Todd Williamson<br />NCMSA 2011<br />Strategies for Scientific Success<br />
Interactive Notebooks<br />Strategies/Rationale<br />Challenges<br />Project Based Learning<br />Sample PBL Activity<br />...
What are Interactive Notebooks?<br /><ul><li>A method for organizing student work
Help generate creative understanding of classroom topics
Allow for student choice
Allow students to make connections
Help maintain a portfolio of yearly work
A student-created textbook personalized to learning styles</li></li></ul><li>The Basics<br /><ul><li>Notebook activities a...
One side is teacher material, the other side is student processing
Students are given a list of processing activities to start the year
Self-selected processing</li></li></ul><li>In, Through, Out Example<br />
What You’ll Need<br /><ul><li>Notebook – can be a binder or a 3 to 5 subject notebook
Colored Pencils – markers bleed through
Glue – handouts are glued in so they can’t “fall out”, glue sticks or bottles
Highlighters – to encourage review of notes
Activities List</li></li></ul><li>Common Activities (Right Side)<br /><ul><li>Teacher/Book Notes…bullet, Cornell, concept ...
Title Pages
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Strategies for Scientific Success

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Come join us for a session that will focus on getting the most out of your students in the science
classroom. Strategies to be discussed include: Interactive Notebooks, Project-Based Learning, and
Collaborative Projects through the Middle School Portal: Math and Science Pathways Network. Please be prepared to share this session's information far and wide when you leave!

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Strategies for Scientific Success

  1. 1. Todd Williamson<br />NCMSA 2011<br />Strategies for Scientific Success<br />
  2. 2. Interactive Notebooks<br />Strategies/Rationale<br />Challenges<br />Project Based Learning<br />Sample PBL Activity<br />Podcasting Activity<br />Pringles Challenge<br />Middle School Portal<br />Topics<br />
  3. 3. What are Interactive Notebooks?<br /><ul><li>A method for organizing student work
  4. 4. Help generate creative understanding of classroom topics
  5. 5. Allow for student choice
  6. 6. Allow students to make connections
  7. 7. Help maintain a portfolio of yearly work
  8. 8. A student-created textbook personalized to learning styles</li></li></ul><li>The Basics<br /><ul><li>Notebook activities are completed on a two page spread
  9. 9. One side is teacher material, the other side is student processing
  10. 10. Students are given a list of processing activities to start the year
  11. 11. Self-selected processing</li></li></ul><li>In, Through, Out Example<br />
  12. 12. What You’ll Need<br /><ul><li>Notebook – can be a binder or a 3 to 5 subject notebook
  13. 13. Colored Pencils – markers bleed through
  14. 14. Glue – handouts are glued in so they can’t “fall out”, glue sticks or bottles
  15. 15. Highlighters – to encourage review of notes
  16. 16. Activities List</li></li></ul><li>Common Activities (Right Side)<br /><ul><li>Teacher/Book Notes…bullet, Cornell, concept map, etc
  17. 17. Title Pages
  18. 18. Pre-reading activities
  19. 19. Articles for summarization/extension</li></li></ul><li>Sinker Activities<br /><ul><li>These are the typical activities you would use throughout the year
  20. 20. Rather than being assigned a particular activity, students select from a list of 20 to 30
  21. 21. Early on, assigning can help build a collection of examples</li></li></ul><li>Sinker/Out Activities<br /><ul><li>Comic Strips/Illustrated Timelines
  22. 22. Current Event summaries
  23. 23. Illustrations
  24. 24. Mnemonic Devices
  25. 25. Haiku
  26. 26. Song Lyrics
  27. 27. Advertisements/Magazine Covers
  28. 28. Hero/Wanted Posters
  29. 29. Sensory Figures
  30. 30. Concept Maps
  31. 31. Charts/Graphs
  32. 32. Lab Write-ups
  33. 33. Verbal, Visual, Vocabulary
  34. 34. Section Review Questions</li></li></ul><li>Challenges<br /><ul><li>Set-up – overcome with time and planning
  35. 35. Choice – students often don’t know how to choose “right” activity
  36. 36. Absent students – easiest challenge
  37. 37. New Students…second biggest challenge
  38. 38. Grading – biggest challenge</li></li></ul><li>Additional Notebook Resources<br />http://www.sharetabs.com/?ians<br />
  39. 39. Major Topic<br />Which are more dangerous: hurricanes or tornadoes?<br />Project Based Learning<br />
  40. 40. REQUIRED How is your group defining “dangerous”?<br />How is each type of storm classified?<br />What is the frequency of each type of storm in the US?<br />What type of damage is associated with each storm?<br />What are considered the historical “worst” storms of each type?<br />What conditions are necessary for each storm to form?<br />What areas/states in the US are threatened by each type of storm?<br />What precautions are necessary for preparing for each type of storm?<br />What differences are there in forecasting each storms approach? How much time is there between formation and impact?<br />What is the relative economic impact of each type of storm on the US each year?<br />What fallacies, myths, or legends are there about each type of severe weather?<br />Sub-Questions<br />
  41. 41. Note cards with final project activities<br />Group leader comes and picks a card<br />Group can either keep it, or put it back<br />If they put it back, they choose another one, and are stuck with it<br />Pick or Stick<br />
  42. 42. PowerPoint<br />Glogster<br />Skit: Old folk sitting around talking about the weather<br />Skit: Meteorologist presenting to a school class<br />Jeopardy Game Board<br />Children’s Book<br />Activities<br />
  43. 43. When you have way more to cover…and your kids have way too many questions…<br />Podcasting Project<br />
  44. 44. http://www.msteacher2.org<br />Middle School Portal<br />

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