Using Interactive Notebooks for High Time on Task

Using Interactive Notebooks for High Time on Task Lora Drum, Mia Johnson, Teresa Costner Catawba County Schools Curriculum Specialists Teacher-to-Teacher Conference: UNCC, Oct. 13, 2015

Today’s Objectives: To provide teachers with. . . • • • A deeper understanding on the use of interactive notebooks as an effective means for students to make meaning and to develop a deep understanding of content. Research-based best practices on how to implement student interactive notebooks in the classroom. Research-based strategies to use student interactive notebooks as an effective formative assessment tool.

Have you ever heard your students say. . .

Many student notebooks are drab repositories of information filled with uninspired, unconnected, and poorly understood ideas. -History Alive Website

A word of Caution. . . Interactive Notebooks should not become a repository for worksheets or cut and paste activities!

Today you will create an IN to record information during the training. Later you can use it as visual model to help your students get started.

Before We Begin, You Should Have… • • • handouts scissors glue stick pencils, plain and colored spiral notebook

Getting started Step 1: On the cover, write your name and Interactive Notebooking. Draw a diagram or symbol that reflects you. ame My N rade My G

Step 2: • Starting with the first page, number the first 10 pages. Numbers should be small and at the top outside corner of every page. 1 C r e ov de eb i s t In No of k o o 2 3

Step 3: • COURSE EXPECTATIONS stapled/glued in place AUTHOR’S PAGE Your Name Subject/Course Decorate the page (Inside cover) #1

Step 4: Add the following reflection questions on page 2. You will use these as open response questions. When you can’t think of something else to do for your left side entry, use one of these. Remember open response means a paragraph and a paragraph has multiple sentences. 2 Open Response Questions • What would you like to know more about? • What was the main idea of this lesson? • What are the important details to remember? • How does this relate to your life? • What don’t you understand?

Step 5: At the top of pages 3, 4, 5, 6 write Table of Contents. Divide each page into 3 columns: date, entry, page #. 3 4 Table of Contents Date Entry Page # 5 Table of Contents Date Entry Page #

3 Table of Contents Date 10 -13 -15 Entry Page What Are Interactive Notebooks? As a participant in today’s workshop, you will take notes on the pages in your notebook, just as if you were a student. Each time we move to a different topic you will record it in the table of contents. If you have a chance to go back and reflect- you can use the left side (output- demonstration of learning, reflections, thoughts - what you want to remember about use in your classroom, etc. ) 9

What are Interactive Notebooks? Created by Addison Wesley in the 70 s, adopted and personalized by the Teacher Curriculum Institute program, History Alive. • A note taking process that allows students to record information in a personal and meaningful way. • A way for students to personalize their work. • A way for students to use teacher supplied notes to transfer their learning into a meaning way. • A way to keep all class information in an organized convenient place ( a working portfolio)

This Process… • Can be challenging • Takes a bit of patience • Requires modeling, modeling • Must consistently be reinforced • Takes time to learn both for the teacher and for the students to develop their own style • Allows students to be creative, yet productive

Table of Contents Date 10 -13 -15 Entry What Are Interactive Notebooks? INs vs. Journals/Traditional Notebooks 3 Page 9 11

INs vs. Journals/Traditional Notebooks • INs have a “left-side, right-side” orientation to help students record, organize, and process new information. This takes advantage of the way each hemisphere of the brain works! Much of the classroom and homework can be done in the interactive notebook. • INs are not used just as a storehouse of information. The students are expected to continually reflect and show evidence of this reflection through “left hand” assignments.

The Payoff… • Develops organizational skills • Teaches critical thinking skills • Uses reading strategies within a content area, such as science or math • Provides opportunities for students to express their understanding of the content creatively • Helps students to distinguish between what they know and what they need to focus on • Encourages cooperative learning

…And Finally • Students make their own meaningful connections • It encourages pride in student work • It appeals to multiple intelligences • The kids love it and learn so much!

