Self-Assessment Card

NameQuestion: Explain what you know

about ….

Rate yourself: 1 = high confidence2 = medium confidence3 = I’m not sure on this

Would you help someone else learn this?

YESNot at this time

Have you ever heard your students say . . .

What is the purpose of an Interactive Notebook?

• The purpose of this interactive notebook is to enable students to be creative, independent thinkers and writers.

• Interactive notebooks are used for class notes as well as for other activities where students are asked to express their own ideas and process the information presented in class.

Interactive Notebooks…

• Organize the student• Help students sequence

assignments• Encourage pride in student work• Facilitate cooperative interaction• Appeal to multiple intelligences• Provide opportunities to spiral

instruction and facilitate learning• Formative & Summative

What are InteractiveStudent Notebooks?

A student thinking tool And organizer for inquiry questions and what I

learned… A way to access and process the learning

utilizing various modalities (writing, drawing, and discussion)

A place for writing rough drafts based on hands-on learning

A formative assessment tool for teachers

Why Use Interactive Student Notebooks?

Improve organization skills Improve critical thinking skills Express understanding creatively Improve ways to learn vocabulary

Why are we using Interactive Student Notebooks?

Record data Study for tests Record progress Communication

Students can…

• Transform written concepts into visuals

• Find main points of a lesson or concept

• Organize historical events into a topical map

• Draw whatever illustration that makes sense to them

• Personalize the historic event or lesson.

Parts of the Notebook

• Cover Page

• Rubric

• Table of Contents

• Unit Cover Page

• Standards/objectives

• Notes/Activities

• Student Reflection

• Parent Review

Right vs. Left side of the spiral

Left brain controls the right side

Right brain controls the left side

Brain Based Learning

Experimentation has shown that the two different sides, or hemispheres, of the brain are responsible for different manners of thinking. The following table illustrates the differences between left-brain and right-brain thinking:

Left Brain Right Brain

•Logical•Sequential•Rational•Analytical•Objective•Looks at parts

•Random•Intuitive•Holistic•Synthesizing•Subjective•Looks at wholes

How is it organized?

Left Side Right SideLearning Objective:

Summary

Cue Questions

Left Side – Right Side Orientation

• The Left side is “left” for students. This is the side that students can use to demonstrate their understanding & creativity.

• The Right side is “Restricted” and contains teacher guided notes

Right SideTeacher presents new info

• Class notes (Cornell)• Discussion notes• Reading notes• Video notes• Handouts with new

information• Graphic organizers• Vocabulary• Foldables

Odd Pages

An opportunity for teachers to model how to think graphically

Left Side-Students Process New Ideas

• Reorganize new information in creative formats

• Express opinions and feelings• Requires students to actively do something

with the information to internalize it• Gives students permission to be playful,

imaginative, experimental, creative• Allows various learning styles to process

information

Even Pages

Right Side? Left Side?What Goes Where?

Left SideStudent OutputLots of Color

The brain remembers things in color better.

Concept Maps Drawings Reflective Writing Questions Data and Graphs Songs Poems Data from Experiments Cartoons or cartoon strips

Right SideTeacher Input/Content

Blue or Black Ink/pencil

Information given in class Lecture Notes Lab Activities Video Notes Summaries Textbook Notes Procedures for experiments Classroom Specific Information

What can go in it?

• Drawings• Poetry• Raps• Graphic organizers• Cartoons• Maps• Charts and graphs• Invitations• Letters• ANYTHING!!!

More Examples of Left Side

“A Bit More On The Left”Getting Students to Think About Their Learning

REFLECTION: Use Guiding Prompts:What are you curious about?What would you like to test?What was the main idea?What are the important details to remember?How does this relate to your life?What don’t you understand?

OUTPUT(your interpretation)

INPUT(notes from teacher)

Example page:

Graphic Organizers

Help organize thoughts Assist with answering open response

questions

Fish Bones

Venn Diagram

T-chart

Net

Wheel

Tree

Acrostics

Comic Strips

Venns & Thinking Maps

Why use them?

• Students use both their visual and linguistic intelligences

– Approach understanding in many ways– Use many types of writing and graphic

techniques– Each student can select their best

medium to explore and learn new content

(DIFFERENTIATED INSTRUCTION!!!!)

Note taking becomes an active process

– Students are invited to take notes— it’s fun!

– Students will read their notes—they have to in order to process for the left side

– Students will be working with (rehearsing) the information which facilitates learning

– Students will actively be involved with the information

What do students

think about it?

