1 / 49

Name Tents

Name Tents. Create a name tent for yourself. On one side, put your first name. On the other side, put your “Hip Hop” name. Directions are on the orange paper on your table. Please do not write on these papers, I will be happy to provide you with an e-copy! .

kathleen-aughmuty
Télécharger la présentation

Name Tents

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Name Tents • Create a name tent for yourself. On one side, put your first name. On the other side, put your “Hip Hop” name. Directions are on the orange paper on your table. Please do not write on these papers, I will be happy to provide you with an e-copy! 

  2. Interactive Science Notebooks Presented by: Doni Cash Region 10 ESC Doni.Cash@Region10.org

  3. Norms • Take care of yourself. • Monitor your technology for learning. • Participate actively! • What is said here, stays here. What is learned here, leaves here. • It is okay to have FUN!

  4. Moon Phase Buddies • Trim your Phases of the Moon diagram and glue inside the front cover of your journal. Now go around the room and introduce yourself to 8 people, and ask them to be your “buddy” on that phase of the moon. This is just like clock buddies, only with phases of the moon. Questions?

  5. Key Ideas • Interactive journaling will make a difference! • Students are actively engaged in thinking and communicating. • Students feel “ownership” because they are creating meaningful knowledge for themselves. • There’s no “right” or “wrong” way. • Modify to find ways that work best for you and your students.

  6. Why Interactive Student Notebooks (ISN) engage students? • Students use both their visual and linguistic intelligences • Note taking becomes an active process • Notebooks help students to systematically organize as they learn • Notebooks become a portfolio on individual learning

  7. Today you will create an ISN to record information during the training. Later you can use it as visual model to help your students get started.

  8. The first page you create is a title page (like a book). You decide the title for your ISN.

  9. Reserve 2 or more pages after the title page for a Table of Contents (like a book) • Make columns for: • Date • Entry • Page This helps you find an entry fast when you need it

  10. For young students it may be helpful to Xerox and glue in grid pages for the Table of Contents.

  11. For little kiddoes consider . . . • Creating a class journal to model the process of journaling using a Big Book or a chart tablet. • Students contribute by finding pictures and telling you what to record. • Blank big books are available at www.abcstuff.com for $1.39 each

  12. Left Hand assignment • Turn to your Table of Contents (TOC), and record your first assignment as ISN Graphic Organizer. Make sure you record the date, title, and correct page number! • Create a graphic organizer to record the advantages and disadvantages to using a composition notebook for you ISN. At the bottom of the page, jot down some ideas you are already wanting to remember for when you implement this (4 pages for TOC, numbering system, etc.)

  13. Do we have to use “special” notebooks for our ISNs? • Again, there is no “right” or “wrong” way to do this! • With your new moon buddy, discuss the advantages and disadvantages of using composition books.

  14. Why composition books work well • They are different from spirals (kids perceive spirals as ordinary). • The paper is sturdy and kids are less likely to rip out pages. • No wires to get tangled when you stack them. • Wal-mart/Target-50¢ (school supply season) • Dollar stores–as many as 10 for $1.

  15. How are ISNs different from other journals? • ISNs have a “left-side, right-side” orientation to help students record, organize, and process new information. This takes advantage of the way each hemisphere of the brain works! Much of the classroom and homework can be done in the interactive notebook. • ISNs are not used just as a storehouse of information. The students are expected to continually reflect and show evidence of this reflection through “left hand” assignments.

  16. OUTPUT Brainstorming   Mind maps   Concept Maps   Venn Diagrams   Pictures   Drawings   Diagrams   Writing Prompts   Flow Charts   Lab & Self Reflections   Poems   Songs   Worksheets INPUT Class notes Discussion notes Reading notes Handouts with new information What kind of information goes on each side?

  17. Sample student work

  18. What does this look like in class? Let’s take some notes! • Turn to your Table of Contents. Record your next assignment as Layers of the Earth. Fill in the appropriate page number. • Glue the Layers of the Earth notes on the right hand page. As we discuss, you may highlight or underline important information

  19. And create a foldable! • Create the Layers of the Earth foldable and glue on the left side page. Color as you see appropriate. Take a few minutes to review the notes on the right and make some connections. Once you finish, go compare your notes with those of your waning gibbous buddy. Make any adjustments you feel necessary.

  20. What if I wanted to use a video? • Turn to your Table of Contents. Record your next assignment as Friction notes (Some may want to skip a line so that they can put the left hand assignment in first!). Fill in the appropriate page number. • Glue the Friction notes on the left hand page. As you watch the video, fill in the blanks.

  21. What about labs? • Turn to your TOC and record Puff Cup Lab as your next left hand assignment. Fill in the appropriate page number. • Find your full moon buddy. Join with another group and complete the Puff Cup Lab. Record your data on the left hand side of your ISN.