Table of Contents Date 10 -13 -15 Entry What Are Interactive Notebooks? INs vs. Journals/Traditional Notebooks How Do I Get Started with INs? 3 Page 9 11 13

How Do I Get Started? • Identify which subject and unit you want to begin with (Start small!) • Let students know what supplies are required • Make sure you have copies of guidelines/expectations for each student • What type of grading you will use • Letter to parents about purpose • Keep a notebook along with the students. This allows you to model for them. Also, this will help when a student is absent.

What Students Need… Interactive Notebook Supplies Bound Notebook, ring notebook, or 3 prong folder scissors highlighters glue or glue stick pens & pencils colored pencils NO MARKERS!

Table of Contents Date 10 -13 -15 Entry What Are Interactive Notebooks? INs vs. Journals/Traditional Notebooks How Do I Get Started with INs Setting Up the Interactive Notebook 3 Page 9 11 13 15

Setting Up the Interactive Notebook 1) Personalized Cover 2) Author’s page 3) Table of contents 4) Teacher supplied notes 5) Student created graphics/notes/responses/ reactions

In the Beginning… ∙ Decorate the cover of your interactive notebook (this could be done as a homework assignment after setting up the basic pages in class the first day) ∙ Create a title page for the notebook. This includes student’s name and subject, and any other information you think is important. Students enjoy illustrating this page. (Author’s Page) ∙ Number the title page #1. On the back of PAGE #1, number it as PAGE #2. Odd numbers will always on the right side pages, and even numbers will always be on the left. There will be NO blank pages. ∙ Pages are NEVER torn out. Notebooks must be kept neat because students will need them to study for classroom tests and/or EOG/EOCs

THE NOTEBOOK’S COVER der Hol tte od e n An st peri 1 Students’ notebooks should be easily recognizable to each student.

Cover • Using photos, clippings, markers, glue, paper, and scissors, etc. , decorate the cover of your Interactive Student Notebook as if it were the cover to the book that tells the story of YOUR life thus far. If there is a way to incorporate ideas from the content of this class/subject, please include thesecomponents as well.

Table of Contents • This is the student’s organizing page. • It can be as detailed as the student/teacher wants • It will help you evaluate their work and comprehension • Is an outline of their notebook and can be filled in as they go or completed at the end of the unit. It is easier to fill in as you go! • Make sure students leave enough room, especially for big units

For young students it may be helpful to Xerox and glue in grid pages for the Table of Contents

Table of Contents Examples

Lets Go! • Have a plan! Decide how you want to place your notes and be consistent • Decide if you will use any type of color coding system for notes - see example on next slide (Class page- input from teacher) • On one side will be notes and on the other side will be pictures, timelines, memory maps, cartoons, or graphic organizers that may explain students’ notes (Student page- output from individual student)

LEFT PAGE RIGHT PAGE Date Student Responses Title Teacher Information Pg #

Right Side? Left Side? What Goes Where? Right Side Left Side = Loves Student Output Teacher Input/Content Blue or Black Ink/pencil Lots of Color The brain remembers things in color better. • • • BOCA=beginning of class assignment Concept Maps Drawings Reflective Writing Questions Data and Graphs Songs Poems Data from Experiments Cartoons or cartoon strips • • Information given in class Lecture Notes Lab Activities Video Notes Summaries Textbook Notes Procedures for experiments Classroom Specific Information

Table of Contents Date 10 -13 -15 17 Entry What Are Interactive Notebooks? INs vs. Journals/Traditional Notebooks How Do I Get Started with INs Setting Up the Interactive Notebook Organization 3 Page 9 11 13 15

Organizational Ideas

Glossary/ Index A B C D Amino acid 23 Adaptation 31 E F G H I J K L M N O P Neutron 13 Niche 19 Q R S T U V W XYZ

3 -2 -1 Personal Reflection Using your interactive notebook, take a few minutes alone to QUIETLY reflect on: 3 Things I want to remember to tell my students about Interactive Notebooks 2 Things that I learned about Interactive Notebooks 1 question I still have about their implementation or 1 comment I’d like to share

Let’s take a look at some IN samples…

OUTPUT Left=Loves (your interpretation) INPUT (notes from teacher)

Sensory Figures, cont.

