Presentation on theme: "YANESSA L. MILLER, MAT, JD SOCIAL STUDIES INSTRUCTIONAL FACILITATOR NORTH CAROLINA DEPARTMENT OF PUBLIC INSTRUCTION Interactive Notebooks."— Presentation transcript:
YANESSA L. MILLER, MAT, JD SOCIAL STUDIES INSTRUCTIONAL FACILITATOR NORTH CAROLINA DEPARTMENT OF PUBLIC INSTRUCTION Interactive Notebooks
The Theory: Interactive Notebooks allow students to record information about history in an engaging way. Students use several types of writing and innovative graphic techniques to record and process. Students organize information and ponder historical questions. This promotes creative and independent thinking. Students develop graphical thinking skills and are often more motivated to explore and express high-level concepts. Key ideas are underlined in color or highlighted; Venn diagrams show relationships; cartoon sketches show people and events; timelines illustrate chronology; indentations and bullets indicate subordination; arrows show cause-and-effect relationships.
1. This year I felt the notebook really helped me stay organized. 3. Even though the left-right thing was confusing, once I got it I liked it! 8. I like having all of my work where I can see it. Some Research: 9. We should have two notebooks, one for the first half of the year and another for the second half. 10. I liked the notebook because it made me feel like I accomplished something. 11. I liked the notebook because it was really easy to study for tests/quizzes.
The Basics: The right sidethe input sideis where the teacher organizes a common set of information that all students must know. The left sidethe output sideis primarily used for processing new ideas.
The Setup: Sensory figures Wanted Posters Eulogy Thinking maps Cartoons, Caricatures Create an acronym Newscasts Design an advertisement Student Output Lecture notes Lab Reading Film/video/ documentary Small or large group discussion Collaborative group process Vocabulary Copied excerpt of a text Teacher Input
Evidence of Understanding: Left Side Processing Storyboard Postcards from the past Trading cards Admissions Game Classifieds section Advertisements Eulogies Report Cards Textbook pages Thinking maps Create journal entries in the voices of immigrants as they partake in the great European migration. Arrange nine foreign policy actions along a spectrum ranging from isolation to imperialism. Write a fictional dialogue reflecting Martin Luther King Jr.s and Malcolm Xs differing viewpoints.
Middle School Sample
High School Sample
The Process: Student Ownership Let students create their own covers. Require what you will (his/her name, your name, class, period, etc.), but allow and encourage creativity. This is a Social Studies notebook, NOT to be used in other classes. Encourage students to personalize their notebooks with an author page. This could include a portrait or photograph, as well as personal information or favorite quotes.
The Process: Set up Leave several pages at the beginning of the notebook for the Table of Contents. This is not a random art portfolio; there shouldnt be doodling for the sake of doodling. Number the pages --- odd numbers on the right and even numbers on the left. Students should never continue a right-side page onto the back but should rather staple, tape, or glue on an extra sheet to extend a page. Date each page.
The Process: Rubrics Attach a rubric to the inside cover of the notebook. Using a rubric, check notebooks every 3-4 weeks (except for the first few weeks of class when they should be checked more regularly).
A Rubric Category321 Teacher Input Right-Hand Pages Notes, charts, maps, etc. are complete and accurate. All assignments are present. Student has made an effort to interact with the material. One or two assignments, notes, charts, maps, etc. are missing, but otherwise the content is accurate. Student has made little effort to interact with the material. Three or more assignments, notes, etc. are missing, incomplete, or some errors may not have been corrected. Student has made no effort to interact with the material. Student Processing Left-Hand Pages Student application of concepts is appropriate and shows depth of understanding by creating original work and making clear connections to the teacher input page. Student application of concepts is mostly appropriate and shows a general understanding of the concepts. Student application of concepts may be superficial or random. Organization & Presentation Pictures are complete and show an understanding of the content and context. The notebook is neat. Few pictures are complete and show an understanding of the text. The notebook is relatively neat. No pictures or pictures show a lack of understanding of the text. The notebook is not neat. Student Corrections Student has responded in writing and in a timely fashion to the teachers comments and suggestions for improvement. Content and processing are now accurate and effective for study purposes. Student is late in responding in writing to the teachers comments and suggestions for improvement. Content and processing are now more or less accurate and may be effective for study purposes. Student has not responded to the teachers comments and suggestions for improvement. Content and processing are still incomplete and/or inaccurate.
Contact Yanessa L. Miller, MAT, JD Social Studies Instructional Facilitator