1. 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

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

3. 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

4. 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

5. 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.

6. WHY use interactive notebooks?
Hermann Ebbinghaus’

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

8. 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

9. 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

10. 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

11. 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

12. 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

13. Focused Note-Taking Formats

14. 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)

15. 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

16. 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

17. Samples!

18. Samples!

19. Samples!

20. Samples!

21. Samples!

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

23. 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

24. 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

25. Ideas for content Areas

26. 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)

27. 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)

28. 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)

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

30. 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

31. 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

32. 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

33. 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

34. Thank you! Commit to Student Success!