Presentation on theme: "Notebooking Presented by: Elizabeth Stone Science Instructor Academic Coach."— Presentation transcript:
Notebooking Presented by: Elizabeth Stone Science Instructor Academic Coach
Introduction-Why Notebooks? Notebooking use has grown: –Science notebooks of K-12 teachers, professional developers and university faculty. –Note booking is regarded as an important educational tool. Notebooking helps students: –Develop, practice and refine content understanding. –Students practice metacogntion. students can review initial understanding and how they have improved their knowledge. –Enhances reading, writing and communications. oral sharing in pairs, small groups to the class. –Improves organization. Students keep materials together in an organized manner.
Notebook Features Notebook organization: –Students use the organizational elements of note books to support their learning. –Teachers need to consider what elements of note booking will meet the learning goals for their content. –Formats for the organizational can vary due to grade level and purpose. Types of Notebooks: Quad-ruled, lined, etc. Notebook formats: Typically have the same format. –Title page or note book cover. –Table of Contents/Concepts with page number and title –Activity titles/headings. –Appendixes i.e. glossary, skill chart, equations, formulas, etc.
Student Work Can take many forms: Drawing/Diagrams: Student drawn diagrams, Microscope observations, Diagram inserts to be labeled, colored. i.e. body organs, maps, sentences, etc. Charts and graphs: KWL, X and Y axis graphing Tables: T-Tables, Y-tables Notes: Cornell note format, hand outs, etc. Writing: Reflection and analytical-students thinking about their own learning. Practice Problems Graphic organizers: Venn Diagrams, concept maps, etc. Lab investigation formats i.e. question, research, hypothesis, experimental set-up, data tables Vocabulary builders (ESL)
Notebooks can by used to assess student understanding and provide feedback. Notebooks are a valuable tool to both students and teachers to evaluate: prior knowledge and existing ideas how conceptual understanding is being built procedural understanding mastery of curriculum goals the ability to apply/transfer ideas to new context. Rubrics Tools teachers may use in assessing note books. Can vary and depend on the teachers goals and purpose for note books. Notebooks and Assessment
Additional Notebooking Info. Notebooking requires a “tool box”: –A container filled materials to insert materials, highlight pertinent information, create tables, etc. –The material could also be located in the classroom in a central area. –May contain: Tape, scissors, glue sticks, high lighters, rulers, markers, crayons, colored pencils, etc.
Let’s Get Started… You will use this notebook to record the information you learn from the Sustainability Summer Workshop. –Contact information –Grant information –Classroom Activities –How to implement and create cross-curriculum activities and cohorts. –Etc.
Inside the notebook Number ALL pages in the top corners 1 Front (right) = odds Rear (left) = evens We will all have the same thing on the same page Inside front cover and inside rear cover don’t have page #s Please number pages 1-10 now If you need to use more than one page for an activity, then add letters. For example, p. 10a and p.10b can be one activity
Appendices Take the last three pages title them with roman numerals (I, II, III) – Appendix I-Contact information i.e. names, addresses, etc. –Appendix II-Grant information. –Appendix III-Glossary to list key terms and meanings.
1-12 Table of Concepts (Two columns) Page #Activity Name Every page should have a TITLE and an entry in the Table of Concepts (TOC). Remember, we all will have the same activities on the same pages! 1-5T.O.C (Table of Concepts) 6 Sustainability-What it means to me.
Reflection Activity Think about your understanding of Sustainability. Write a reflection paragraph describing what you know and what sustainability means to you. Use the following prompt: –Sustainability is… Share your reflection.