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Notebooking in the Science Classroom
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The Bottom Line Students process information. Students share with one another. Students own the learning.
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Today’s Objectives We will understand how notebooking will help shift classrooms from a teaching platform to a learning platform. We will objectively examine current practice and look for areas to include notebooking. We will experience multiple notebooking strategies.
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Lesson Plans Think of a week of lessons Jot down a typical week of plans
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Lesson Plan Reflection Examine your lesson plans Use your reflections from earlier. How are the beliefs evident in your plans? How many times did your students Read? Write? Speak?
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Word Walls Forced Association _________ is like because... McDonald’s Starbucks The Library A hamburger
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Word Walls Write a 3-5 sentence paragraph using 3 words from the wall.
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Word Walls Select 2 words from the word wall. Draw a picture, symbol or icon to represent each word.
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Word Walls Use ___ words to explain _______.
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Word Walls
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Thinking Maps Energy
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Thinking Maps Your Name
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Thinking Maps Read article Create a thinking map to organize your learning.
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Notebooking Prompts Identify a specific concept that you teach. Select one of the prompts to address that concept in your notebook.
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Sentence Stems ______ is like ________ because… ______ is different from _____ because... I still don’t understand … Motion and force are related by …. Valence electrons are significant because… Biomass may be affected by….
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Implementation Considerations Not all entries are graded Type of notebook to use Student input is the primary type of entry Supplies – scissors, glue, colored pencils, sharpeners, small trash cans, graph paper
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Reflection How will notebooking change the following in your classroom? Routines Formative Assessment Daily instruction Grading What will you stop doing to notebook?
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