Using Interactive Notebooks Janice Belcher – Sally Creel –

Essential Question: How do I use interactive notebooks to engage students and maximize learning in my classroom?

What are Interactive Notebooks? Notebooks are a highly individualized way for students to interact with: The content/concepts being learning Themselves and their thinking The teacher

The Process… Can be challenging Takes a bit of patience Requires modeling, modeling, modeling Must consistently be reinforced Learning curve for both the teacher and the students

The Payoff… Students are able to organize their work Uses reading strategies within a content area, such as science, social studies or math Helps students (& teachers) distinguish between what they know and what needs more attention

Why Interactive Notebooks? The format is engaging to multiple learning styles: Visual, kinesthetic, linguistic, and more Encourages application of writing strategies in variety of contexts Facilitates higher order thinking and collaboration

Benefits over time… Notebooks become a portfolio on individual learning and a record of each student’s growth. Teachers, students, and parents can review a student’s progress in writing, recording, thinking, and organization skills.

How is the Notebook assessed? There are multiple assessment options: Formatively Progress monitoring daily/weekly/spot check Provide commentary about a concept or written response Summatively using a rubric Individual assignments basis Selected sections assessed for conventions

No one “Right” way! Just like writing a story…there are any number of procedures, techniques, components, and elements to use when creating interactive notebooks with your students. They should be a reflection of your classroom and style of teaching & learning

How Do I Get Started? At least one month in advance, identify a subject and concept with which to begin As you plan your upcoming unit of study, create a model interactive notebook your would like your students to create. Identify necessary concepts, materials, and procedures you are going to use.

What Students Need… The notebook-loose leaf paper in a three pronged folder, spiral notebook, or composition book Pencils, crayons, markers Glue stick or tape Scissors Paper, graphic organizers, assessments, etc… Grading expectations

Notebook Components: Personalized Unit Title Page Table of Contents Standards Unit EQ’s Vocabulary Activities Graphic Organizers Foldables The list goes on… Each student’s notebook should be unique! They may have similar assignments, but they should “LOOK” different! Say “No!” to cookie cutter notebooks!

Let’s Get Started!

Basic Notebook Set Up Create Front & Back Cover Pockets Personalized Title Page Number all the pages in the book Create a Book Table of Contents Then separate Table of Contents for each section

Give students standards or “Student Friendly Versions” of the standards Unpack these standards. Three samples: Nouns & Verbs Pictures Visual Sentences GPS Standards

Foldables Multi-Door Foldable Select vocabulary words from your 1 st 9 weeks GPS ¾ Fold Book science.html science.html 3 Tab Foldable Post-It Variation

Multi-Tab Shutter Foldable

Matchbook Foldables

2 Tab Matchbook Foldable

T-Chart Foldable

Envelope Foldable

Buzz Review Game

Word Trails p. 43 “Seldom do words stand alone, isolated from and unrelated to other words.” Introduce a new word then build “trails” and connections from other words to the new word. There are five main trials that connect words.

Critical Incident Journal p. 91 Writing Strategies Prior to beginning a science lesson (hands-on), explain that students should look out for a critical incident throughout the course of the lesson. Here are some questions to consider: What is the significant event you would like to write about in your journal? Why is this event important to you? What was your favorite or least favorite part of the lesson today? Describe the event. What happened? What did you learn from this experience? How does this fit in with what you are learning in science class? For grades K-1 – Invite students to draw and label their critical incidents and display their drawings on the science board.

Twitter Posts Can be used as a Ticket-Out-the-Door Summarize what you learned in this session. What are the strategies or information you are going to try? VOCABULARYKNO WLEDGEISMORE COMPLICATEDT HANRECITINGK EYTERMSANDTH IERDEFINITION S.STUDENTSNE EDOPPORTUNITI ESTOINTERACT WITHWORDS. Vocabulary knowledge is more complicated than reciting key terms and their definitions. Students need opportunities to interact with words.