  22. Answer the following questions below your data. • Which surface had the longest average? • Why do you think this was the result?

  23. How do we take advantage of our ISNs while reading? • Turn to your Table of Contents. Record your next assignment as Greenhouse Effect reading.This will be a left hand and a right hand assignment.Fill in the appropriate page numbers.

  24. Read the pages over Greenhouse Effect, highlighting, underlining, or making notes to yourself as you go along. Once you have finished, trim all of the pages so that they are the same size. Tape all of the pages together, then glue onto the right hand side. • On the left hand side, practice the kinds of interactions you would want your students practicing after they read. Find your waxing crescent buddy and share what your thoughts and reflections were.

  25. What about vocabulary? • ISNs are a great place to do vocabulary work. • We are going to do two different examples of vocabulary activities. Any activity you currently use can be incorporated!

  26. Ecology Vocabulary • Turn to your TOC. Record your next assignment as Ecology Vocabulary Match.This will be a right hand assignment.Fill in the appropriate page number. • Once you complete the matching activity, tape a ziploc bag to the left hand side and record Vocab Cards in your TOC.

  27. On one side of the index card, write the vocabulary word. On the other side of the card, draw pictures and/or write short statements that show your understanding of the word. • When you finish your cards, find your full moon buddy and share your vocabulary cards. Make any additions that you want to make.

  28. Vocabulary Web • After you have discussed your cards with your buddy, complete a vocabulary web with the same words as your next left hand assignment. Make sure to record Ecology Vocabulary Web and the correct page number in your TOC.

  29. Vocabulary Briefcase Vocabulary Briefcase Setup

  30. Getting Started – Step 1: Name, Grade On the flap, write your name and grade.

  31. Step 2: Name, Grade On the cover, write Vocabulary Briefcase. Vocabulary Briefcase

  32. Step 3: Inside, glue pockets as shown. Nature Of Science Nature Of Science Earth Science Earth Science Physical Science Physical Science Life Science Life Science Name, Grade

  33. Definition Card Set-up: In your “own words” Hypothesis If....Then…. What I think will happen in the investigation. Draw a picture to help you remember (front) (back)

  34. First 5 Nature of Science cards for your Vocabulary Briefcase. Problem variables Conclusion Hypothesis Data

  35. You may decorate your Vocabulary Briefcase! Name, Grade Vocabulary Briefcase

  36. Assessment Ideas . . . • Use a holistic approach. • Add positive comments, use stickers & post-it notes. • Insure accountability by allowing students use journals on quizzes and some tests. • Use peer evaluations. • Develop a rubric to define standards of detail or thoroughness.

  37. Elementary Rubric

  38. Secondary Rubric

  39. Let’s practice assessment! • Using one of the three sample rubrics, assess your first quarter buddy’s journal. Use post its to make any notes you would like. Remember that you want to use this opportunity to practice what you will do with student work!

  40. Why would teachers not use journals? • Find your waxing crescent buddy, then take in another pair. In your group, brainstorm all of the reasons why teachers would choose not to use journals. We want to share ALL of the reasons so that we can “cure” them today!

  41. Key Ideas • Journaling will make a difference! • Students are actively engaged in thinking and communicating. • Students feel “ownership” because they are creating meaningful knowledge for themselves. • There’s no “right” or “wrong” way. • Modify to find ways that work best for you and your students.

  42. Final Reflection • Think about what you observed. • What were the steps in the • process? • What does this have to do with • Science? • “After talking today, I’m thinking….” • or • “A new thought I have is ...”

  43. What books are out there that can help me with ISNs? • How to get started • How to teach technical drawing • How to monitor journaling growth • How to keep students improving • Examples of students’ journals • Buy at www.nsta.org or other bookstores by Campbell & Fulton ISBN 0-325-00568-0

  44. Teaches reading and reasoning skills • Designed for beginning or intermediate users • Addresses needs of ELLs • Research based teaching strategies • Buy at www.nsta.org or www.amazon.com By Michael Klentschy ISBN 978-1-93353-103-8

  45. Bibliography • http://upstagereview.org/ClassroomArticles/interactive%20notebook.pdf • http://interactive-notebooks.wikispaces.com/ • http://jyounghewes.tripod.com/science_notebooks.html • www.unitedstreaming.com • Marzano, R., Pickering, D., & Pollock, J. (2004) Classroom Instruction That Works.  Alexandria, Virginia:  ASCD. • Frank, M. (2003). If You're Trying to Get Better Grades and Higher Test Scores You've Gotta Have This Book! Nashville, Tennessee: Incentive Publications. • Bledsoe, K. (2004).  Global Warming.  Logan, Iowa:  Perfection Learning.

More Related