1. 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

2. 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

3. 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

4. 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

5. 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

6.  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

7. 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)
Crossword Puzzle
Thank you Sabra
District of Columbia Public Schools | April 2013

8. 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

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

10. 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

11. 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 , 6th FIN pp
Objective D: Autobiography (7th FIN pp. 4-5), 7th FIN pp
District of Columbia Public Schools | February 2015

12. 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

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

14. 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 minutes to work, 5 minutes for share-out and closure
District of Columbia Public Schools | February 2015

15. 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

16. Resources TeachersPayTeachers
Spanish Interactive Notebooks:
French Interactive Notebooks:
District of Columbia Public Schools | April 2013

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