with this this new generation of tech-savvy children and teens. It is not that they don’t want to learn. They just learn differently. Gone are the days when students would sit quietly in class, reading a book or doing a math worksheet. Literally, their minds have changed – they have been ‘rewired.’ With all the technology that they consume, they need more from education. The educational content is not the problem. It is the delivery method and setting. Today’s youth thrive on multimedia, multitasking, social environments for every aspect of their lives except education. As aptly put by Professor Paul Gee, ‘Given that the digital age is enveloping our world, … educators need to meet the emerging challenges on two fronts. Educators must determine the new learning styles of students and develop educational methodology and teaching strategies to meet the learning needs’” (page 3).

Objectives• Participants will take an on-line survey to identify their

learning modality

• Participants will learn how to take Cornell Notes using three different methods (Google Docs, Prezi, and written) and how the techniques both connect to learning modalities and motivate students

• Participants will be provided access to resources to use with their students

Visual• Maps, spider diagrams, charts, graphs, flow

charts, labeled diagrams, symbolic arrows, circles, hierarchies, etc. • It does NOT include still pictures or photographs

of reality, movies, videos or PowerPoint. • It DOES include designs, patterns, shapes and

the different formats that are used to highlight and convey information.

Aural• Preference for information that is "heard or

spoken" • Lectures, group discussion, radio, email, using

mobile phones, speaking, web-chat and talking things through• Email is included because, it is often written in

chat-style with abbreviations, colloquial terms, slang and non-formal language• Talking out loud as well as talking to oneself

Read/Write• Prefers information displayed as words• Emphasizes text-based input and output -

essays, reports and assignments • Loves PowerPoint, the Internet, lists,

diaries, dictionaries, thesauri, quotations and words, words, words... • PowerPoint presentations, the Internet,

GOOGLE and Wikipedia

Kinesthetic• Perceptual preference related to the use of experience and

practice • Demonstrations, simulations, videos and movies of "real"

things, case studies, practice and applications • Learn from the experience of doing something; value their

own background of experiences and less so, the experiences of others

• It is possible to write or speak Kinesthetically if the topic is strongly based in reality. An assignment that requires the details of who will do what and when, is suited to those with this preference, as is a case study.

Multi-Modal• VARK = Four scores, including mixtures of the four modes. • Those who do not have a standout mode with one preference score well

above other scores are defined as multimodal. • They are of two types.

• VARK Type One: There are those who are flexible in their communication preferences and who switch from mode to mode depending on what they are working with. They are context specific.

• VARK Type Two: input (or output) in all of their preferred modes; take longer to gather information from each mode and, as a result, they often have a deeper and broader understanding. They may be seen as procrastinators or slow-deliverers but some may be merely gathering all the information before acting - and their decision making and learning may be better because of that breadth.

Your Turn!

http://www.vark-learn.com/english/index.asp

One class’s preferences…

• WOOD- STUDENT LS AND TECH CHOICE.pdf

Note-Taking Pre-Assessment• Note-Taking Reflection - Pre

Cornell Notes• CORNELL NOTES HOUT 021012.doc

• CORNELL NOTES HOUT LECTURE 021012.doc

• CORNELL NOTES SAMPLES 021012.doc

3 Note Taking Options

• www.Google.com

Why did students choose Google Docs?

• It’s short and sweet• It’s simple and easy to understand• I like it because you can edit from any computer• It seems like the least difficult – easier for me

than Prezi or writing• It’s neat and easy to use. I also like how it is laid

out• I like the organization it provides

• www.prezi.com

• USING PREZI TO TAKE NOTES.doc

Why did most students choose Prezi?• We are free to create our notes how we like. We can add

pictures, videos, fonts and themes• It’s colorful and fun to watch at the end• I like it because you can show your work but in a creative way,

with pictures and video• I like making designs and shapes to make cool notes• We use bullets, so the person looking at this gets the main

ideas. It’s also very eye-pleasing.• It’s easy to play around with shapes and colors and less boring

than the other options• I like the idea of being able to use pictures and colorful text to

take notes• It enables me to use my creativity

Student Choice• WOOD- STUDENT LS AND TECH CHOICE.pdf

Examples of Student Work: Google Docs

• 9.4 The Excutive Branch Carries Out the Laws.pdf• Chapter 9 notes.pdf• Sophies-S.S Chapter 9 notes.pdf

1http://prezi.com/_hd92jz2n5ay/ss-chpt-9-the-constitution-a-more-perfect-union/

2http://prezi.com/49yye9qiyglw/chapter-9/?auth_key=462b8ef91ffd2c8c748e4df73cd9f71669f14853

3http://prezi.com/80pz7hbuezil/chapter-9-notes/?utm_source=share&utm_campaign=shareprezi&utm_medium=email

4http://prezi.com/70okf4lrr4g_/chapter-9/?utm_source=share&utm_campaign=shareprezi&utm_medium=email

Examples of Student Work: Prezi

Note Taking Reflections…• Note-Taking Post Survey.xls

Your Turn to Reflect• In a place of your choice…. Word, Google Docs, a pad of

paper, an e-mail to someone, etcetera, please answer the following three questions:

1.Which ideas from today’s presentation could I use in my classroom?

2.How might the ideas from today’s session improve student learning?

3.If new learning is necessary, who can I learn from?

Additional Note Taking ChoiceVISUAL: Inspiration 9: For visual mapping, outlining, writing and making presentations, use Inspiration® 9, the ultimate thinking and learning tool.

Evaluation• Please evaluate our session today by filling going to the

following link and answering our questions: (this is a Google form!)

• Thank you for joining us today!