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Using Interactive Notebooks in the World Language Classroom Presentation by Kirstin Aguilar & Laura Kammerman Attendees will learn how to use the interactive.

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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:

1 Using Interactive Notebooks in the World Language Classroom Presentation by Kirstin Aguilar & Laura Kammerman Attendees 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.

2 Introduction Defining the Interactive Notebook (INB) AVID Strategy Student-created, teacher-directed Organizational tool Increases student ownership Encourages creativity Makes students restate information in their own words INB can be used in any classroom with little change to current methods. p.14

3 Setup Pages Provide structure and organization Provide clear expectations for students Include syllabus in these pages Customized for your class (see example pages 1-12) Grade graphs/charts Table of contents Quick Reference Sheet p.14

4 Notebook Setup Left Side = Output Right Side = Input INB uses both the right and left hemispheres of the brain to help students sort, categorize, remember, and creatively interact with new knowledge. p.14

5 Notebook Setup Examples of right-side items: Notes from: Teacher Video Lecture/guest speaker Text Readings Teacher questions and example problems Right Side = Input p.14

6 The INB & Note-Taking Any style of notes can be used AVID – Cornell Notes Fill-in-the-blanks Cornell Notes Levels of Questions (see page 12) Summarizing p.14

7 Fill-in-the-blanks Cornell Notes Half-page of notes Column for questions and summary box automatically created p.14

8 Left Side = Output Notebook Setup Examples of left-side items: Practice Activities Homework Worksheets/Workbook Pages Processing Activities: Songs/Raps Poems/Rhymes Venn Diagrams Magazine Ad Writing Concept Maps Quizzes/Tests p.14

9 Processing Assignments See pages 6-11 of your handout Creative ways of restating information Moves students from input to output Use of color helps the brain learn and organize information Helps students memorize Summaries p.14

10 Processing 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 side Partner 2 – write a haiku about the left side Collaborative Scoring (page 5) p.13

11 Customizing the Interactive Notebook Table of Contents for each chapter Large table of contents in classroom Calendars Starters Pages Countries & Capitals Appointment Map Verb Dictionary Graphic Organizers for Vocabulary p.16

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13 Grading Various grading methods: Student-scored Appropriate for some classes, not for others Teacher still checks Collaborative scoring Processing Assignments only See page 5 Teacher-scored Stamping homework daily Twice per grading cycle Grade slips Spanish II – Notebook Check 4.1 Student: Total / 22 Grade /100 Notes 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 Jumbles 02 p.89 Ch. 3, Voc. 2 Graphic Organizer 02 p.90 Ch. 3, Voc. 2 Graphic Organizer 02 p.91 Culture Worksheet 02 p.93 Commands Chart 03 p.94 Commands Notes 02 p.95 Directions Worksheet 03 p.96 Directions Worksheet Map 02 p.97 Stations Activities 02 p.98 Stations Activities 02 p.16

14 Benefits Students have what they need in class Custom guide-book Organization skills Grading time reduced Highly compatible with new grading policy Positively impacts classroom management Increases student ownership of work p.16

15 Caveats Time-consuming initially Supplies Student resistance Adding pages Keeping students on the right page p.16

16 Querer http://www.youtube.com/watch?v=M8sZ1DWsAHE 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: querer (to want) quieroqueremos quieresx quierequieren yo tú usted, él, ella nosotr@s ustedes, ellos, ellas We are back to our normal subject pronouns with querer! Infinitive=unconjugated form Ends in –ar, -er, or –ir! Infinitive=unconjugated form Ends in –ar, -er, or –ir! p.76

17 Practice Fill in the blanks with the correct form of querer. 1. Marta y yo comer. 2. Yo salir. 3. Pablo hacer ejercicio. 4. ¿Tú ir al centro comercial? 5. Marco y Felipe navegar por internet. 6. Antonio y tú ver televisión. 7. Usted leer novelas. querer (to want) quieroqueremos quieresx quierequieren p.75

18 Quick-Write Activity Write for 3 minutes about: Ways you can implement the INB in your classroom Questions/Concerns you still have about the INB Turn to your partner and discuss your ideas p.15

19 Questions & Discussion p.16


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