Interactive Student Notebooks

Interactive Student Notebooks

• Making It Meaningful by Making it Personal

Used by permission from:Lauren Burdick

Science Instructional Trainer/Coach Title I

Developed by the Department of Curriculum and Instructional Services - DSBPC

Organizing your Notebook ...

OUTPUT INPUT

Left Side of the Right Side of the Brain Brain

Date and LEQ

Date and LEQ


Organizing your Notebook . . .

•This side demonstrates the students understanding of information from the right side.

•Students work with the input and INTERACT with the information in unique and creative ways

•Students may interact or process information through:

•Brainstorming•Drawings to illustrate math problems or concepts•Writing prompts•Charts, tables, graphs•Drawing/Sketches/Diagrams•Explanations to solving math problems•Questions generated•Venn Diagrams, T-charts.. (Graphic Organizers)•Interacting w/ math strategies•Math manipulatives

•This side contains information provided by the teacher.

•Always start the page with the date and LEQ at the top of the page

•Some examples of input:•Writing down information•Taking notes about the textbook, video or speakers•Defining vocabulary and listing concept facts•Taking notes for labs, procedures, materials etc.•Teacher questions and sample problems•Strategy Explanations•Inserting worksheets, maps, diagrams (stapled or glued)

OUTPUT(Left Side)

INPUT(Right Side)


Input/OutputOUTPUT

(Left Side)INPUT(Right Side)

•This side demonstrates the students understanding of information from the right side.

•Students work with the input and INTERACT with the information in unique and creative ways

•Students may interact or process information through:

•Brainstorming•Drawings to illustrate math problems or concepts•Writing prompts•Charts, tables, graphs•Drawing/Sketches/Diagrams•Explanations to solving math problems•Questions generated•Venn Diagrams, T-charts.. (Graphic Organizers)•Interacting w/ math strategies•Math manipulatives

•This side contains information provided by the teacher.

•Always start the page with the date and LEQ at the top of the page

•Some examples of input:•Writing down information•Taking notes about the textbook, video or speakers•Defining vocabulary and listing concept facts•Taking notes for labs, procedures, materials etc.•Teacher questions and sample problems•Strategy Explanations•Inserting worksheets, maps, diagrams (stapled or glued)

Does this way work for you?


Science Interactive Notebook Example

OUTPUT(Left Side)

INPUT(Right Side)

Energy is Everywhere!

I am using energy in my classroom to write in my science notebook, push in and pull out my chair (push and pull are a type of force)

A rollercoaster has potential and kinetic energy.

EQ: How can energy be used to cause motion or create change?

Two types of energy:

Potential Energy: Energy an object has because of its position or shape (stored energy)

Kinetic Energy: Energy an object has because it is moving

Energy can cause motion or things to move.

The amount of force can affect how things move

Potential Kinetic

Boulder on a hill, ready to fall

The marble at the top of the rollercoaster

Boulder rolling down a hill

Marble rolling down the rollercoaster tubing

Types of energy

Potential energy can turn into kinetic energy


What Can Go on the Output Page?

• Math journaling• Solving math problems• Explaining mathematical ideas• Writing creatively• Open ended student response to

input


What Can Go on the Output Page? Some Questions to Help Students…

• What do I already know about this?• Does my reasoning support my solution?• Is my explanation clear?• How does this strategy help me solve the

problem?• What questions do I have about this

information?• How can I organize my thinking? (using

graphic organizers)• How does the information fit in to what I

already know?


• What do I wonder about?• Would drawing a diagram or picture help me to

understand it better?• How can I summarize my learning?• What is the most important thing I learned about

today?• What is my prediction or hypothesis? Why do I

think this?• Process Prompts

• What I know about….. so far is….• What I’m still unsure about is…• What I’d like to know more about is…

What Can Go on the Output Page? Some Questions to Help Students…


Interactive Student Notebooks are...

A tool for every student to use to construct their own conceptual

understandings

A tool for every student to use to construct their own conceptual

understandings

Think of a few words or a phrase to finish the sentence starter above…

Share with a shoulder partner.


5 Reasons to Use Notebooks1. Notebooks are thinking tools

2. Notebooks guide teacher instruction3. Notebooks enhance literacy skills4. Notebooks support differentiated

learning5. Notebooks foster teacher collaboration -Gilbert and Kotelman, 2005


What are Interactive Notebooks?

• Tools for students to use during instruction

• Tattered-shows signs of regular use• Always nearby the student• Personal to the owners and may make

sense only to them• Reference tools students use as they

continue to work or talk with others in small or whole group instruction


What are Interactive Notebooks?

• A tool to interact with information to create deeper understandings

• A way to access and process the learning utilizing various modalities (writing, drawing, and discussion)

• Help students organize systematically as they learn

• A way for students to work at their level• A portfolio on individual learning • Formative type of assessment


How do Interactive Notebooks Help

Teachers?• Identify evidence of student learning

• Identify student misconceptions• Collect evidence of student

growth over time• Develop next steps for planning

and teaching


Notebooks Guide and Differentiate Instruction• Notebooks can assist in guiding

instruction– Provide teachers with access into students’

thinking (what they do and don’t understand)

– Help to identify misconceptions students may have


The Role of the Teacher• Getting Started: Things to Think About…

• What type of notebook will you use?– Physical Structure (composition book, 3 ring binder, two

pocket folder with prongs, folded pieces of paper stapled)• How should students begin each entry to help stay organized?

– Date, time, subject, EQ etc.• What do you want students to write about in their notebooks?• What are your REALISTIC expectations for your students’

writing?

• Creating a Purpose for the Notebook• Notebooks are an important tool in a mathematician’s work• Students need a reason to record while they work


Using Interactive Notebooks

• Consider making a teacher interactive notebook as you are planning for the unit so you have it mapped out prior to using it with the students– Think about what you would like on the input

and output pages– Will you need to prepare any post-its, graphic

organizers, foldables, or copies from the student book?


• What types of questions are students asking and recording in their notebooks?• What organizational strategies would make notebooks more

useful for students?• What types of recording strategies are students using?• What evidence do students show of their thinking and

understanding?• How do students make use of their notebooks in SMALL

and/or WHOLE group discussions?• When do students choose to use information in their

notebooks?• Is there evidence of students addressing their

misconceptions in their notebooks?

Things to Ponder…


What Does it Mean to Record Your Thinking?

When you ask your students to record their thinking, you are asking them to reflect on

their thought processes and how they came to their way of thinking, using data

collected as evidence to support or change ideas about concepts and to share

questions they now have.

-Campbell and Fulton, 2003


What Does Recording Thinking Look Like?

• Predictions• Strategies• Hypotheses• Conclusions• Drawings• New understandings• Reflections and how they may impact future

thinking• Questions• Ideas of what to try next

What does Recording/Collecting Data

Look Like?• Notes• Lists• Technical drawings and diagrams with

labels• Charts• Tables• Graphs• Written observations

Keep in mind, mechanics is not the focus, content is. However, students need to be able to make

sense of their notes.

Line of Learning (LOL)• A line at the end of an entry/activity that

signifies an opportunity for the student to clarify, revise, or add to their thinking.

• Serves as a reminder to students that learning is an ongoing process (It helps show the student that experiences can change or add to their original ideas).


Examples:


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Date post:	12-Jan-2016
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Interactive Student Notebooks

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