Adam Geller<br />www.notebooksrock.org<br />
Agenda<br />
Agenda<br />
Scientists use notebooks in “real life”<br />Research-based method for higher student achievement<br />Notebooks allow dev...
Notebook assignments hit multiple learning styles <br />Uses both structural and creative processing of student brain<br /...
Agenda<br />
My format is standardized for all students<br />Some teachers take a laissez faire approach to organization and structure…...
Easy to tell at a glance what is missing<br />Simple way for any student to find out what was done when absent (there are ...
Nearly impossible to coordinate purchase and selling of an excellent quality notebook<br />A copy shop will produce, stapl...
Front cover<br />Table of contents<br />40 inside pages (80 total pages for writing)<br />Back cover<br />
In order to make notebooks a seamless part of class… supply your students with what they need<br />Publication kits<br />S...
Agenda<br />
Collecting notebooks would be a horrible idea because it would take horribly long to grade<br />Develop your own assessmen...
Students can grade each other’s notebooks<br />Rubric-based point system<br />Teacher controls who grades which notebook<b...
<ul><li>Walk students through each assignment
Grading values completion
Correct/wrong feedback given during homework check</li></li></ul><li>Grade all notebooks in minutes<br />Students understa...
Agenda<br />
Remember that we must TEACH our students about the notebooks just like any other system or procedure in the classroom<br /...
What goes in a notebook?<br />Everything.<br />
What goes in a notebook?<br />Notes<br />Quizzes<br />Homework<br />Lab data<br />Worksheets<br />Foldables<br />Progress ...
Photocopy multi-up on a sheet<br />Cut as much as possible with paper-cutter<br />Glue little pieces into notebook<br />St...
Manage the little pieces<br />See the picture-frame method for metric conversions at http://scienceclass.blip.tv<br />
On top line, PRINT your first and last name then put the period<br />In space below, decorate using guidelines:<br />Must ...
Right hand side = odd<br />Left hand side = even<br />Have students label pages in chunks!<br />Prevents tearing out pages...
Must model this for students before it will be a procedure and ultimately a habit<br />Students can learn to take the topi...
Table of Contents<br />2. Class Rules Poster<br />4. Left Side Info<br />6. Notebook Sides Poster<br />8. Levels of Questi...
Left side / right side<br /><ul><li>Core concept of science notebooks is differentiating between and left and right domain...
Right: Teacher input
Left: Student output</li></li></ul><li>
Example of a processing assignment for homework:<br />Create a poster to illustrate the difference between a left and righ...
Cornell notes are good for kids<br />You can incorporate them into any of your lessons with same note-taking strategies<br...
Grandma’s house: Mechanism to teach Cornell questioning<br />(Hey… every page is set up for Cornell notes!)<br />This is C...
Cornell questions<br />
Teacher input: diagram, labeling the levels <br />Book + Brain + Extra info (DOK 3)<br />Book + Brain (DOK 2)<br />Book (D...
Student output: <br />Divide the left page into three areas (horizontally)<br />Practice writing “questions” and share<br />
STAR method<br />S = Set it up (title, date)<br />T = Take notes<br />A = Ask questions<br />R = Review and summarize* <br...
Student output assignment:<br />Cut out any picture from a magazine<br />Make a T-chart under the picture<br />Qualitative...
Teacher example<br />
Each student has ownership<br />Each assignment is not able to be copied from another student<br />Even if the students he...
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Notebooks Rock NSTA100320

