2 Interactive Science Notebooks: Putting the Next Generation Practices into Action Kellie Marcarelli
3 “Although the primary role of a science notebook is to be part of the student’s learning process, it can provide important feedback to a teacher who looks at it. It can be an indicator of whether the student has in fact learned the major concepts of a unit, as well as the art of good inquiry and thoughtful interpretation of results.”J. Pine, 1996
4 What is an interactive notebook? Interactive notebooks are used as a tool to strengthen student learning of curriculum through increased student participationInput- facilitated learning (mostly used for work done in class.)Output- metacognition - Student thinking
5 RationaleBased on research of How People Learn (National Research Council)Increases achievement in students (Classroom Instruction That Works ~ Marzano and Pickering)Students benefit from them!Teachers benefit from them!Supports NGSS and CCSS
6 How People Learn National Research Council Key Implications For Teaching:Teachers must draw out and work with the preexisting understandings that their students bring with them. (Prior Knowledge)Teachers must teach subject matter in depth, with a focus on assessing student understanding rather than surface knowledge. (Conceptual Understanding)The teaching of metacognitive skills should be integrated into the curriculum.
7 Increases Achievement Classroom Instruction That Works- Marzano, Pickering, and Pollock (2001) Instructional Strategies that affect Student AchievementCategory% Achievement GainIdentifying similarities and differencesSummarizing and note takingReinforcing effort and providing recognitionHomework and practiceNonlinguistic representationsCooperative learningSetting objectives and providing feedbackGenerating and testing hypothesesQuestions, cues, and advance organizers45342928272322
8 Student Benefits Student buy-in and know where they are going Ownership and prideFlexibility for different learning stylesEncourages self-reflection- students track their own thinkingDeepens meaning- allows students to articulate their thinking and understandingStudents use evidence collected to draw conclusions and make-meaning of science conceptsIncreases student organization
9 Teacher Benefits Formative assessment tool- informs instruction Enables the teacher to monitor the progress of each student and provide meaningful feedback to the studentCommunication tool for parentsProvides opportunity to reinforce writing and science process skills
10 Supports NGSS Practices 1. Asking questions (for science) and defining problems (for engineering)2. Developing and using models3. Planning and carrying out investigations4. Analyzing and interpreting data5. Using mathematics and computational thinking6. Constructing explanations (for science) and designing solutions (for engineering)7. Engaging in argument from evidence8. Obtaining, evaluating, and communicating information
11 Supports Common CoreListening and speaking- Students should be hearing and using both content vocabulary and academic language.Reading- Students should read nonfiction text including text including trade journals.Writing- Students should be using science journals or notebooks (this can be done digitally) to record their observations, data, and thinking.Mathematics- Students should be applying mathematics and computational thinking during science investigations.
13 Organization Number all pages Table of contents Input and output RubricSetting up the “Aha Connections”Clear expectations
14 Assessing Student Learning Providing feedback-Corrective in natureTimelySpecific to a criterion (skill or knowledge)Can be effectively done by the students themselvesStamping for accountabilityAccountability for ongoing explorationsPeer checksProviding students with criteriaParent evaluation or review
15 Helpful Hints Keep a skeleton sample. Provide immediate feedback early on by checking notebooks during the first few days of class.Graded work can be added to the notebook after it is returned, just label the space.Give an occasional open notebook quiz to inspire great notebooks.Celebrate excellent student work.
16 Extending Student Learning through the “Aha connections” TriggerIdentify a “Problem”Gather evidence from many sources that addresses the problemMake ConnectionsUse the evidence to develop an “Aha Thesis” (answer the problem)
18 Self-Reflection Assignment Creates a clear outline for the students to follow.Gives the students a chance to reflect on the work that was done and to see the whole picture.Promotes writing and higher-level thinking.Allows the teacher to see inside the student, what they are proud of and what they want to improve on.Provides opportunity for self-correction.
19 Homework Can be reflective on that day’s in-class assignment. Research from books or Internet as an extension.Extensions/ applications of the lab.Graphing results/ interpreting and summarizing data