Notebooks help students to systematically organize as they learn

– Organization is key to the notebook

– Concepts like• Table of Contents• Numbering pages• Topic headings

– They stress the organization of a book & they don’t lose papers

Notebooks become a portfolio of individual learning

– These are personal– Creative– They record student growth in

history– They show progress– They serve as a chronological

record of the learning and are great for review

Getting Started…

Getting started -Step 1:

My Name

My Grade

On the cover, write your name and period #. Draw a diagram of something that reminds you of ______________.

Language Arts Interactive Notebook• Implementation• Notebooks can be kept in your backpack, binder or

stored in the classroom. Bring it to class every day. It will not be in your best interest to lose it.

• Number the pages sequentially. Do not remove any pages. Both right and left pages should be numbered. It is important that all of us have the same information on the same page.

• The first pages are reserved for a table of contents, and instructions. Other information will be included as appendices.

• Use color to help organize your information.• Handouts, foldables and other papers should be

glued or taped in place. No staples.• You will need other supplies: markers, glue stick,

tape, ruler, pencils, colored pencils• Notebooks will be graded randomly using self, peer

and teacher checklists.

Lets Begin….

• Have students save 5-10 pages at the front of the notebook to house information about notebook (rubrics,syllabus), and the cumulative table of contents.

• Have them number the pages immediately so that they start in an organized fashion.

• Number each page front and back• Odd pages on left Even pages on

the right.• There will be no blank pages• Pages do not get torn out!!!

Step 2: Starting with the first page, number the first 50 pages.

Numbers should be small and at the top outside corner of every page.

1 32

Cover

of N

oteb

ook

Step 3:At the top of pages 3,4,5, write Table of

Contents. Divide each page into 3 columns, date, description, page #.

Table of Contents

3 54

Table of Contents

Table of Contents

(Skip pages 1 and 2)

Date Description Page #Date Description Page # Date Description Page #

Page Topic Date Grade

14 summary 8/14

15 How to use Cornell Notes 8/14

16

17

18

19

20

Step 4:

2•What are you curious about?•What would you like to test?•What was the main idea?•What are the important details to remember?•How does this relate to your life?•What don’t you understand?

Add the following reflection questions on page 2. You will use these as open response questions.

Example of communicating with others:

REFLECTION QUESTIONS:

What are you curious about?What would you like to test?What was the main idea?What are the important details to remember?How does this relate to your life?What don’t you understand?

Student Handouts

• The notebook should hold everything when possible

• Folding and gluing, cutting and gluing are key to organization

• As students age and material becomes too complex a separate folder (pocket folder) can be added to hold handouts that are multi-paged or make a pocket foldable

Assignment Record Sheet: US HistoryInteractive Notebook

Date Assigned

Due Date

Title of Assignment Teacher's Stamp

Grade

8/28 8/28 IC: Notebook Guidelines

8/28 8/28 R: Table of Contents

8/28 8/29 L: Opening warm-up: SS Classroom

8/29 8/29 R: My Clock appointments

8/30 8/30 L: People Hunt

8/30 8/31 R: ISN Cover Directions

8/31 9/4 L: Warm-Up: Where In The World 20/20

8/31 9/5 R: Ch 1 & 2 Vocab(Flipper) 30/30

9/5 9/6 L/R: Why Study History?

9/6 9/7 L: Write Your Own Quotation 16/15

9/10 9/10 R: ISN Cover Evaluation 36/30

9/10 9/10 L: Warm-Up: Understanding Chronology

9/13 9/13 L: Warm-Up: Expressing feelings about 911 Tragedy

9/13 9/17 R: Native American Migration

9/18 9/18 L: Concept Web: Native American Culture Areas

9/24 9/24 L/R: Writing About Exploration

9/25 9/25 R: Ch. 3 Vocab

9/26 9/26 R: Warm-up Exploration

Cornell Notes

(For right sides of spiral)

Basic Cornell Notes Instruction

Sheet

Samples

Why use Cornell notes?• Cornell note taking stimulates

critical thinking skills.

• Note taking helps students remember what is said in class.

• A good set of notes can help students work on assignments and prepare for tests outside of the classroom.

• Good Notes help students organize and process data and information.

• Helps student recall by getting them to process their notes multiple times.

How is it organized?

Left Side Right SideLearning Objective:

Summary

Cue Questions

Page NumberDateTopic

Questions,Subtitles,Headings,Etc.