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Notebooks Rock NSTA100320

  1. 1. Adam Geller<br />www.notebooksrock.org<br />
  2. 2. Agenda<br />
  3. 3. Agenda<br />
  4. 4. Scientists use notebooks in “real life”<br />Research-based method for higher student achievement<br />Notebooks allow development of ideas over time and in sequence<br />Notebooks let each student work on his or her own level<br />Ongoing formative assessment tool<br />They’re FUN!!<br />
  5. 5. Notebook assignments hit multiple learning styles <br />Uses both structural and creative processing of student brain<br />Multiple points of processing (this is key)<br />The more they hear it, look at it, write it, the more likely they are to retain it<br />Very impersonal science topics become personalized for student immediately<br />
  6. 6. Agenda<br />
  7. 7. My format is standardized for all students<br />Some teachers take a laissez faire approach to organization and structure… your choice (however, not recommended)<br />
  8. 8. Easy to tell at a glance what is missing<br />Simple way for any student to find out what was done when absent (there are X other students with same notebook)<br />Faster to grade… they’re all the same<br />Teacher’s copy can be general template without any answers<br />Side benefit: teaches organization, planning and structure<br />
  9. 9. Nearly impossible to coordinate purchase and selling of an excellent quality notebook<br />A copy shop will produce, staple and deliver to your door!<br />Template files are production-ready and exist for all core subjects <br />Note bene: Buy a heavy-duty stapler to reinforce the copier staples<br />
  10. 10. Front cover<br />Table of contents<br />40 inside pages (80 total pages for writing)<br />Back cover<br />
  11. 11. In order to make notebooks a seamless part of class… supply your students with what they need<br />Publication kits<br />Scissors<br />Crayons/markers<br />Glue<br />Optional:<br />Post-it notes<br />Pencils<br />Pens<br />Highlighter<br />(DonorsChoose is an option for acquiring this)<br />
  12. 12. Agenda<br />
  13. 13. Collecting notebooks would be a horrible idea because it would take horribly long to grade<br />Develop your own assessment philosophy<br />Decide what the notebook represents<br />Decide how much weight it will have in the grade<br />Determine whether completing an assignment fulfills the purpose of the notebook for your class<br />
  14. 14. Students can grade each other’s notebooks<br />Rubric-based point system<br />Teacher controls who grades which notebook<br />Any student can ask teacher for re-grade<br />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.<br />
  15. 15. <ul><li>Walk students through each assignment
  16. 16. Grading values completion
  17. 17. Correct/wrong feedback given during homework check</li></li></ul><li>Grade all notebooks in minutes<br />Students understand that notebook completion really matters and affects grade<br />Students use poor notebook performance as motivation to get caught up since the points are “recoverable”<br />Have insight on any student’s amount of work/effort for a parent conference without needing the work at hand<br />
  18. 18. Agenda<br />
  19. 19. Remember that we must TEACH our students about the notebooks just like any other system or procedure in the classroom<br />Time spent at the beginning of the year on teaching the method and system will save countless time throughout the year<br />Habit of mind<br />
  20. 20. What goes in a notebook?<br />Everything.<br />
  21. 21. What goes in a notebook?<br />Notes<br />Quizzes<br />Homework<br />Lab data<br />Worksheets<br />Foldables<br />Progress reports<br />Syllabus<br />
  22. 22.
  23. 23.
  24. 24.
  25. 25.
  26. 26. Photocopy multi-up on a sheet<br />Cut as much as possible with paper-cutter<br />Glue little pieces into notebook<br />Store extras in numbered hanging file folders<br />Students reference everything by page number now<br />Manage the little pieces<br />
  27. 27. Manage the little pieces<br />See the picture-frame method for metric conversions at http://scienceclass.blip.tv<br />
  28. 28. On top line, PRINT your first and last name then put the period<br />In space below, decorate using guidelines:<br />Must say “Name’s Science Notebook” <br />(like Mr. Geller’s Science Notebook)<br />Use at least four colors<br />Have at least three pictures that describe you<br />One picture about science<br />Example Cover Assignment<br />
  29. 29.
  30. 30. Right hand side = odd<br />Left hand side = even<br />Have students label pages in chunks!<br />Prevents tearing out pages because they’re all expected to be there<br />Numbering pages<br />
  31. 31. Must model this for students before it will be a procedure and ultimately a habit<br />Students can learn to take the topic from the notes, or from somewhere on board/PowerPoint<br />Table of Contents<br />
  32. 32. Table of Contents<br />2. Class Rules Poster<br />4. Left Side Info<br />6. Notebook Sides Poster<br />8. Levels of Questions<br />10. Observations Practice<br />12. Procedure practice<br />1. Class Syllabus<br />3. Safety contract<br />5. Right Side Info<br />7. Assignment ideas<br />9. Grandma’s House<br />11. Qualitative and Quantitative Observations<br />13. Writing a procedure<br />
  33. 33. Left side / right side<br /><ul><li>Core concept of science notebooks is differentiating between and left and right domains of notebook
  34. 34. Right: Teacher input
  35. 35. Left: Student output</li></li></ul><li>
  36. 36. Example of a processing assignment for homework:<br />Create a poster to illustrate the difference between a left and right side page of the notebook<br />Must use at least four colors<br />(Generally speaking, I always required at least four colors for credit)<br />Student output for everything<br />
  37. 37.
  38. 38. Cornell notes are good for kids<br />You can incorporate them into any of your lessons with same note-taking strategies<br />Cornell notes in the notebook<br />Cuts prep<br />Saves paper<br />Builds note-taking skills for kids<br />
  39. 39. Grandma’s house: Mechanism to teach Cornell questioning<br />(Hey… every page is set up for Cornell notes!)<br />This is Costa’s three levels of questioning<br />Cornell questions<br />
  40. 40. Cornell questions<br />
  41. 41. Teacher input: diagram, labeling the levels <br />Book + Brain + Extra info (DOK 3)<br />Book + Brain (DOK 2)<br />Book (DOK 1)<br />Cornell questions<br />
  42. 42. Student output: <br />Divide the left page into three areas (horizontally)<br />Practice writing “questions” and share<br />
  43. 43. STAR method<br />S = Set it up (title, date)<br />T = Take notes<br />A = Ask questions<br />R = Review and summarize* <br />*once per lesson, not page<br />Great intro lesson for Cornell practice is “Qualitative and quantitative observations”<br />All skills should be through the context of content<br />Cornell procedure<br />
  44. 44.
  45. 45. Student output assignment:<br />Cut out any picture from a magazine<br />Make a T-chart under the picture<br />Qualitative – left side<br />Quantitative – right side<br />5 observations for each column<br />Processing opportunity<br />
  46. 46. Teacher example<br />
  47. 47.
  48. 48. Each student has ownership<br />Each assignment is not able to be copied from another student<br />Even if the students help each other, they still have individualized product<br />E A S Y to spot check homework and provide feedback within seconds (I have a system that can help)<br />
  49. 49. Agenda<br />
  50. 50. Templates, example assignments, etc<br />http://www.notebooksrock.org<br />Adam Geller<br />adam@notebooksrock.org<br />

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