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Interactive Science Notebooks explained

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Learn how to implement science notebooks in your classroom with this introduction to my system of organization. Student examples are provided.

Learn how to implement science notebooks in your classroom with this introduction to my system of organization. Student examples are provided.

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Interactive Science Notebooks explained Interactive Science Notebooks explained Presentation Transcript

  • Interactive Science Notebooks
    Adam Geller
  • Agenda
  • You may NOT,NOT , NOT take my notebooks
    Please respect the supplies. I have to pay to replace them.
    Please ask questions… this session is for you to be successful.
    Sorry in advance, we’re moving fast… only 55 minutes.
    Ground Rules
    View slide
  • Agenda
    View slide
  • Scientists use notebooks in “real life”
    Research-based method for higher student achievement
    Notebooks allow development of ideas over time and in sequence
    Notebooks let each student work on his or her own level
    Ongoing formative assessment tool
    They’re FUN!!
    Why Science Notebooks?
  • Notebook assignments hit multiple learning styles
    Uses both structural and creative processing of student brain
    Multiple points of processing (this is key)
    The more they hear it, look at it, write it, the more likely they are to retain it
    Very impersonal science topics become personalized for student immediately
    Basic Theory
  • Agenda
  • My format is standardized for all students
    Some teachers take a laissez faire approach to organization and structure… your choice (however, not recommended)
    Organizing a notebook
  • Easy to tell at a glance what is missing
    Simple way for any student to find out what was done when absent (there are X other students with same notebook)
    Faster to grade… they’re all the same
    Teacher’s copy can be general template without any answers
    Side benefit: teaches organization, planning and structure
    Benefits of standardizing
  • Nearly impossible to coordinate purchase and selling of an excellent quality notebook
    Free when reproduced at copy shop
    Copy shop will produce, staple and deliver to your door!
    Template files are production-ready
    Need cover colors and quantity in email
    Coordinate by school to expedite
    Notebooks free-for-all
    Note bene: Buy a heavy-duty stapler to reinforce the copier staples
    • In order to make notebooks a seamless part of class… supply your students with what they need
    • Publication kits
    • Scissors
    • Crayons/markers/colored pencils
    • Glue
    • Optional:
    • Post-it notes
    • Pencils
    • Pens
    • Highlighter
    • Plastic tubs are only real investment. Most other supplies can be gathered free from KidSmart (DonorsChoose.org for nice scissors)
    Publication kits
  • Agenda
  • Collecting notebooks would be a horrible idea because it would take horribly long to grade
    Develop your own assessment strategy
    Decide what the notebook represents
    Decide how much weight it will have in the grade
    Determine whether completing an assignment fulfills the purpose of the notebook for your class
    Please, no more work!
  • Students grade each other’s notebooks
    Rubric based point system
    Teacher controls who grades which notebook
    Any student can ask teacher for regrade
    How to prevent grade cheating… really dramatic explanation of spot checks of the notebooks. They know it’s possible because grader’s name is on grade sheet.
    My less-work strategy
  • Example rubric
    Bonus of having kids grade… they
    discover before the grades are entered
    that you’ve tallied up the total points
    wrong!
    • Walk students through each assignment
    • Grading values completion…
    • Correct/wrong feedback given during homework check
  • Grade all notebooks in minutes
    Students understand that the notebook completion really matters and affects grade
    Students use poor notebook check performance as motivation to get caught up
    Have insight on any students’ amount of work/effort for a parent conference without needing the work at hand
    This really works?
  • Agenda
  • You need
    Publication kit nearby
    One of each handout
    We’re limited by time, so our focus will be to cover the different types of set-up activities
    Making a science notebook
  • Remember that we must TEACH our students about the notebooks just like any other system or procedure in the classroom
    Time spent at the beginning of the year on teaching the method and system will save countless time throughout the year
    Tip for Success
  • Manage the little pieces
    Photocopy multi-up on a sheet
