 This is great. Have you thought about student interest inventories? Another thing I’ve written to everyone is that these projects are sounding like excellent professional development workshops. What about keeping your peers in mind as you write this? This project is already going to be a great unit for you and your students. The next level would be to record your ideas on this powerpoint in such a way that your peers would be able to benefit as well.  One last thought: Is there a way to combine the format of 4 box with the Carnegie note taking? There are 3 portions to the note taking. If you added some type of student created drawing or graphic to the 4th box…? I don’t know. What do you think?

Observing growth: Balancing Chemical Equations Brett Tevini

What it Contains?  Types of Assessment  Diagnostic, Formative, and Summative  Learning Profiles  Auditory, Visual, and Kinesthetic  Grouping  Whole class, individual, pairs, groups of 3-4

Goals to Reach!!  Motivate learners based on interest and student personal investment.

YouTube video  Pre-Reading/Assessment exercise  See where they are and engage the learners  Provide questions that go along with video (Diagnostic)

Notes  Power-point presentation  Whole-class instruction  4-box vocabulary (Diagnostic/Formative)  Concept map graphic organizer over each section of notes (Diagnostic/Formative)

4-Box Vocabulary Vocabulary term: Visual Representation: Definition: Use word in sentence:

Concept Map

Assessment - Formative  Exit Cards  Baseball questions  Writing prompts to enter into academic notebook

Video  Single-Replacement Reaction  Aluminum + Copper Chloride  Have them make observations (Cornell Note Taking) – Formative Assessment

Cornell Note Taking  If you've not seen the Cornell Note-taking system, it divides a 8.5" x 11" page into three sections: Cue Column (1), Note taking Column (2) and Summary (3).

Cornell Notetaking What types of questions should I place on the left side?  Questions which are answered in the notes on the right  Questions you still need the answer to--ask a friend or the teacher after class  Questions the teacher might ask on a test  Higher level thinking questions Higher level thinking questions Higher level thinking questions

Cornell Notetaking What else could I place on the left side?  Key terms, vocabulary words, or dates  Diagrams or figures  Reference pages in a text  Steps in a solution process  Notes to myself about actions I need to take

Cornell Notetaking What are some good tips for taking the notes on the right?  Write in your own words (paraphrase)  Write using abbreviations (check a dictionary for these and create your own)  Draw a figure or diagram  Leave space where you think you might need to “fill in” info later  Use bullets, arrows, and indenting to list key ideas  Write legibly

Cornell Notetaking What are some good tips for taking the notes on the right?  Write only what is most important:  listen for repetition, change in pace or volume, numbering, explicit clues  watch for gestures, or clues to organization;  look for material being written down by instructor or shared in a visual manner

Lab – Groups of 2  Single-replacement lab  Aluminum + copper chloride reaction  Lab write up  Pre-Lab questions  Post-Lab questions  Formative Assessment  /8alcucl2lab.docx /8alcucl2lab.docx /8alcucl2lab.docx

Group Activity 3-4 students per group  Balancing Chemical Equations Activity  Pre and Post Lab questions  Extended response questions/Baseball questions  Using manipulative  Following procedures  Formative/Summative Assessment

Assessment - Formative  Lab questions  Baseball questions  Making observations  Writing prompts to enter into academic notebook  Exit cards

Summative Assessment  Covers notes  Covers Labs and activities  Covers videos seen  Test  Multiple choice, short answer, critical thinking  ties baseball questions back into it