1. An engaging and meaningful way to organize! INTERACTIVE NOTEBOOK

2.  An interactive notebook is a personalized DIARY of learning.  A great ORGANIZATIONAL TOOL that gives students permission to be playful and creative in their responses without "messing up" their notes.  It helps students to SEQUENCE assignments.  Have PRIDE in YOUR work.  Facilitates cooperative interaction

3. Crayons & colored pencils NO MARKERS! Three-pronged folder filled with loose-leaf HIGHLIGHTER

4. INTERACTIVE SCIENCE NOTEBOOK MY ADVENTURES IN SCIENCE YOUR NAME Your Class period Ms. Stevens 2013-2014 Write your identifying information on the cover and decorate the notebook to make it yours.

5. Here’s how to set it up… Put half the pack in the folder On the very first page, create a title page. *Be creative *Include your name and period.

6. Table of Contents 0-51 The table of contents will begin on the back of the title page.

7. Table of Contents 52-103

8. Numbering the Pages Start numbering with 0 (on the back of the table of contents) Stop at 103. Number the pages on the top, outside corners. 0 3 1 2

9. The Left SIDE “LOVES” student work. This is the side that you can use to show me your creativity. This is the “output” or product side. The notebook is divided into TWO sections. The Right SIDE is “RESTRICTED” and contains only information given by the teacher. Nothing else should be placed on the RIGHT SIDE!!

10. The LEFT SIDE belongs to you. Lots of Color, Diagrams, & Doodles Concept Maps/Graphic Organizers Drawings Reflective Writing / Daily Journals Questions Data Charts and Graphs Songs, Poems, or Riddles Data from Experiments Cartoons or cartoon strips Teach Your Parents Let your CREATIVITY go wild! EVEN PAGES = 2,4,6, 8 … YOUR OPPORTUNITY TO BE AS CREATIVE AS YOU WANT TO BE

11. The RIGHT SIDE belongs to me and should only contain information given or “input” from the teacher. Nothing else should be placed on this page! The RIGHT SIDE contains all the TESTABLE material. Notes from – Teacher guided PowerPoint notes – Movies/Videos – Article Readings Vocabulary words Lab procedures Study Guides Odd Pages = 1,3,5,7…

14. No RIPPED OUT pages or torn corners If you are absent, you are responsible for making up and completing any pages in your notebook that you missed. No DOODLING that doesn’t relate to the class Notebook should only be used for THIS CLASS ONLY DATE AND NUMBER each page All entries must go into the Table of Contents BE COLORFUL & LOVE YOUR NOTEBOOK

23. At the beginning of class… Have students fill out their table of contents for everything that will be entered in the notebook that day. Then they can put titles and dates on the tops of those pages. This information is on the board and students start on this before the bell even rings.

24. Let’s create some examples in your notebook… The first thing I go over with my students at the beginning of the year is the course syllabus. Have your students complete an assignment using the syllabus. Have students describe how they are going to be respectful, positive, responsible and safe in your class. Give students a choice: illustrate or write.

27. The Frayer Model is a vocabulary development tool. In contrast with a straight definition, the model helps to develop a better understanding of complex concepts by having students identify not just what something is, but what something is not. The center of the diagram shows the concept being defined, while the quadrants around the concept are used for providing the details. Pick 3 more vocabulary words from the Scientific Method Notes and complete the vocabulary cards. Cut the cards out and fold them over (top to bottom) Write the vocab. terms on the outside

29. You create a Left Side assignment. 54

32. Some Other Examples of LEFT SIDE Prompts 1. What’s my study plan to learn this information? 2. What’s the best way to remember this topic? 3. Write the lyrics for a song on this topic. 4. Make Vocabulary Cartoons from this topic. 5. Paraphrase this information. 6. Write 4 “What if…” statements about this topic. 7. Write a letter to ____ about this topic. 8. Create an analogy and visual for this topic. 9. What do I already know about this topic? 10. Make a visual illustration explaining this topic. 11. Write a mnemonic to help you remember this information.