Concept Map

Acrostics

Comic Strip version of Greek Myth – Romulus and Remus

Social Studies Pap paper plate foldableteaching latitude and longitude Layered book- The 5 Themes of Geography http: //themiddleschoolmouth. blogspot. com/2012/05/inside-my-social-studiesinteractive. html

Venn Diagram

Foldable

Math Frayer Models

Science

Reading

Primary Examples

Table of Contents Date 10 -13 -15 Entry What Are Interactive Notebooks? INs vs. Journals/Traditional Notebooks How Do I Get Started with INs Setting Up the Interactive Notebook Organization Use of Graphic Organizers 3 Page 9 11 13 15 17 19

Graphic Organizers • Help organize thoughts • Assist with answering open response questions • Good mental models • Great tools for both Input and Output pages • Must be modeled for students

G. O. Display on Wall

Thinking Maps

Frayer Model (Frayer, Frederick, & Klausmeier, 1969) Definition A whole number with exactly two divisors (factors) Examples 2, 3, 5, 7, 11, 13, 17, . . . Characteristics • 2 is the only even prime number • 0 and 1 are not prime Every whole number can be written as a product of primes Prime Non-Examples 1, 4, 6, 8, 9, 10. . .

T-chart ● Can be used to show an algorithm such as long division on the right side, and the student’s description of the steps on the left side.

p. 20 Turn to page 20 of your Interactive Notebook Draw/reflect on some examples of graphic organizers/thinking maps that you plan on using in your classroom or have used in your classroom that would work well in interactive notebooks.

Table of Contents Date 10 -13 -15 Entry 3 Page What Are Interactive Notebooks? INs vs. Journals/Traditional Notebooks How Do I Get Started with INs Setting Up the Interactive Notebook Organization 9 11 13 15 Use of Graphic Organizers Grading 19 21 17

How is the Notebook graded? • Rubrics- Explain rubric to students • Conferencing-teacher and peer • Notebooks may be collected with or without notice, so…. students MUST have their notebook everyday.

Notebook Rubric Notebook grades will be based on: • Thoroughness (Every page must be complete) • Organization / Neatness • Graphics

Student Evaluation Visual Appearance/ Organization ∙ ∙ Table of Contents completed correctly Work is Neat and Organized Headings, Dates and page numbers on all pages Effective Use of Color & diagrams Quality and Completeness ∙ ∙ ∙ Notes and right-side work is complete and of high quality. Left-side work is complete and shows processing of the work done on the right side. Evidence of following instructions Includes graphic representations of thought. No missing work (even if you were absent) Teacher Evaluation

THREE POINT SCORING RUBRIC FIVE POINT SCORING RUBRIC 5 Points- (a WOW product) 3 Points- (a WOW product) * all of the requirements are evident and EXCEEEDED * all of the requirements are evident and * the product is VERY neatly done and EXTREMELY EXCEEEDED well organized * the product is VERY neatly done and * the product shows LOTS of creativity and is EXTREMELY colorfully illustrated well organized * completed on time * the product shows LOTS of creativity and is 4 Points- (What is EXPECTED) * all of the requirements are evident colorfully illustrated * the product is neatly done and well organized * completed on time * the product shows creativity and is colorfully illustrated 2 Points- (What is EXPECTED) * completed on time * the requirements are evident 3 Points- (Almost What is EXPECTED) * the product is neatly done and organized * the requirements are evident (maybe 1 or 2 missing) * the product is neatly done and organized * the product shows some creativity and is illustrated * completed on time 2 Points- (Sort of What is EXPECTED) 1 Point- (One or More parts is missing) * the requirements are evident (maybe 3 or 4 missing) * few of the requirements are evident * the product is done and sort of organized * the product is neatly done and partially * the product shows little creativity and is illustrated * completed on time organized 1 Point- (Two or More parts is missing) * completed on time * MANY of the requirements are NOT PRESENT 0 Points- (Does not meet Standards) * the product is VERY POORLY done and POORLY * Unscorable or no product organized * the product shows little TO NO creativity and THE illustrations are POORLY DONE * completed on time 0 Points- (Does not meet Standards) * Unscorable or no product

