Interactive Notebooks: An Experiment to Increase Student Engagement February 2015 Interactive Notebooks: An Experiment to Increase Student Engagement 45—presentation/gallery walk 45—workshop 5—warm-up/objective 20—presentation 10—gallery walk 5—questions/wrap-up Give sticky notes as walk in so any questions can write down

Do Now Think silently about your answers to these questions. Be prepared to share with a partner. Mild: How do you typically have your students take notes within your class? Medium: What were the most memorable experiences that you had as a language learner that helped you to retain new ideas? Spicy: How do you measure student engagement and understanding? What does it look like in a language classroom? May use another slide template depending on Do Now activity. District of Columbia Public Schools | February 2015

Objectives Participants will be able to: Explain the different components of the Interactive Notebook Identify at least 3 benefits for their students and themselves Create at least 2 activities which they may use with students in their current or future unit Objectives should start with a verb. The verb should be bolded. Use the branded bullet style (no clipart). District of Columbia Public Schools | February 2015

Agenda What is a FIN? SIN? CHIN? How does it work in a language classroom? What will this look like in my classroom? District of Columbia Public Schools | February 2015

What is a FIN? SIN? CHIN? A collection of all learning done through the school year. Teacher input goes on the RIGHT hand side. Student output goes on the LEFT hand side. The output should be colorful and meaningful to students. Benefits: Keeps students organized (implicitly teaches and develops study skills) Helps them be consistent (easier to catch up after absences) There are no loose pages…less lost work! Helps students stay accountable through documentation (also helpful with parents!) Everyone has easy reference to past concepts -output depends on the level of control you want to have with students -Right: Notes on “My FIN” -Left: five fingers -Page 1: Title page with workshop information -Page 2: five fingers -Page 3: “My FIN” District of Columbia Public Schools | February 2015

 Left side or right? Guided notes Games Map Graphics Chart or table Flips Personal story Vocabulary list Drawing Dialogue/skit Comic strip Calendar Text in target language Comprehension check: Left side or right? -Sometimes the answer may depend based on how it’s used. District of Columbia Public Schools | April 2013

Left side suggestions 3-2-1 Summary Day Planner Magazine Cover Acrostic Poem Double Entry Journal Postcard from the Past Advertisement Gravestone Song Re-write Annotated Illustration Five Finger Re-tell The Important Thing Frame Be the Thing Game Cards Timelines/Sequencing Bio-Poem Greeting Card TXT MSG SUMRE Collage Haiku Comic Book/Story Board Historical Journal Unit Title Pages V3- Verbal Visual Vocabulary Illustrated Outline Concept Map Invitation to an Event You Be the Teacher Contructed Response KIM Chart (Key Idea, Information, Memory Clue) http://teachingwithatouchoftwang.blogspot.com/ Crossword Puzzle Thank you Sabra District of Columbia Public Schools | April 2013

Right side suggestions Notes may take any form (not simply vocabulary lists or traditional notes) just as long as they clearly communicate the concepts that are being taught. District of Columbia Public Schools | April 2013

Agenda How does it work in a language classroom? What will this look like in my classroom? District of Columbia Public Schools | February 2015

How does it work in a language classroom? Basic structure Rubrics Syllabus/Classroom expectations Table of Contents Reference Pages Unit Chapters Input/Output Reflections Indexes (Scavenger hunts) Syllabus (changed) NO classroom expectations FIN explanation / 5 hands, how it works Chapters—8 chapter pages -Right: Notes on “My FIN” -Left: five fingers District of Columbia Public Schools | February 2015

How does it work in a language classroom? Examples Objective A: Comprehending spoken and visual text Objective B: Comprehending written and visual text Objective C: Communicating in response to spoken and written text Objective D: Using spoken and written language Objective A: Thomas et Moby, Le monde (pp. 4-5) Objectives A-B Objective B: 7th FIN pp. 8-9 Objective C: 6th FIN pp. 30-31, 6th FIN pp. 36-38 Objective D: Autobiography (7th FIN pp. 4-5), 7th FIN pp. 28-29 District of Columbia Public Schools | February 2015

Gallery Walk Circulate and explore the student FIN samples. Think about how you might be able to adapt what you are seeing to your classes, context, and curriculum. Write any questions you have about the IN on a sticky note. District of Columbia Public Schools | April 2013

Agenda What will this look like in my classroom? District of Columbia Public Schools | February 2015

What will this look like in my classroom? Identify a unit Create 2 activities for teacher input Design 2 activities for student output Time: about 35-40 minutes to work, 5 minutes for share-out and closure District of Columbia Public Schools | February 2015

Objectives Participants will be able to: Explain the different components of the Interactive Notebook Identify at least 3 benefits for their students and themselves Create at least 2 activities which they may use with students in their current or future unit Closure: -review objectives (have participants identify and explain) -share out activities that have been created What will this look like in my classroom? District of Columbia Public Schools | February 2015

Resources TeachersPayTeachers Spanish Interactive Notebooks: http://www.learningintwolanguages.com/p/work-in-classroom.html http://profabarostprs.blogspot.com/2013/03/interactive-notebooks.html http://karmencreates.blogspot.com/2013/08/interactive-spanish-notebook-keeps.html http://thisteachersweatsglitter.blogspot.com/2014/03/interactive-notebooks.html French Interactive Notebooks: http://profsetsoeurs.com/cest-quoi-ca-un-cahier-interactif/ District of Columbia Public Schools | April 2013

  “ Common Icons Turn and talk or stop and chat Highlighted point Person Quote Video Personal reflection  “ District of Columbia Public Schools | February 2015