Class Notes

2 1/2”

3 to 4 sentence summary across the bottom of the opposite page of the day’s notes

Cornell Notes Step by Step

Note-taking column1. Document- Always write the date and topic at

the top of the page2. Write Notes- The large box to the right is for

writing notes.

Skip a line between ideas and topics.

• Don't use complete sentences. Use abbreviations, whenever possible. Develop a shorthand of your own, such as using "&" for the word "and".

• Use whatever method works best for you

15

Aug 14

Learning Objective: Explain the process involved in taking organized Cornell notes. How will this help me?

3. Questions- Review the notes as soon as possible after class.

• Pull out main ideas, key points, dates, and people, and write these in the left column in the form of questions. Use BLOOM’s!!!!

4. Recite- Cover the note taking column with a sheet of paper.

• Then, looking at the questions or cue-words in the question and cue column only, say aloud, in your own words, the answers to the questions, facts, or ideas indicated by the cue-words.

5. Summarize- Write a summary of the main idea of the notes at the bottom of your left hand page. Try to answer the learning objective question.

15

Aug 14

Questions

go

here

•Summary added AFTER questionsare finished

•Summary should address the day’s learning objective

•Summaries DO NOT replace left side processing. You still need to process your notes. (on the left side)

Remember…

Cover Page Examples

Student Page Samples

Why use an ISN?To be like a REAL

scientist!

To record our thoughts, observations, questions

and ideas

The Right Side

• This is the information given to you by your teacher during class

• Examples may include:– Lecture, video or textbook Notes – Lab Activities– Summaries– Data from Experiments– Classroom Specific Information– Vocabulary

• Information on this side is TESTABLE material

Left Side Options• This is youryour side to

show you understand the material

• This ccoolloorrffuull and creative interaction helps your brain to process and remember the information better

• The result is greater success in science!!

Left side choices• Concept Maps

• Drawings/illustrations

• Poems/raps/songs

• Flow Charts• Graphs

• Teach your parent

Left Side Example

Left Side Example

Left Side Example

Left and Ride Side Sample

Right Hand❀ Always odd pages

❀ For notes (Cornell style unless told otherwise). Notes that are more than a page should be glued to the bottom of the current sheet (see class example)

❀ Also for worksheets, tests, handouts, and quizzes, classwork, and homework.

❀ Use highlighters and graphic organizers to make notes meaningful.

Right Hand Examples

Left Hand Used to synthesize information and notes.

Always even pages

Can use any the following activities:Thinking Maps Foldables

Original Drawings Reflections

Postcards Cartoons

Sentences or Paragraphs (in Spanish)

Posters/Comic Strips

Advertisements Poems

“What if?” Statements HOT questions w/answers

Left Hand Examples

Where am I going?

1. Provide a clear and understandable version of the learning target.

2. Use examples and models of strong and weak work.

  Where am I now?

 3. Offer regular descriptive feedback.

 4. Teach students to self-assess and set goals.

How can I close the gap?

 5. Design lessons to focus on one aspect of a GLE/CLE at a time.

6. Teach student focused revision.

7. Engage students in self-reflection. Let them keep track of and share their learning. 

Interactive Notebooks

Improving ways for students to learn

mathematics vocabulary.

The Elements

CoversNotebook GuidelinesTable of contentsIndexRubricsExtrasPockets

Cove

rs MATH

Name

Note

book

Gu

ideli

nes

Back of front cover

Tab

le o

f C

on

ten

ts Save the first 3 pages

Ru

bri

cs

The last page…

Ind

ex

The last 6 pages…

Ext

ras

The back cover…

En

velo

pe P

ock

et

s

Cle

ar

Pock

ets

Lib

rary

Pock

ets

Creative Note-taking

Flipped TrianglesLayered BooksTabbed BooksShutter BooksAccordion BooksTri-fold BooksFrayer ModelsVenn Diagrams

Fli

pp

ed

Tri

an

gle

s

Laye

red

Books

Tab

bed

Books

Tab

bed

Books

Tab

bed

Books

Sh

utt

er

Books

Acc

ord

ion

Books

Tri

-fold

Books

Fra

yer

Mod

els

Ven

n D

iag

ram

s

Need More Ideas?

& M

ore

& M

ore

& M

ore

& M

ore

Left Side     20             Right Side      21

 

Exit Card

NameQuestion: Explain how you would use

a strategy (from this presentation) that you could use in YOUR classroom.

Rate yourself: 1 = high confidence2 = medium confidence3 = I’m not sure on this

Would you help someone else learn this?

YES Not at this time