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Interactive Science Notebooks Conference
Interactive Science Notebooks Conference
Interactive Science Notebooks Conference
Interactive Science Notebooks Conference
Interactive Science Notebooks Conference
Interactive Science Notebooks Conference
Interactive Science Notebooks Conference
Interactive Science Notebooks Conference
Interactive Science Notebooks Conference
Interactive Science Notebooks Conference
Interactive Science Notebooks Conference
Interactive Science Notebooks Conference
Interactive Science Notebooks Conference
Interactive Science Notebooks Conference
Interactive Science Notebooks Conference
Interactive Science Notebooks Conference
Interactive Science Notebooks Conference
Interactive Science Notebooks Conference
Interactive Science Notebooks Conference
Interactive Science Notebooks Conference
Interactive Science Notebooks Conference
Interactive Science Notebooks Conference
Interactive Science Notebooks Conference
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Interactive Science Notebooks Conference

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Engagement? Differentiation? Formative assessment? Multiple intelligences? 21st century skills? Any of these sound familiar? Stressed about how to incorporate them into your science curriculum? Come …

Engagement? Differentiation? Formative assessment? Multiple intelligences? 21st century skills? Any of these sound familiar? Stressed about how to incorporate them into your science curriculum? Come to this session and learn how the interactive notebook can address all these topics and more (Adaptable to any subject).

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  • Using interactive notebooks in the classroom helps develop globally competitive students by: connecting students’ thinking and experience, engaging students in collaborative inquiry, developing critical thinking skills that can be used to make informed decisions, and developing academic language. The notebook becomes real evidence of student learning and thinking. The notebook enhances communication between the student and the parent or the teacher and the parent. Parents can pick up the notebook and start asking questions about the student’s entries. It provides parents with evidence of a student’s conceptual understanding and person reflections. It can be used at parent conferences to discuss expectations and the extent to which the student is meeting them.
  • The more students process information,  the more they begin to understand it. This leads to longer retention
  • Resource pages include grading rubric, pages about the AHA Connection page, how to write self-reflection, safety rules, class rules
  • Odd numbered pages are on the right side. Students record observations, data, results of investigations, and teacher notes. Even numbered pages are on the left side. This is where students process the information and make sense of it.
  • To encourage students to take ownership of their own learning.
  • recording information and data, creating experimental plans,drawing diagrams, forming connections to  learning, and asking thoughtful questions. Think as a scientist . . . Record as a scientist . . . Reflect as a scientist
  • Gives them ownership of their notebook
  • I tell them about the unit. They come up with a title and add pictures or clip art of things that they will learn about as part of the unit
  • A great formative assessment tool
  • A good hypothesis must be a logical, testable answer to a scientific question. It can change when more information is uncovered as evidenced by the dog and turnip activity. Our group hypothesis changed when new words were uncovered. An AHA page should have arrows, both solid and dashed, between each summary, showing how their lessons build on each other to provide an answer to their trigger question. Using the AHA connections pages, students gather information from multiple sources, continually making connections until enough evidence has been collected to answer the central question.
  • I give bulleted notes and they create some type of thinking map or even a foldable. Then they have some kind of application activity
  • Transcript

    • 1.  a tool students use to make connections, revise their thinking, and to deepen their understanding shows both the content learned (input) and the reflective knowledge gained (output) increases student thinking and achievement
    • 2.  prepares students to be part of the 21st- century workforce increases communication between stakeholders differentiating instruction › Relevant and rigorous Interactive Notebooks support effective instruction
    • 3.  This notebook style uses both the right and left hemispheres of the brain to help students: › sort › categorize, › remember › creatively interact with the new knowledge they are gaining
    • 4.  Place these terms in the order that shows how student benefit from interactive notebooking › Retain › Understand › Process › Reflect
    • 5. Process UnderstandRetain Reflect
    • 6.  Each notebook has: › A designed cover that reflects the author’s personality › An author’s page to give ownership › Resource pages Model, model, model › I modeled the entire first unit › Then, depending on your class, you may model, model, model as needed
    • 7.  Notebook › Spiral or binder Colored pencils Highlighters Glue and/or tape
    • 8.  Each unit begins with › A Unit Cover Page › AHA connection pages Odd numbered pages – teacher input Even numbered pages – student output
    • 9.  Two options › Self Reflection Paper › Research Paper Students are allowed to use notebook on any assessment
    • 10.  I use a rubric Organizational/management › No loose papers › Spot check › Student choice Formative/Summative › AHA – a reflection of what they learned › Self Reflection paper - summative
    • 11.  Using writing as a way to show thinking and explain reasoning Allowing students to behave like a scientist Improving their ability to organize ideas and information to help them study, and build a skill they will carry on to high school Serving as a portfolio of scientific understanding
    • 12.  Novels Grammar/stems Math
    • 13.  http://interactive-notebooks.wikispaces.com/ http://www.sciencenotebooks.org/ http://mysciencelessons.wordpress.com/category/in teractive-notebook/ http://www.ericdigests.org/2004-4/notebooks.htm http://www.nsta.org/publications/news/story.aspx?id =57384
    • 14.  cwmsroyal.pbworks.com › Click on the “Interactive Science Notebook” link › You will find:  This PowerPoint  Additional information  Handouts
    • 15. Name: Birthday: Hobbies: My Draw things that describe you Your Interactive Notebook on this page. You may also usePicture Author’s photos, magazine cut outs, or Page computer art. Here (Ex. Favorite Food, Favorite Class, Pets, Family, Favorite Movie or Book, etc.)
    • 16.  Right – side page Includes the unit title Student illustrations
    • 17.  These two pages are a spread Provides a place for students to record the key question and the summary statements about the major concepts they are learning throughout the unit Most important pages of the unit because they are a reflection of students’ ongoing learning throughout the unit
    • 18. pp. 14 – 15Scientists learn about the natural world through scientific inquiry. They ask testable questions, design and perform investigations, and use the data What is collected as evidence of theirthinking. We modeled the work of Scientific a scientist with the mystery cube activity… Inquiry? Pp. 22-23 Scientists pp. 18-19 use the scientific A good hypothesis method ,,, must be a logical, testable answer to a scientific question.
    • 19. Left Side ( Student Output) Right Side (Teacher Input) How does a scientific question differ precise from other types of questions you may ask? Science Starter ActivityAnswered by Scientific Based oncollecting Questions observations Notes:evidence •The work of a scientist begins with a question. •A scientific question is one that is precise and can be answered testable through… •Mysterious M & M’s ActivityMysterious M & M’s: Questions You •Observations using all sensesCould Investigate •Break open candy and make a drawingA, Color •Complete activityB, Number •Record observations in wordsC. Etc. and drawings
    • 20.  Students write a five-paragraph reflective paper about their work during the unit › Count the number of assignments › Choose four that best supports the AHA  Justify choices by giving specific examples why these best support the unit AHA › Paragraph rating their notebook › Paragraph about the notebook
    • 21. Keeps me organized “My notebook has helped me learn and discover new ideas ““aha” summariesreminded me of “The (use of) colorwhat we learned highlights key ideaseach day and how and enhancesthey all tied in understanding.”together …”

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