“I Reflect, therefore I own my Learning.”  Welcome, you are a student in my class.  Please pick up your Learning Log for today and answer question 1.

“I Reflect, therefore I own my Learning.” Ellen Duffy, Diane Jacobs, & Christi Montes taselm.fullerton.edu

Fitz Intermediate & Los Amigos High School Garden Grove, California  Math Dept. is supported by an NSF grant—Teachers Assisting Students to Excell in Learning Mathematics (TASEL-M).  Professional Learning Community 1) Standards Based Classrooms 2) Standard Based Common Assignments & Assessments 3) After School Intervention

“I Reflect, therefore I own my Learning.”  Standards Based Math Dept.  Daily Journals  Student Test Reflection  Interactive Notebook  Graphic Organizers

Fitz Intermediate School Standards Based Math Department What does it look like?

Standards Based Common Assessments  Collaboration time to develop assessments.  Collaboration time to reflect on the results.

Backwards Planning  Common assignments  Assignments and lessons designed to lead to proficiency  Student centered instructional strategies Reciprocal Teaching (RT) Pair-Share White Boards

Student Awareness of Standards  Standard posted daily  Standard discussed with class including connection to prior learning  Students can articulate what is necessary for proficiency  Student proficiency posted-star chart

Intervention for “Not Yet” Group  Parent Support  Administration Support

Student Reflection  Daily Learning Log

Student Reflection  After Test Reflection  Actions that lead to proficiency Attribution retraining Metacognition

Student Results—District Benchmark Exams (School Average) Benchmark #1 40%49% Benchmark #2 32%50% Benchmark #3 40%42% Benchmark #4 43%

“I Reflect, therefore I own my Learning.” Reflection through an Interactive Notebook

Interactive Notebook  Originated as a History tool  Engages students in note taking  Organizes information  Transforms written concepts into visuals  Makes connections between ideas  Documents applying knowledge to a new situation  Reflection on Learning

Interactive Notebook Phase 1 Using the Notebook as a organizational & documenting tool

Elements of an Interactive Notebook Phase 1  8 1/2 ” x 11” spiral notebook  Cover  Student Guideline Sheet  Table of Contents  Unit Title Pages  Left Side/Right Side Orientation

Interactive Notebook Left hand/Right hand Orientation Right Hand Side  Input side  Used to record notes  Testable information is here Left Hand Side  Output side  Processing new information

Student Results—District Benchmark Exams (School Average) Benchmark #1 38%54% Benchmark #2 45%62% Benchmark #3 43%65% Benchmark #4 43%

Interactive Notebook Assessment  Check frequently at the beginning  Utilize peer review  Create a rubric that students can measure their notebooks against  Stamp assignments in notebook  Collect one period each day to grade.

Interactive Notebook Reasons to use Interactive Notebooks  Notes are organized & used  Assignments are easy to find  Are valued by the students  Gives students an opportunity to process new ideas and reflect on what they are learning

Phase 2 Using the Notebook as a processing & connection tool Graphic Organizers  Concept Maps  Flow Charts  Venn diagrams  Math Graffiti  Charts

“I Reflect, therefore I own my Learning.” For your final reflection: Fill out questions #2,3 of the learning log and it will be your ticket out the door. All Handouts will be found at the website: taselm.fullerton.edu under NCTM presentations