How long should it take to work on the interactive notebook? • Normally class time is given to work on right side assignments and sometimes this includes time to work on a left side. The expectation is that the student will revisit their right side that evening or to review the material by completing a left side activity of your own choosing. • Once you have a good understanding of the kinds of left side activities that can be done, it should take you about 15 minutes to complete a left side.

“One of the most positive aspects of interactive notebooks is that it ‘helps students interact with the text and decode on the meaning it holds for them’. ” -Wrobleski, 1985

Interactive Notebooks if used properly can be the best tool a teacher can have. These notebooks organize student notes and responses, become the major method of test review, and ultimately become a key element for review for the Standards of Learning assessments. These notebooks become the important connection between those dry and sometimes boring notes that the students now transform into vivid, visual elements that soon reside in the student's memory bank!

It’s that simple!!! You can do it!

Final Reflection • Think about what you have seen, experienced, or learned today. • What were the steps in the process to setting up an interactive notebook? • How could you implement this in one of your classes? - choose 1 subject area to start implementing “After talking today, I’m thinking…. ” or “A new thought I have is. . . ”

FINAL COMMENTS… • From the teacher who has read the notebook, the student can learn to do better; and from the students’ work the teacher can learn to do better. • • The notebook is thus a powerful aid for improving teaching and learning in the classroom. - JERRY PINE, 1996 CAL-TECH

Questions/Comments? Contact information: Catawba County Schools Elementary Curriculum Specialists Lora_Drum@catawbaschools. net (ELA, 3 -6/SS) Mia_Johnson@catawbaschools. net (ELA, K-3) Teresa_Costner@catawbaschools. net (Math, K-6)

Additional Resources Lots of Interactive Notebook freebies and paid products www. teacherspayteachers. com Pinterest- search Interactive Notebooks www. pinterest. com Lora Drum’s pinterest board on interactive notebooks https: //www. pinterest. com/curriculumgal/interactive-notebooks/ Interactive Notebooks Wikispace http: //interactive-notebooks. wikispaces. com/ Language Arts and Social Studies ideas https: //mrsgannon. wordpress. com/category/interactive-notebooks/ Teacher Blog Posts http: //lifein 4 b. blogspot. com/p/thoughtful-logs. html http: //www. literacymathideas. blogspot. com/2012/11/interactive-middle-schoolcommon-core. html http: //everybodyisageniusblogspot. com/p/interactive-notebooks. html http: //simply 2 ndresources. blogspot. com/2011/07/foldables-in-our-math-journal. html http: //msseiberlingfcms. weebly. com/reading-notebook. html http: //themiddleschoolmouth. blogspot. com/search/label/interactive%20 notebooks http: //katesclassroomcafe. blogspot. com/2015/02/practical-interactive-notebook. html

References History Alive: http: //www. teachtci. com/interactive-social-studiesnotebook. html Sousa, D. A. (2001). How the brain learns (2 nd edition). California, Corwin Press. Wist, Caroline (2008). Putting it all together: Understanding the research behind interactive notebooks. School of Education, Curriculum and Instruction, College of William and Mary Wrobleski, D. (1985) Finding meaning: Reading, writing, thinking applications : double-entry notebooks, literature logs, process journals. Young, J. (2 --3). Science interactive notebooks in the classroom. Science Scope 26; 44 -46.