Interactive Notebooks
As you walk in…
• Pick up a Spiral Notebook, 1 set of
dots, and 2 colored pencils
• Put your name on the cover
• Illustrate YOUR AVID Story on first
white page
(next to the cover when book opened)
– AVID Experience
– Why AVID?
Interactive Notebooks
Introductions
• Diane Head
Activity
• DOTS
– Please put a dot on the INB spectrum on the wall.
– What is your experience with interactive
notebooks?
• One Leaves
– Huddle into groups of 5 (Take INBs with you)
– Introduce yourself discuss your AVID Story from first page of the INB
• Be sure to hear from each person – 30 seconds each
– What is the best one in your group – 15 seconds to decide
– Best story move to the next group
– Next group, welcome your new group member excitedly! – Introduce yourselves and briefly share what you hope to
Preparing our students for ????
• Reality check…
– What will be on the assessments?
– You want the students to do WHAT?
– How do I get them to do that?
What can we offer in their training?
AVID is weightlifting
For the Brain!
H ope Strategies CORNELL WAY Success
Interactive Notebook (INB)
What is that???
• A gift to teachers and students!
– “Students treasure their interactive notebooks because they are personal and reflective; teachers value them because they represent a simple yet powerful method for helping students learn” (Waldman and Crippen, 2009, pp. 55).
• A bound book –
spiral, composition, handmade book• Format is very important:
– Right side is Teacher’s side – Left side is Student’s side
• It is INTERACTIVE between the student, the
material, and the teacher
Using the interactive notebook…
• Right side is the Teacher side because the teacher
is ALWAYS right… ok, not really…
– So, WHY?
• Brain automatically looks to the right page
FIRST in a book
• Need to make connections between the lobes
of the brain
– Completing right page first breaks pattern that is customary – brain now pays attention
– Teacher uses the right side and the student will interact with the material on the left side –
CROSSOVER!!
“One way for teachers to begin to move information into long-term memory is by informing the students that
everything on the right side of the notebook is important information for the test and future” (Wist, n.d, pp. 19-20).
Right Side – Teacher side
• Students records the teacher information where
the information is attained through:
– lecture, discussion, film, collaborative group, or reading notes;
– lab procedures; – reading activity;
– worksheets with guided instruction; – Grade sheets or notebook checks – Teacher directed examples
• Demonstrated through:
– Notes – Template
– Graphic Organizer – Foldable
Left Side – Student Side
• Student interacts with the teacher directed
material to attain a deeper understanding through
all types of metacognitive strategies to enhance
learning such as:
– a drawing, photo, or magazine picture that illustrates a new concept or idea;
– questions, opinions, and personal reflections about the new information;
– predictions, contradictions, or quotations relating to the activity;
– practice problems, homework or inquiry activities; – metaphors, analogies, acronyms, poems, songs, or
cartoons that capture the new information or issue;
– connections between the information and the student’s life, another course, or the world;
– reflections and summary of activities; – tests and quizzes
Make the notebook “THEIRS!”
• Give a certain amount of choice in how they
demonstrate their learning
– Choose their own graphic organizer
– Choice in activity – tic-tac-toe homework
• Encourage creativity and visual summaries
– Color attracts the brain to pay attention
– Converting words and concepts to visual images is a high order thinking skill (and more difficult than it seems!)
**I give extra credit for making the INB colorful and personal to them. I give more extra credit for tying their decorations to the topic through visual summaries**
• When the students take ownership in their book,
they will do more, it won’t get lost, they will take
pride in their work, and increased learning will
occur!
WHY use interactive notebooks?
• Everything is in ONE PLACE
– Teaches organization
– Gives a spiral study guide – one stop EOC review book! – Opportunity to return back to a page – everyone is on the
same page
• What happens if they need more than 1 page for a topic? Use add-on paper and fold in! DO NOT go to the next page!
• PROOF
– Parent conference proof
– No more “you lost it” – it is all in one place, so show me
• I will not accept anything unless it is in the INB
– Accommodations, RTI, goals – tracking all there!
• Reduces Costs ($$ saver)
– Less copies and paper
Getting Started…
• Use a bound book: Composition, Spiral, Pronged
folder with paper.
• Number the pages together with your class for
uniformity
– Have them number to the end of the book – prevents students from ripping out pages!
