1. Welcome!

2. Looking at Student Notebooks, Goals: Deepen understanding of the nature and purpose of science notebook entry types Deepen understanding of the nature and purpose of science notebook entry types Examine entry types for their connection to research on How People Learn: Examine entry types for their connection to research on How People Learn: –Evidence of prior knowledge –Evidence of factual/conceptual knowledge –Evidence of understanding their own learning process Begin to discuss instructional implications based on analysis of student work Begin to discuss instructional implications based on analysis of student work

3. Flow Chart Characteristics of Entry Types Student Proficiency with Entry Types Student Conceptual Proficiency Instructional Implications

4. Flow Chart Characteristics of Entry Types Student Proficiency with Entry Types Student Conceptual Proficiency Instructional Implications

5. Experience with Looking at Student Notebooks Who has: …tried a few entry types with students? …tried a few entry types with students? …been using science notebooks for months? …been using science notebooks for months? …examined student entries on your own …examined student entries on your own …examined student notebooks with colleagues? …examined student notebooks with colleagues?

6. Initial Ideas What might we learn by looking at student work in science notebooks? Respond individually Respond individually Discuss with your neighbor Discuss with your neighbor

7. Responses: We might learn: …whether students are proficient in using a number of entry types …how different entry types allow students to express their understanding … whether students are expressing misconceptions or gaps in their understanding …what interventions may be necessary to address these issues

8. Entry Type Sample: Tables, Charts, and Graphs Definition: Formats for recording and organizing data, results, and observations. Purpose: Students use table and charts to organize information in a form that is easily read and understood. Recording data in these forms facilitates record keeping. Students use graphs to compare and analyze data, display patterns and trends, and synthesize information to communicate results.

9. Reviewing Entry Types What characteristics help you to distinguish among these three entry types? Drawings Drawings Tables, Charts, and Graphs Tables, Charts, and Graphs Graphic Organizers Graphic Organizers Think Group Share

10. Reviewing Entry Types (cont). What characteristics help you to distinguish between these two entry types? Reflective and Analytical Entries Reflective and Analytical Entries Writing Frames Writing Frames Think Group Share

14. Reviewing the “Mini Me” Science Notebook Use post-it notes to identify the types of entries present in the Mini Science Notebook. Check with your table group to see if you agree on the… entry types entry types key characteristics present in each entry key characteristics present in each entry

15. Key Points Helping students to use the SNB conventions allows them the opportunity to communicate their message and/or understanding Helping students to use the SNB conventions allows them the opportunity to communicate their message and/or understanding The “edges between” the entry types can be fuzzy at times. That’s OK! The “edges between” the entry types can be fuzzy at times. That’s OK!

16. Examining the Range of Entry Types Choose one student notebook. Use post-it notes to create an inventory of the number and frequency of all entry types represented in a single month Use post-it notes to create an inventory of the number and frequency of all entry types represented in a single month Tally your findings on the “Entry Type Document” Tally your findings on the “Entry Type Document”

17. Examining the Range of Entry Types Are you seeing a wide variety of entry types represented in your tally? If not, what instructional implications might this have for your practice?

18. Flow Chart Characteristics of Entry Types Student Proficiency with Entry Types Student Conceptual Proficiency Instructional Implications

19. Examining Student Samples Select about ten student notebooks at random and choose one common entry. Which characteristics of the entry type does each student sample demonstrate? Which characteristics of the entry type does each student sample demonstrate? Which characteristics of the entry type are missing from each student sample? Which characteristics of the entry type are missing from each student sample? Record your findings using the Analyzing Student Entries – Students’ Use of Science Notebooks Conventions document.

20. Flow Chart Characteristics of Entry Types Student Proficiency with Entry Types Student Conceptual Proficiency Instructional Implications ● yes ● no Instructions for Conventions

21. Sponsored by the National Science Foundation under Grant No. HER-0315060 How People Learn, 1999 “If education is to help students make sense of their surroundings and ready them for the challenges of the technology-driven, internationally competitive world, then it must be based on what we know about learning from science.”

22. Sponsored by the National Science Foundation under Grant No. HER-0315060 Key Findings from How People Learn Students come to classrooms with preconceptions about how the world works. If their initial understanding is not engaged, they may fail to grasp the new concepts and information that are taught, or they may learn them for purposes of a test but revert to their preconceptions outside the classroom.