    Cut as much as possible with paper-cutter
    Glue little pieces into notebook
    Store extras in numbered hanging folders
    Tips for success
  • Sample sheets to copy
    See the picture-frame method demonstrated at http://scienceclass.blip.tv
  • On top line, PRINT your first and last name then put the period
    In space below, decorate using guidelines:
    Must say “Name’s Science Notebook”
    (like Mr. Geller’s Science Notebook)
    Use at least four colors
    Have at least three pictures that describe you
    One picture about science
    Example Cover Assignment
  • Right hand side = odd
    Left hand side = even
    Number in top, outside corners
    Start with 1, go to 10
    (With students, have them label in chunks, too)
    When finished, check your table partner
    Number your pages
  • We’re skipping…
    Page 1 is class expectations and syllabus
    Page 2 for me was a “poster” on class rules/procedure that they thought would be important for them
    Page 3 Signed Science Lab Rules contract
    Page 1, 2, and 3
  • Must model this for students before it will be a procedure and ultimately a habit.
    Students learn to take the topic from the notes, or from somewhere on board/PowerPoint
    Table of Contents
  • Table of Contents
    2. Class Rules Poster
    4. Left Side Info
    6. Notebook Sides Poster
    8. Levels of Questions
    10. Observations Practice
    12. Procedure practice
    1. Class Syllabus
    3. Safety contract
    5. Right Side Info
    7. Assignment ideas
    9. Grandma’s House
    11. Qualitative and Quantitative Observations
    13. Writing a procedure
    • Find the sheets that say “Left side” and “right side”
    • Cut off the outsides – like a picture frame – for both at the same time
    • Four-corner glue
    • A dot of glue on all four corners
    • Left on page 4
    • Right on page 5
    Page 4 and 5
  • Example of a processing assignment for homework:
    Create a poster to illustrate the difference between a left and right side page of the notebook
    Must use at least four colors
    (Generally speaking, I always required at least four colors for credit)
    Page 6
  • Page 7 was a handout of different types of assignments we might do on left side (i.e. haiku, acrostic poem, pictionaries, etc)
    Page 7
  • Take out Grandma’s house
    Cut the house apart from the words and the title
    Four-corner glue the words in the middle of the page
    Flip-chart the house on top of the words
    Put the title anywhere it will fit
    Page 9 – Student Instructions
  • The words list is pasted under the house.
    The house “flips” up.
  • Divide the page into three areas (horizontally)
    Number them
    Page 8
  • On page 9, write these words in the appropriate box (Intro to new material)
    Output: Book + Brain + Extra info (DOK 3)
    Process: Book + Brain (DOK 2)
    Input: Book (DOK 1)
    DOK 4 is
    Projects
    Extended Output
    Not daily.
    Not needed on this page!!!
    Levels of questioning (a.k.a. DOK)
  • This is how students were prompted during guided practice:
    Level 1 requires “only your book” to answer a question.
    Pick one of the words in Level 1 and then write a statement about Grandma’s house
    Don’t worry, it won’t be a question.
    Page 8 – Level 1
  • Instructions for independent practice:
    Write at least three more Level 1 questions
    Check your table partner’s Level 1 questions
    (FYI: this is a cooperative learning structure)
    Share out in X minutes
    Level 1
  • Students should use this page when trying to make up questions
    Assign how many of which type you’d like to see
    i.e. Two level 2 and one level 3 question about today’s lesson
    These are “Cornell questions”
  • Seriously, Cornell notes are good for kids
    You can incorporate them into any of your lessons with same note-taking strategies
    I have personally switched lessons from guided notes worksheets to Cornell notes in the notebook
    Faster prep
    Saves paper
    Builds note-taking skills for kids
    Cornell Notes, minus the headache
  • This would be first formal notes
    Qualitative and quantitative observations
    We’ll just practice using STAR
    S = Set it up (title, date)
    T = Take notes
    A = Ask questions
    R = Review and summarize*
    *once per lesson, not page
    Page 11
  • Example processing activity:
    Cut out any picture from a magazine
    Make a T-chart under the picture
    Qualitative – left side
    Quantitative – right side
    5 observations for each column
    Page 10
  • Each student has ownership
    Each assignment is not able to be copied from another student
    Even if the students help each other, they still have individualized product
    E A S Y to spot check homework and provide feedback within seconds (I have a system that can help)
    About that processing