– Can use Roman Numerals for reference pages
• Go over format with the students - make them
understand the research behind it too!
Table of Contents
• Set up Table of Contents & Keep Updated:
Table of Contents Table of Contents 1L – Questions/Summary
2L – Questions/Summary 3L – WICOR in classes
4L – Cornell Notes – Ques/Summ 5L – Curve of Forgetting
6L – Hotel Room
7L – Tutorial Cover Sheet
8L – Steps in the Tutorial Process 9L – TRF
10L – Reflection 11L – Costa’s House 12L – Learning Log
13L – Sample AVID Grading 14L –
15L – 16L –
1R – Your notes on session 2R – Your notes on session 3R – WICOR Poster
4R – CORNELL WAY 5R – Cornell Note Rubric
6R – Instructions for Hotel Room 7R – Tutorial Reference Sheets 8R – Notes on INB in Tutorials 9R – My Question/Grading Rubric 10R – Three-Column Notes
11R – Costa’s Vocab 12R – Homework Log
13R – Sample Contract (for INB) 14R –
15R – 16R –
Note-taking…
– We want INTERACTION – recommend
Cornell Notes
Cornell Notes in the INB…
Right side teacher, left side student – Rationale: http://www.lretprod.com/avid_notetaking/
4L 4R
EQ:
Summary: Questions:
Why should I take Cornell Notes? Why?
Steps:
1 – Set-up & EQ
2 – Take OWN notes on right 3 – Review in a different color 4 – Make test like questions that would require an
extended response and
cannot be answered by JUST the notes
5 – Write a summary that answers the EQ & has proof from the notes!
Why should you
take notes?
• To minimize your “rate of
forgetting”
Dr. Walter Pauk, Cornell University Reading Center
Don’t take notes = Forget 60 % in 14 days
Take some notes = Remember 60 %
Take organized notes and follow the Cornell Process =
Remember 90-100% indefinitely!
The More the Better!
AVID’s
WICOR
Pathway to:
- Learning
- Justifying
- Reaching
new
Expectations!
3RWICOR in Classes
3L
WICOR
In ClassesW
I
C
O
R
WICOR and the INB…
• Inquiry – Costa’s/Blooms Higher Order Questioning
– Inquiry activities…
• STOP… don’t print that worksheet unless needed… have them right directly in their INB!
• Need worksheet? Print half sheets!
• Collaboration
– Make groups
• Work together on problems – rotate books for steps or problems
• All work in the INB instead of separate, lose-able paper!
• Justifying – Multiple parts of WICOR
– Philosophical Chairs – essentially a two sided debate – give an opportunity to think on own first by writing in INB – Four Corners debate – extreme disagree, disagree, agree, extreme agree
Higher Order
Questions
PRACTICE!!!!
11L (XI)
WICOR and the INB…
• Tutorial Groups
– What is point of confusion?
– Using questioning to find understanding – Providing justification
• Foldables and Graphic Organizers – ENHANCE
learning, especially when student created and
choice is given
• Reflecting on learning from activities
• Leave the book behind and create your real-world
scrapbook… I mean interactive notebook!
What else can you and your
partner come up with?
3L
WICOR
In ClassesW
I
C
O
R
INBs in the AVID Elective??
• Cost Effective
• Paper Saver
• Elimination of Excuses
Tutorials
• Going through the process:
– Have students generate their tutorial 10-step map (8L)
• Expectations, Reference, and Grading
– Examples on 7L
Tutorial Request Form (TRF)
• Student set-up
Process Rubric Form goes here!
During and After the Tutorial
Interaction in the INB…
Three guests check into a hotel room. The clerk
says the bill is $30, so each guest pays $10. Later
the clerk realizes the bill should only be $25. To
rectify this, he gives the bellhop $5 to return to the
guests. On the way to the room, the bellhop realizes
that he cannot divide the money equally. As the
guests didn't know the total of the revised bill, the
bellhop decides to just give each guest $1 and keep
$2 for himself. Each guest got $1 back: so now each
guest only paid $9; bringing the total paid to $27.
The bellhop has $2. If the guests originally handed
over $30, what happened to the remaining $1?
6L
Initial thoughts: Summary:
Reflection:
