1. Note-Taking, Differentiated Toby Quinn and Condee Wood, Washington Middle School

2. Who are we? Toby Quinn Leadership and Block Teacher Second year at WMS Tech Guru Extraordinaire Condee Wood Assistant Principal First year at WMS, 6 years as AP in Issaquah 7 years teaching High School Language Arts

3. Why are we here?

5. The iGeneration!! From Rewired by Larry D. Rosen, c. 2010 “… the iGeneration children and teens are in elementary school, middle school and high school. They spend their days immersed in a ‘media diet,’ devouring entertainment, communication, and, well, any form of electronic media. They are master multi-taskers, social networkers, electronic communicators and the first to rush to any new technology. They were born surrounded by technology, and with every passing year they add more tools to their electronic repertoire. They live in social networks such as Facebook, MySpace, and Second Life gathering friends; they text more than they talk on the phone; and the Tweet the night away, often sleeping with the cell phones vibrating by their sides” (page 2).

6. “iGeneration kids hate school… Why? Education has not caught up with this this new generation of tech-savvy children and teens. It is not that they don’t want to learn. They just learn differently. Gone are the days when students would sit quietly in class, reading a book or doing a math worksheet. Literally, their minds have changed – they have been ‘rewired.’ With all the technology that they consume, they need more from education. The educational content is not the problem. It is the delivery method and setting. Today’s youth thrive on multimedia, multitasking, social environments for every aspect of their lives except education. As aptly put by Professor Paul Gee, ‘Given that the digital age is enveloping our world, … educators need to meet the emerging challenges on two fronts. Educators must determine the new learning styles of students and develop educational methodology and teaching strategies to meet the learning needs’” (page 3).

7. Objectives Participants will take an on-line survey to identify their learning modality Participants will learn how to take Cornell Notes using three different methods (Google Docs, Prezi, and written) and how the techniques both connect to learning modalities and motivate students Participants will be provided access to resources to use with their students

8. Visual Aural Read/Write Kinesthetic

9. Visual Maps, spider diagrams, charts, graphs, flow charts, labeled diagrams, symbolic arrows, circles, hierarchies, etc. It does NOT include still pictures or photographs of reality, movies, videos or PowerPoint. It DOES include designs, patterns, shapes and the different formats that are used to highlight and convey information.

10. Aural Preference for information that is "heard or spoken" Lectures, group discussion, radio, email, using mobile phones, speaking, web-chat and talking things through Email is included because, it is often written in chat-style with abbreviations, colloquial terms, slang and non-formal language Talking out loud as well as talking to oneself

11. Read/Write Prefers information displayed as words Emphasizes text-based input and output - essays, reports and assignments Loves PowerPoint, the Internet, lists, diaries, dictionaries, thesauri, quotations and words, words, words... PowerPoint presentations, the Internet, GOOGLE and Wikipedia

12. Kinesthetic Perceptual preference related to the use of experience and practice Demonstrations, simulations, videos and movies of "real" things, case studies, practice and applications Learn from the experience of doing something; value their own background of experiences and less so, the experiences of others It is possible to write or speak Kinesthetically if the topic is strongly based in reality. An assignment that requires the details of who will do what and when, is suited to those with this preference, as is a case study.

13. Multi-Modal VARK = Four scores, including mixtures of the four modes. Those who do not have a standout mode with one preference score well above other scores are defined as multimodal. They are of two types. VARK Type One: There are those who are flexible in their communication preferences and who switch from mode to mode depending on what they are working with. They are context specific. VARK Type Two: input (or output) in all of their preferred modes; take longer to gather information from each mode and, as a result, they often have a deeper and broader understanding. They may be seen as procrastinators or slow-deliverers but some may be merely gathering all the information before acting - and their decision making and learning may be better because of that breadth.

14. Your Turn! http://www.vark-learn.com/english/index.asp

15. One class’s preferences… WOOD- STUDENT LS AND TECH CHOI C E.pdf WOOD- STUDENT LS AND TECH CHOI C E.pdf

16. Note-Taking Pre-Assessment Note-Taking Reflection - Pre

17. Cornell Notes CORNELL NOTES HOUT 021012.doc CORNELL NOTES HOUT LECTURE 021012.doc CORNELL NOTES SAMPLES 021012.doc

18. 3 Note Taking Options Google Docs PreziHand- Written

19. www.Google.com

20. Why did students choose Google Docs? It’s short and sweet It’s simple and easy to understand I like it because you can edit from any computer It seems like the least difficult – easier for me than Prezi or writing It’s neat and easy to use. I also like how it is laid out I like the organization it provides

21. www.prezi.com USING PREZI TO TAKE NOTES.doc

22. Why did most students choose Prezi? We are free to create our notes how we like. We can add pictures, videos, fonts and themes It’s colorful and fun to watch at the end I like it because you can show your work but in a creative way, with pictures and video I like making designs and shapes to make cool notes We use bullets, so the person looking at this gets the main ideas. It’s also very eye-pleasing. It’s easy to play around with shapes and colors and less boring than the other options I like the idea of being able to use pictures and colorful text to take notes It enables me to use my creativity

23. Student Choice WOOD- STUDENT LS AND TECH CHOICE.pdf

24. Examples of Student Work: Google Docs 9.4 The Excutive Branch Carries Out the Laws.pdf Chapter 9 notes.pdf Sophies-S.S Chapter 9 notes.pdf

25. 1 http://prezi.com/_hd92jz2n5ay/ss-chpt-9-the-constitution-a-more-perfect-union/ 2 http://prezi.com/49yye9qiyglw/chapter- 9/?auth_key=462b8ef91ffd2c8c748e4df73cd9f71669f14853 3 http://prezi.com/80pz7hbuezil/chapter-9- notes/?utm_source=share&utm_campaign=shareprezi&utm_medium=email 4 http://prezi.com/70okf4lrr4g_/chapter- 9/?utm_source=share&utm_campaign=shareprezi&utm_medium=email Examples of Student Work: Prezi

26. Note Taking Reflections… Note-Taking Post Survey.xls

27. Your Turn to Reflect In a place of your choice…. Word, Google Docs, a pad of paper, an e-mail to someone, etcetera, please answer the following three questions: 1.Which ideas from today’s presentation could I use in my classroom? 2.How might the ideas from today’s session improve student learning? 3.If new learning is necessary, who can I learn from?

28. Additional Note Taking Choice VISUAL: Inspiration 9: For visual mapping, outlining, writing and making presentations, use Inspiration® 9, the ultimate thinking and learning tool.

29. Evaluation Please evaluate our session today by filling going to the following link and answering our questions: (this is a Google form!) Thank you for joining us today!