Using Interactive Using Interactive Notebooks in the World Notebooks in the World Language ClassroomLanguage Classroom

Presentation by Kirstin Aguilar & Laura Presentation by Kirstin Aguilar & Laura KammermanKammerman

Attendees will learn how to use the interactive notebook in the foreign

language classroom in order to increase student ownership of learning and

improve the classroom environment. Teachers will leave with a sample

version of the interactive notebook, a plan for implementing it in their classrooms, and a digital copy of

notebook contents.

IntroductionIntroductionDefining the Interactive Notebook

(INB)◦AVID Strategy◦Student-created, teacher-directed◦Organizational tool

Increases student ownership Encourages creativity Makes students restate information in their

own wordsINB can be used in any classroom

with little change to current methods.

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Setup PagesSetup PagesProvide structure and organizationProvide clear expectations for

studentsInclude syllabus in these pagesCustomized for your class (see

example pages 1-12)

◦Grade graphs/charts◦Table of contents◦Quick Reference Sheet

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Notebook Notebook SetupSetup

Left Side =

Output

Right Side =

Input

INB uses both the right and left hemispheres of the brain to help

students sort, categorize, remember, and creatively interact

with new knowledge.

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Notebook SetupNotebook SetupExamples of right-

side items:◦Notes from:

Teacher Video Lecture/guest

speaker Text

◦Readings◦Teacher questions

and example problems

Right Side = Input

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The INB & Note-TakingThe INB & Note-TakingAny style of notes can be used

◦AVID – Cornell Notes◦Fill-in-the-blanks Cornell Notes

Levels of Questions (see page 12)

Summarizing

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Fill-in-the-Fill-in-the-blanks Cornell blanks Cornell

NotesNotesHalf-page of notesColumn for

questions and summary box automatically created

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Left Side = Output

Notebook SetupNotebook SetupExamples of left-side

items:◦ Practice Activities◦ Homework◦ Worksheets/Workbook

Pages◦ Processing Activities:

Songs/Raps Poems/Rhymes Venn Diagrams Magazine Ad Writing Concept Maps Quizzes/Tests

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Processing AssignmentsProcessing AssignmentsSee pages 6-11 of your handoutCreative ways of restating

information◦Moves students from input to output

Use of color helps the brain learn and organize information

Helps students memorizeSummaries

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Processing AssignmentProcessing AssignmentChoose a partner (someone seated

near you)

Using the instructions for Processing Activity #7 on page 7, each of you will write a haiku:◦Partner 1 – write a haiku about the

right side◦Partner 2 – write a haiku about the

left sideCollaborative Scoring (page 5)

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Customizing the Interactive Customizing the Interactive NotebookNotebookTable of Contents for each chapter

◦Large table of contents in classroomCalendarsStarters PagesCountries & Capitals Appointment

MapVerb DictionaryGraphic Organizers for Vocabulary

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GradingGradingVarious grading methods:

◦Student-scored Appropriate for some classes, not for others Teacher still checks

◦Collaborative scoring Processing Assignments only See page 5

◦Teacher-scored Stamping homework daily Twice per grading cycle Grade slips

Spanish II – Notebook Check 4.1Student:

Total / 22

Grade /100Notes from the teacher:

*If your grade is below 70 and you would like to resubmit it for up to a 70, you must do so before 3:45 p.m. on Friday, January 28, 2011*

p.88 Ch. 3, Vocab 1 Jumbles 0 2p.89 Ch. 3, Voc. 2 Graphic Organizer 0 2p.90 Ch. 3, Voc. 2 Graphic Organizer 0 2p.91 Culture Worksheet 0 2p.93 Commands Chart 0 3p.94 Commands Notes 0 2p.95 Directions Worksheet 0 3p.96 Directions Worksheet Map 0 2p.97 Stations Activities 0 2p.98 Stations Activities 0 2

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BenefitsBenefitsStudents have what they need in classCustom guide-bookOrganization skillsGrading time reducedHighly compatible with new grading

policyPositively impacts classroom

managementIncreases student ownership of work

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CaveatsCaveatsTime-consuming initiallySuppliesStudent resistanceAdding pagesKeeping students on the right

page

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QuererQuererhttp://www.youtube.com/watch?v=M8sZ1DWsAHE

Querer is the Spanish verb “to want.”“Querer” is the infinitive…Just like any other verb, querer has to be

conjugated to be used with a subject.It is conjugated this way:

querer (to want)

quiero queremos

quieres x

quiere quieren

yo

tú

usted, él, ella

nosotr@s

ustedes, ellos, ellas

We are back to

our normal subject

pronouns with

querer!

We are back to

our normal subject

pronouns with

querer!

Infinitive=unconjugated formEnds in –ar, -er, or –ir!

Infinitive=unconjugated formEnds in –ar, -er, or –ir!

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PracticePracticeFill in the blanks with the correct form of querer.1.Marta y yo comer.2.Yo salir.3.Pablo hacer ejercicio.4.¿Tú ir al centro comercial?5.Marco y Felipe navegar

por internet.6.Antonio y tú ver

televisión.7.Usted leer novelas.

querer (to want)

quiero queremos

quieres x

quiere quieren

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Quick-Write ActivityQuick-Write ActivityWrite for 3 minutes about:

◦Ways you can implement the INB in your classroom

◦Questions/Concerns you still have about the INB

Turn to your partner and discuss your ideas

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Questions & DiscussionQuestions & Discussionp.16