1. Interactive Science Journals Middle Level through High School

2. “Compared to higher-scoring nations, U.S. science education is unfocused, fragmented, and more concerned with facts than the concepts that give them meaning. “ Third International Mathematics & Science Study (TIMSS) “(Science Education in America) is a ‘layer-cake curriculum’-- each course a mile wide and an inch deep. By contrast, students in Japan and other high-scoring nations focus on fewer topics and spend more time studying them.” Senta Raizen, Dir., National Center for Improving Science Education

3. Top Scores, TIMSS 1995 Singapore607 Czech Republic574 Japan571 Korea565 Hungary554 England552 Belgium550 Slovak Republic544 Russian Federation538 Ireland538 United States534 International Avg.516 8th Grade Science Performance

4. Through Vertical Teaming, create a coherent, logical course sequence that is VISIBLE to teachers and students. Do lab work that allows students to create their own experimental design comparing their analysis with others in the class. Teach students to comprehend science as a process TIMSS Recommendations

5. Provide opportunities to obtain novel, unexpected data that either conflict with predicted results or cannot be accounted for the current hypothesis. Use lab problems that require students to use their creativity and imagination. TIMSS Recommendations

6. Focus on fewer topics per grade Study each topic more deeply Give frequent feedback on student progress and quality of work Give opportunities for independent learning Design assessments that stress deep learning TIMSS Recommendations

7. Interactive Science Journals An innovative strategy for students and teachers, incorporating the independent learning, creativity and accountability and feedback stressed in the TIMSS Study

8. What Is It? Interactive Science Journals are a tool to strengthen student learning of curriculum (the input) through increased student participation (the output). Simply put: more bang for the buck !

9. Claims ownership & responsibility Chooses ways to process information and gets to reflect on what’s been learned Includes more learning styles Develops higher-level thinking skills Organizes learning over time Work doesn’t get lost! Why Use Them? The Student Perspective

10. Why Use Them? The Teacher Perspective Make learning more democratic & inclusive Motivate participation Self-evaluate curriculum critically Monitor student progress easily Reduce time spent evaluating work Get ‘real’ student feedback on units Parent-teacher communication tool

11. Spiral-bound ONLY - always with you Right side - INPUT – Cornell notes (input, questions) – Lab data, log research projects Left-side - OUTPUT – Concept maps, diagrams, lab flow-charts & procedures, photos, graphics Summary - SELF-REFLECTION – Added at the end of a unit – Feedback on progress, enjoyment, goals Interactive Journal Summary

12. Materials 8 1/2 x 11 Spiral Notebook (80+ pgs) Pen and pencil with eraser Glue sticks/tape/rubber cement Colored pencils or pens Highlighters Scissors

13. Journal Fundamentals Page Numbers Title Pages Tables of Contents Unit Introduction or Cover page Input: Right side Output: Left side Evaluation using a holistic rubric Regular student & parent feedback.

14. Table of Contents Page

15. Examples of Right Side Input

17. Summary is added at the end of ALL note pages on the subject (not page) Summary added AFTER questions are finished Summary should answer the problem stated in the subject.

18. 1. KNOWLEDGE: recalling information 2. COMPREHENSION: understanding meaning 3. APPLICATION: using learning in new situations 4. ANALYSIS: ability to see parts & relationships 5. SYNTHESIS: Use parts to create a new whole 6. EVALUATION: judgment based on criteria Brief Review of Bloom’s Taxonomy

19. Examples of Left Side processing

22. Sequential Diagram

23. Teach Concept Maps to Help Students Access the Big Picture

24. Self-Reflection At the end of each day reflect on how you learned At the end of each UNIT, have students add a special page for self- reflection on the topic A way to give teachers critical feedback

25. Reflective Paragraphs Begin your responses on the last left-hand page & continue on the right-hand 1. Choose 6 items, which represent your best interesting work - 3 from left side and 3 from the right side… 2.In several REFLECTIVE paragraphs, write specific reasons why you chose the items, why they are your best work, and what these assignments reflect about your skills as a student

26. Indicate your overall rating of your notebook based on the 6, 5, 4, 3, 2,1 rubric. – –What do you think this notebook deserves on an A ‑ F scale? – –Include several sentences on WHY, using specific details, you've chosen this rating. Reflective Paragraphs

27. Using sentences and specifics, respond to the following: – – What information was new to you? – – Did the notebook help you this term? – – What would improve the notebook ? – – What are your goals for your next unit? – – What improvements or areas to change would you like to see in class? Reflective Paragraphs

28. Self-Reflection Alternative format

29. Scoring Rubric 6 Excellent Notebook contents complete, dated & labeled Pages are numbered (odd: RIGHT ‑ side even: LEFT ‑ side) Right-side/Left-side topics correct & organized Textbook notes/ writing goes beyond basic requirements Uses color and effective diagrams Notebook is neat and shows attention to detail. Shows impressive, in-depth self-reflection about the work.

30. Scoring Rubric 5 Above Average Contents complete, dated & labeled Pages correctly numbered Right-side/Left-side topics correct & organized Uses color and effective diagrams Most areas meet requirements, but don't go beyond Includes most of the traits of a "6", but lacks excellence in all areas. Shows in-depth self-reflection

31. Scoring Rubric 4 Average Notebook contents are complete (at least 90%) dated & labeled Pages correctly numbered Right ‑ side/Left ‑ side topics are correct & contents organized Uses color and some diagrams Information shows a basic understanding Some areas meet requirements, but don't go beyond Shows limited, but real, self-reflection

32. Scoring Rubric 3 Below Average Contents complete (at least 80%) dated & labeled Pages correctly numbered Right/Left topics somewhat organized Uses minimal color, few diagrams Shows limited understanding Few areas meet all requirements Shows some real self-reflection

33. Scoring Rubric 2 Inadaquate Notebook contents are incomplete. Some attempt at dating & labeling Right-side/left-side inconsistent & contents unorganized Information & concepts show only a superficial understanding and/or show serious inaccuracies Notebook is not neatly written, sloppy Shows little real self-reflection

34. Scoring Rubric 1 Incomplete Notebook turned in, but too incomplete to evaluate.

35. Modified from PowerPoint Developed by Anne Maben Modified from PowerPoint Developed by Anne Maben AVID AP Science Coach © 2001 LACOE All rights reserved