Presentation on theme: "Using Interactive Notebooks in the World Language Classroom Presentation by Kirstin Aguilar & Laura Kammerman Attendees will learn how to use the interactive."— Presentation transcript:
1Using Interactive Notebooks in the World Language Classroom Presentation by Kirstin Aguilar & Laura KammermanAttendees will learn how to use the interactive notebook in the foreign language classroom in order to increase student ownership of learning and improve the classroom environment. Teachers will leave with a sample version of the interactive notebook, a plan for implementing it in their classrooms, and a digital copy of notebook contents.
2Introduction Defining the Interactive Notebook (INB) p.14Defining the Interactive Notebook (INB)AVID StrategyStudent-created, teacher-directedOrganizational toolIncreases student ownershipEncourages creativityMakes students restate information in their own wordsINB can be used in any classroom with little change to current methods.-scrapbook-style – organized by topics; items are glued in-comes from AVID-used most frequently in Science classes-essentially an organizational tool for students that increases student ownership, encourages creativity, and makes students restate information in their own words
3Setup Pages Provide structure and organization Provide clear expectations for studentsInclude syllabus in these pagesCustomized for your class (see example pages 1-12)Grade graphs/chartsTable of contentsQuick Reference SheetSetup pages provided on electronic copy by campus & available for download
4Notebook Setupp.14INB uses both the right and left hemispheres of the brain to help students sort, categorize, remember, and creatively interact with new knowledge.Right Side=InputLeft Side = OutputThe more students process info, the more they understand it longer retention
5Right Side = Input Notebook Setup Examples of right-side items: Notes from:TeacherVideoLecture/guest speakerTextReadingsTeacher questions and example problemsRight Side = InputCan be used with any note-taking system; we use various styles
6The INB & Note-Taking Any style of notes can be used p.14Any style of notes can be usedAVID – Cornell NotesFill-in-the-blanks Cornell NotesLevels of Questions (see page 12)Summarizing
7Fill-in-the-blanks Cornell Notes p.14Half-page of notesColumn for questions and summary box automatically created
8Left Side = Output Notebook Setup Examples of left-side items: p.14 Practice ActivitiesHomeworkWorksheets/Workbook PagesProcessing Activities:Songs/RapsPoems/RhymesVenn DiagramsMagazine AdWritingConcept MapsQuizzes/TestsLeft Side = Output-The left page demonstrates your understanding of the information from the right side of the page. You work with the input and interact with the information in creative, unique, and individual ways. The left side incorporates and reflects how you learn a foreign language as well as what you learn in Spanish class.*Importance of using color in processing activities-Paste/tape/staple workbook pages, worksheets, etc.
9Processing Assignments See pages 6-11 of your handoutCreative ways of restating informationMoves students from input to outputUse of color helps the brain learn and organize informationHelps students memorizeSummariesProcessing happening: summary of cornell notes, doing processing assignment, summarizing processing assignmentstudents are processing info multiple timesSummaries!
10Processing Assignment Choose a partner (someone seated near you)Using the instructions for Processing Activity #7 on page 7, each of you will write a haiku:Partner 1 – write a haiku about the right sidePartner 2 – write a haiku about the left sideCollaborative Scoring (page 5)
11Customizing the Interactive Notebook p.16Customizing the Interactive NotebookTable of Contents for each chapterLarge table of contents in classroomCalendarsStarters PagesCountries & Capitals Appointment MapVerb DictionaryGraphic Organizers for Vocabulary
12p.16 -students use it for reference -brings vocabulary together from the entire chapter, not just the vocabulary page-scaffolding: includes new vocabulary, as well as words from previous levels/chapters to review
13Spanish II – Notebook Check 4.1 Gradingp.16Various grading methods:Student-scoredAppropriate for some classes, not for othersTeacher still checksCollaborative scoringProcessing Assignments onlySee page 5Teacher-scoredStamping homework dailyTwice per grading cycleGrade slipsSpanish II – Notebook Check 4.1Student:Total / 22Grade /100Notes from the teacher:*If your grade is below 70 and you would like to resubmit it for up to a 70, you must do so before 3:45 p.m. on Friday, January 28, 2011*p.88 Ch. 3, Vocab 1 Jumbles2p.89 Ch. 3, Voc. 2 Graphic Organizerp.90 Ch. 3, Voc. 2 Graphic Organizerp.91 Culture Worksheetp.93 Commands Chart3p.94 Commands Notesp.95 Directions Worksheetp.96 Directions Worksheet Mapp.97 Stations Activitiesp.98 Stations Activities
14Benefits Students have what they need in class Custom guide-book p.16Students have what they need in classCustom guide-bookOrganization skillsGrading time reducedHighly compatible with new grading policyPositively impacts classroom managementIncreases student ownership of workeliminates the “I cleaned out my binder” problem;guide-book to previous year of language study when they move on to the next levelPitfalls: time-consuming to cut/paste (not really, but yes on the front end); complaints from upper-classmen who want to organize differently; paper-heavy
15Caveats Time-consuming initially Supplies Student resistance Adding pagesKeeping students on the right page
16Querer Querer is the Spanish verb “to want.” Querer is the Spanish verb “to want.”“Querer” is the infinitive…Just like any other verb, querer has to be conjugated to be used with a subject.It is conjugated this way:Infinitive=unconjugated formEnds in –ar, -er, or –ir!We are back to our normal subject pronouns with querer!querer (to want)quieroqueremosquieresxquierequierenyotúusted, él, ellaustedes, ellos, ellas
17Practice Fill in the blanks with the correct form of querer. querer (to want)quieroqueremosquieresxquierequierenp.75PracticeFill in the blanks with the correct form of querer.Marta y yo comer.Yo salir.Pablo hacer ejercicio.¿Tú ir al centro comercial?Marco y Felipe navegar por internet.Antonio y tú ver televisión.Usted leer novelas.
18Quick-Write Activity Write for 3 minutes about: p.15Quick-Write ActivityWrite for 3 minutes about:Ways you can implement the INB in your classroomQuestions/Concerns you still have about the INBTurn to your partner and discuss your ideas