1) Notebooks allow students to develop ideas over time, work at their own level, and provide an ongoing assessment tool. They incorporate multiple learning styles and points of processing. 2) The author recommends a standardized notebook format for all students to make it easy to see what is missing and for students to find out what they missed when absent. It also makes grading faster. 3) Ready-made notebook templates can be produced and delivered, along with supplies to make notebooks a seamless part of the classroom. Teaching students the notebook method and system up front will save time throughout the year.

1. Adam Gellerwww.notebooksrock.org

2. Agenda

3. Agenda

4. Scientists use notebooks in “real life”Research-based method for higher student achievementNotebooks allow development of ideas over time and in sequenceNotebooks let each student work on his or her own levelOngoing formative assessment toolThey’re FUN!!

5. Notebook assignments hit multiple learning styles Uses both structural and creative processing of student brainMultiple points of processing (this is key)The more they hear it, look at it, write it, the more likely they are to retain itVery impersonal science topics become personalized for student immediately

6. Agenda

7. My format is standardized for all studentsSome teachers take a laissez faire approach to organization and structure… your choice (however, not recommended)

8. Easy to tell at a glance what is missingSimple 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 sameTeacher’s copy can be general template without any answersSide benefit: teaches organization, planning and structure

9. Nearly impossible to coordinate purchase and selling of an excellent quality notebookA copy shop will produce, staple and deliver to your door!Template files are production-ready and exist for all core subjects Note bene: Buy a heavy-duty stapler to reinforce the copier staples

10. Front coverTable of contents40 inside pages (80 total pages for writing)Back cover

11. In order to make notebooks a seamless part of class… supply your students with what they needPublication kitsScissorsCrayons/markersGlueOptional:Post-it notesPencilsPensHighlighter(DonorsChoose is an option for acquiring this)

12. Agenda

13. Collecting notebooks would be a horrible idea because it would take horribly long to gradeDevelop your own assessment philosophyDecide what the notebook representsDecide how much weight it will have in the gradeDetermine whether completing an assignment fulfills the purpose of the notebook for your class

14. Students can grade each other’s notebooksRubric-based point systemTeacher controls who grades which notebookAny student can ask teacher for re-gradeHow 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.

15. Walk students through each assignment

16. Grading values completion

17. Correct/wrong feedback given during homework checkGrade all notebooks in minutesStudents understand that notebook completion really matters and affects gradeStudents use poor notebook performance as motivation to get caught up since the points are “recoverable”Have insight on any student’s amount of work/effort for a parent conference without needing the work at hand

18. Agenda

19. Remember that we must TEACH our students about the notebooks just like any other system or procedure in the classroomTime spent at the beginning of the year on teaching the method and system will save countless time throughout the yearHabit of mind

20. What goes in a notebook?Everything.

21. What goes in a notebook?NotesQuizzesHomeworkLab dataWorksheetsFoldablesProgress reportsSyllabus

26. Photocopy multi-up on a sheetCut as much as possible with paper-cutterGlue little pieces into notebookStore extras in numbered hanging file foldersStudents reference everything by page number nowManage the little pieces

27. Manage the little piecesSee the picture-frame method for metric conversions at http://scienceclass.blip.tv

28. On top line, PRINT your first and last name then put the periodIn space below, decorate using guidelines:Must say “Name’s Science Notebook” (like Mr. Geller’s Science Notebook)Use at least four colorsHave at least three pictures that describe youOne picture about scienceExample Cover Assignment

30. Right hand side = oddLeft hand side = evenHave students label pages in chunks!Prevents tearing out pages because they’re all expected to be thereNumbering pages

31. Must model this for students before it will be a procedure and ultimately a habitStudents can learn to take the topic from the notes, or from somewhere on board/PowerPointTable of Contents

32. Table of Contents2. Class Rules Poster4. Left Side Info6. Notebook Sides Poster8. Levels of Questions10. Observations Practice12. Procedure practice1. Class Syllabus3. Safety contract5. Right Side Info7. Assignment ideas9. Grandma’s House11. Qualitative and Quantitative Observations13. Writing a procedure

33. Left side / right sideCore concept of science notebooks is differentiating between and left and right domains of notebook

34. Right: Teacher input

35. Left: Student output

36. Example of a processing assignment for homework:Create a poster to illustrate the difference between a left and right side page of the notebookMust use at least four colors(Generally speaking, I always required at least four colors for credit)Student output for everything

38. Cornell notes are good for kidsYou can incorporate them into any of your lessons with same note-taking strategiesCornell notes in the notebookCuts prepSaves paperBuilds note-taking skills for kids

39. Grandma’s house: Mechanism to teach Cornell questioning(Hey… every page is set up for Cornell notes!)This is Costa’s three levels of questioningCornell questions

40. Cornell questions

41. Teacher input: diagram, labeling the levels Book + Brain + Extra info (DOK 3)Book + Brain (DOK 2)Book (DOK 1)Cornell questions

42. Student output: Divide the left page into three areas (horizontally)Practice writing “questions” and share

43. STAR methodS = Set it up (title, date)T = Take notesA = Ask questionsR = Review and summarize* *once per lesson, not pageGreat intro lesson for Cornell practice is “Qualitative and quantitative observations”All skills should be through the context of contentCornell procedure

45. Student output assignment:Cut out any picture from a magazineMake a T-chart under the pictureQualitative – left sideQuantitative – right side5 observations for each columnProcessing opportunity

46. Teacher example

48. Each student has ownershipEach assignment is not able to be copied from another studentEven if the students help each other, they still have individualized productE A S Y to spot check homework and provide feedback within seconds (I have a system that can help)

49. Agenda

50. Templates, example assignments, etchttp://www.notebooksrock.orgAdam Gelleradam@notebooksrock.org