The Interactive Notebook as a Learning Tool Objectives/Essential Question Why use an interactive notebook? How can the INB be used as a learning tool? Ideas for content areas Create name cards for each teacher Chart paper to show title page, numbered pages, sample note page Copies of handouts

Share out What is your experience with using INB? How do you use INB? Think-Pair-Share

Setting up INB Title page Use 2 pages for your Table of Contents Number pages at the top right (page 1 should be on the front page of the right side of the notebook, page two behind that, and so on ****Can leave a few pages blank for reference pages, too

WHY use interactive notebooks? Everything is in ONE place Leads to a spiral study guide Students can return to a page for reference – everyone is on the same page! They are used across subjects and grade levels Increases student’s responsibility for learning via reflection and making connections

WHY use interactive notebooks? Variety of processing options accommodates learning styles and creativity Helps students organize their learning PROOF for parent conferences Students must engage with material no fewer than 5–7 times before expecting mastery and movement of that material from short- to long- term memory.

WHY use interactive notebooks? Hermann Ebbinghaus’

WHY use interactive notebooks? Spaced repetition is key – interact with notes over time

HOW to use interactive notebooks Setting up INB takes time Model, Model, Model! Do it together! Number pages Remember the table of contents Allow students to personalize their INB via: Goal setting Destination College Personality phrases Successful Student sheet

HOW to use interactive notebooks INB is interactive between the student, the teacher, and the material Communicate your expectations – convince them the value of taking and revisiting notes Right side is the Teacher’s side. Left side is student’s side MODEL Skipping space to take notes on a new topic

Five Phases of Focused Note-Taking Take Notes – Choose a format and set up the page Process Notes – Revise notes by highlighting, underlining, questioning Connect Thinking – think beyond the notes by adding your own thoughts to your notes and making connections Summarize and Reflect Apply Learning – use notes as a resource/self-assess/quiz a friend

HOW to use interactive notebooks: Right Side (Input) Student records information relayed by teacher via: Lecture / Article / Handout Video Lab work Discussion or Collaborative work Teacher directed example, etc. A summary at the bottom of this page

HOW to use interactive notebooks: Right Side (Input) Suggestions: Start the page with the date, title, and essential question Choose the note-taking format that is best for the type of content that will be recorded

Focused Note-Taking Formats

Process Notes: Adding Questions to Notes Model and encourage students to write questions for their notes (usually on the left column) These can be study questions they can use later Can be unanswered questions they have about content (“I wonder....” questions)

HOW to use interactive notebooks: Left Side (Output) The left side is used for students to demonstrate understanding Examples include: Poetry/Songs Quickwrites Mnemonics Analysis writing Questions and opinions Predictions Practice problems Brainstorming Illustrations Compare and Contrast Data and graphs generated Connections ***point out how this can serve as formative assessment to check for student understanding

HOW to use interactive notebooks: Left Side (Output) Suggestions: The left page is used for students to process information from the corresponding right page Use multiple colors - illustrations, underlining, highlighting Nonlinguistic representations should include an explanation of the representation

Samples!

Samples!

Samples!

Samples!

Samples!

Turn and Talk: What could you have students do on the left side to process this information?

Summarizing information The summary typically goes on the right side Summarizing = key for students to process information This provides time and space to respond to the EQ Provide expectations (use of academic vocab; 2-3 sentences; in 20 words. . ., etc.) Model, Model, Model

Check for Understanding! Take out a device to join Kahoot at the website: Kahoot.it Pin Number: 168862 Input a nickname Wait for players to join

Ideas for content Areas

Math/Science – Processing Graphs L = Label and List (title, IV, DV, pts. on graph) E = Equation (relationship between variables) N = Notice (trends, properties, slope) S = Speculate (predict/extrapolate) E = Explain/Evaluate (explain prediction) S = Summary (content learned in graph analysis)

Social Studies – Processing Historical Sources S = Speaker (writer and what it reveals to know who the writer is) O = Occasion (larger and immediate) A = Audience (characteristics of reader) P = Purpose (what the author hopes to accomplish) S = Subject (what author is writing about) Tone = Tone (author’s attitude toward the subject)

Processing Argument Pieces Language Arts – Processing Argument Pieces P = Persona (who the author wants the audience to see him/her as) I = Intention (author’s purpose in guiding how the reader responds) G = Genre (chosen form of delivery) S = Subject/Issue (focus of the piece, evidence) A = Audience (who the piece was written for) C = Context (factors influencing how or why the author composed the piece)

Share out How do you use INBs specifically for your content area?

Note-Taking Layering Process Help students process notes by providing time to interact with their notes This happens in phases 2-5 of note- taking process How can you facilitate this? providing time for students to mark their notes providing time for students to collaborate with a peer Teachers should respond: **By highlighting and underlining key information **By adding to our notes with our partners **Use different colors to add to notes and mark them up Facilitate: During note-taking, during independent work, for homework

Collaboration Allowing students to pair up and discuss their learning can help them clarify information on their notes Review, add, revise, refine notes In different colors, find main idea and details, or connect ideas Collaborate on adding questions and writing summary

Assessing INB How do you assess or how might the INB be assessed? Informally – walk-by checks, initial, stamp Formally – Use a rubric Self-assess –students respond to a provided reflection question related to concept/unit

Closure Activity Find a partner and Discuss: New way(s) you will use INB in your class to improve student learning Ticket out the door: write what you will try with your interactive notebooks on a post it

Thank you! Commit to Student Success!