33. Have students create an INDEX Students could use several pages at the end of the notebook blocked out in 24 squares, and assign one or more letters to each square. Students write the new vocabulary word in the appropriate square and tag it with the page number of the notebook on which the word is defined.

34. Interactive Notebook Assessment SAMPLE I give an Interactive Notebook Test at the end of every nine weeks. I count it as 2 TEST GRADES because we spend so much time in class organizing the notebook. This should be an easy A if students are keeping up with the work.

36. Each person has a preferred learning mode. So that means most of us are not using our whole brain in the learning process. You can exercise your brain using cross brain activity just like you can exercise your heart and muscles in a gym workout. The Interactive Notebook is a way to exercise your whole brain. This notebook style uses both the right and left brain hemispheres to help you sort, categorize and be creative with the knowledge you are gaining. Why do Interactive Notebooks work?

37. Left Brained learning (orderly and systematic note-taking primarily) will be done on right hand pages. Right Brained learning (creative expressions of understanding) will be performed on left hand pages. Using the whole brain in this manner has proven to increase learning tremendously. This is a unique means of organizing student work. It is no more work than any other class. It will dramatically improve student learning! Just watch.

38. “IN's are easy to do and worth a lot of points, so take time and effort to do them well.“ "Always update your table of contents so papers don't get messed up - or in case of an IN check.“ "An IN is a great tool, keep it organized!“ "You have to spend quality time on your IN.“ "Don't leave your IN until the last day, otherwise you may be up to the early morning hours finishing assignments.“ "Colorize things. It looks so much better that way” "Keep it in order, because you never know when a notebook check might come up.“ "Do not save your IN until the last minute. Remember, it counts as much as a test."

40. 1c: Setting Instructional Outcomes

42. VIDEO CLIP

44. LET’S EXAMINE THE RUBRIC: Read the description of each performance level. Identify and underline the words that differentiate each level.

45. Level 1: Ineffective

46. Level 2: Effective/Emerging

47. Level 3: Effective/Proficient

48. Level 4: Highly Effective

49. The following sources are used for evaluating component 1c Artifacts These include lesson plans and unit plans. Conversations These include planning conferences.

50. Artifacts Lesson plans and unit plans are important sources of evidence for this component. Well- written lesson plans and unit plans clearly specify the learning outcomes and the related assessment strategy. Complete lesson plans also include the approaches teachers will use to engage students in learning; these are, appropriately, learning activities. But the outcomes should be stated clearly in terms of what the students will learn. Here are some questions to guide your unit planning: As you look at the lesson plans and unit plans, consider the following aspects: Do the plans identify what students will learn and not just what they will do? Are the outcomes a mix of different types? (e.g., factual and procedural knowledge, conceptual understanding, thinking and reasoning skills, and collaborative and communication strategies) Do the plans list any outcomes that refer to dispositions? Are the outcomes aligned to state standards (or, where appropriate, to the Common Core State Standards)? Are the outcomes important for the grade and subject taught? Do the outcomes reflect several types of learning? Are the outcomes measurable? How do you know? Do the plans identify how the teacher will assess the students? Do the plans identify connections with other subject areas? Are outcomes differentiated by groups of students or individuals?

51. Planning Conferences The following questions are useful for evaluating on this component of the Framework. Please note that these questions are very similar to the questions used to review the lesson plans and unit plans. What do you expect students to learn from this lesson? Why did you choose these learning outcomes? Is this an important learning outcome for the grade and subject you teach? How do you know? Is this learning outcome aligned to state standards (or Common Core State Standards)? How do you know? How will you know if students have learned what you expected? How have you differentiated the learning outcomes for different students?

52. The following attachments are on my e-board – Several examples of my unit plans from the 2012-2013 school year – The Area of Interaction Guide Book – Sample Unit Questions Grouped By the Areas of Interaction & Sample Unit Questions Grouped by Subject Areas – IBO Unit Template – IBO Unit Reflection Sheet – Frayer Vocabulary Cards – Table of Contents for Interactive Notebooks – This PowerPoint Presentation