23. Sponsored by the National Science Foundation under Grant No. HER-0315060 Key Findings from How People Learn To develop competence in an area of inquiry, students must: (a) have a deep foundation of factual knowledge; (b) understand facts and ideas in the context of a conceptual framework; (c) organize knowledge in ways that facilitate retrieval and application.

24. Sponsored by the National Science Foundation under Grant No. HER-0315060 Key Findings from How People Learn A “metacognitive” approach to instruction can help students learn to take control of their own learning goals and monitoring their progress in achieving them.

25. A Question: Are all entry types equally effective in supporting all three principles of How People Learn?

26. How People Learn Analysis Select 3-5 entries from one or more notebooks Select 3-5 entries from one or more notebooks Describe which principle(s) of How People Learn are being supported by each entry Describe which principle(s) of How People Learn are being supported by each entry Discuss with your group Discuss with your group

27. Flow Chart Characteristics of Entry Types Student Proficiency with Entry Types Student Conceptual Proficiency Instructional Implications

28. Concept Development and Inferences Choose one sample of work where all (or nearly all) the characteristics of that entry type are demonstrated and that best lends itself to the following questions: –What concept was not fully developed or not apparent in this sample of student work –What inferences could you make about this piece of work or the student who produced it?

29. Concept Development and Inferences Using the same student samples you used in the Analyzing Student Entries – Students’ Use of Science Notebooks Conventions document, select a number of these where all (or nearly all) the characteristics of that entry type are demonstrated.

30. Concept Development and Inferences Using the CTS resources and the Analyzing Student Entries – Examination of How People Learn & Conceptual Understanding document, identify which student samples show evidence of fully developed conceptual understanding, partially developed conceptual understanding, and where conceptual understanding is not apparent. Using the CTS resources and the Analyzing Student Entries – Examination of How People Learn & Conceptual Understanding document, identify which student samples show evidence of fully developed conceptual understanding, partially developed conceptual understanding, and where conceptual understanding is not apparent.

31. Flow Chart Characteristics of Entry Types Student Proficiency with Entry Types Student Conceptual Proficiency Instructional Implications

32. Concept Development and Inferences 1. Use the CTS resources (Science for All Americans, Atlas, and Benchmarks) to identify the learning targets 2. Use the CTS resources (Atlas, Driver) to consider in what ways your students’ work reflects the research on student ideas 3. Identify patterns and trends in your students’ work 4. Consider what inferences you might draw from these patterns and trends

33. Considering Instructional Implications Consider the patterns and trends you are seeing in your students’ work. What implications does this information have for your instruction?

34. Instructional Decision Scenarios What would the instructional implications be if you found … that a few individual students did not have an accepted scientific understanding of the concept you were targeting? that a few individual students did not have an accepted scientific understanding of the concept you were targeting? that a large number of students show particular misconceptions of a ‘gate keeper’ lesson? that a large number of students show particular misconceptions of a ‘gate keeper’ lesson?

35. Instructional Decision Scenarios What would the instructional implications be if you found … Medium to high frequency of student responses without fully developed conceptual understanding, but you knew that several subsequent lessons in your unit addressed these issues? Medium to high frequency of student responses without fully developed conceptual understanding, but you knew that several subsequent lessons in your unit addressed these issues?

36. Reflection What did we learn by looking at student work from Science Notebooks today? How might you consider involving your colleagues in this SNB analysis?

37. Responses to Reflection #1 Usefulness of common student work Usefulness of common student work OK to look at different entries, too OK to look at different entries, too Patterns (frequencies) in student understanding Patterns (frequencies) in student understanding Variety of entries was surprising (cool!) Variety of entries was surprising (cool!) Criteria (conventions) for each entry—useful Criteria (conventions) for each entry—useful Looking back helps us to look forward (planning for effective use of SNB) Looking back helps us to look forward (planning for effective use of SNB) Intention! Intention! Need for conventions… vs. conceptual understanding Need for conventions… vs. conceptual understanding Conventions  communication Conventions  communication Tools for helping students develop communication abilities Tools for helping students develop communication abilities