Using Interactive Notebooks

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Using Interactive Notebooks. Janice Belcher Sally Creel Your Guide to using Interactive Notebooks. Essential Question: . H ow do I use interactive notebooks to engage students and maximize learning in my classroom?. - PowerPoint PPT Presentation


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Using Interactive Notebooks

Janice Belcher Janice.belcher@cobbk12.orgSally Creel

Your Guide to using Interactive Notebooks

Essential Question: How do I use interactive notebooks to engage students and maximize learning in my classroom?

What are Interactive Notebooks?Notebooks are a highly individualized way for students to interact with:

The content/concepts being learningThemselves and their thinkingThe teacher

The ProcessCan be challengingTakes a bit of patienceRequires modeling, modeling, modelingMust consistently be reinforcedLearning curve for both the teacher and the students

The PayoffStudents are able to organize their workUses reading strategies within a content area, such as science, social studies or mathHelps students (& teachers) distinguish between what they know and what needs more attention

Why Interactive Notebooks?The format is engaging to multiple learning styles: Visual, kinesthetic, linguistic, and moreEncourages application of writing strategies in variety of contextsFacilitates higher order thinking and collaboration

Benefits over timeNotebooks become a portfolio on individual learning and a record of each students growth.Teachers, students, and parents can review a students progress in writing, recording, thinking, and organization skills.

How is the Notebook assessed?There are multiple assessment options:FormativelyProgress monitoring daily/weekly/spot checkProvide commentary about a concept or written response Summatively using a rubricIndividual assignments basisSelected sections assessed for conventions

No one Right way!Just like writing a storythere are any number of procedures, techniques, components, and elements to use when creating interactive notebooks with your students.They should be a reflection of your classroom and style of teaching & learning

How Do I Get Started?At least one month in advance, identify a subject and concept with which to beginAs you plan your upcoming unit of study, create a model interactive notebook your would like your students to create.Identify necessary concepts, materials, and procedures you are going to use.

What Students NeedThe notebook-loose leaf paper in a three pronged folder, spiral notebook, or composition bookPencils, crayons, markersGlue stick or tapeScissorsPaper, graphic organizers, assessments, etc Grading expectations

Notebook Components:Personalized Unit Title PageTable of ContentsStandardsUnit EQsVocabulary ActivitiesGraphic OrganizersFoldablesThe list goes onEach students notebook should be unique! They may have similar assignments, but they should LOOK different! Say No! to cookie cutter notebooks!

Lets Get Started! Basic Notebook Set UpCreate Front & Back Cover PocketsPersonalized Title PageNumber all the pages in the book Create a Book Table of ContentsThen separate Table of Contents for each section Give students standards or Student Friendly Versions of the standardsUnpack these standards.Three samples:Nouns & VerbsPicturesVisual Sentences GPS StandardsFoldablesMulti-Door Foldable Select vocabulary words from your 1st 9 weeks GPS Fold Book 3 Tab FoldablePost-It Variation

Multi-Tab Shutter Foldable


2 Tab Matchbook Foldable

T-Chart Foldable

Envelope Foldable

Buzz Review Game

Buzz is a simple game you can easily differentiate by content.

To play the game create Buzz game cards numbered 1-___ however many questions you want to have. (Yellow in this picture)

Under each yellow card there is a question. Students flip up the yellow Buzz card to reveal the question. In this photo the questions came from the textbook, but they could have come from a traditional worksheet, practice test, or anywhere. Since I used the textbook, I have the textbook open to the page with the answer to the question.

In my class I had two Buzz games going on. I had 28 students in my class. So I had two sets of Buzz cards (one set was yellow the other was red) numbered 1-15. I strategically grouped my struggling learners so they would rotate through the yellow Buzz game. I placed post it notes with arrows on the textbook pages, helping the struggling students focus in on the section of the text with the correct answer. This limited the amount of text the struggling learners needed to read to find the correct answer. The red Buzz game did not have post its on the pages, but the on level and above level students had to scan the entire page of text to locate the answer.

Word Trails p. 43Seldom do words stand alone, isolated from and unrelated to other words.Introduce a new word then build trails and connections from other words to the new word. There are five main trials that connect words.

Critical Incident Journal p. 91 Writing StrategiesPrior to beginning a science lesson (hands-on), explain that students should look out for a critical incident throughout the course of the lesson.Here are some questions to consider:What is the significant event you would like to write about in your journal?Why is this event important to you?What was your favorite or least favorite part of the lesson today?Describe the event. What happened?What did you learn from this experience?How does this fit in with what you are learning in science class?For grades K-1 Invite students to draw and label their critical incidents and display their drawings on the science board. Twitter PostsCan be used as a Ticket-Out-the-DoorSummarize what you learned in this session. What are the strategies or information you are going to try? VOCABULARYKNOWLEDGEISMORECOMPLICATEDTHANRECITINGKEYTERMSANDTHIERDEFINITIONS.STUDENTSNEEDOPPORTUNITIESTOINTERACTWITHWORDS.Vocabulary knowledge is more complicated than reciting key terms and their definitions. Students need opportunities to interact with words.