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)
p.14
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.
-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

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
Setup pages provided on electronic copy by campus & available for download

4. Notebook Setup
p.14
INB uses both the right and left hemispheres of the brain to help students sort, categorize, remember, and creatively interact with new knowledge.
Right Side =
Input
Left Side = Output
The more students process info, the more they understand it  longer retention

5. Right Side = Input Notebook Setup Examples of right-side items:
Notes from:
Teacher
Video
Lecture/guest speaker
Text
Readings
Teacher questions and example problems
Right Side = Input
Can be used with any note-taking system; we use various styles

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

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

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

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
Processing happening: summary of cornell notes, doing processing assignment, summarizing processing assignmentstudents are processing info multiple times
Summaries!

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)

11. Customizing the Interactive Notebook
p.16
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

12. p.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

13. Spanish II – Notebook Check 4.1
Grading
p.16
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 2
p.89 Ch. 3, Voc. 2 Graphic Organizer
p.90 Ch. 3, Voc. 2 Graphic Organizer
p.91 Culture Worksheet
p.93 Commands Chart 3
p.94 Commands Notes
p.95 Directions Worksheet
p.96 Directions Worksheet Map
p.97 Stations Activities
p.98 Stations Activities

14. Benefits Students have what they need in class Custom guide-book
p.16
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
eliminates the “I cleaned out my binder” problem;guide-book to previous year of language study when they move on to the next level
Pitfalls: time-consuming to cut/paste (not really, but yes on the front end); complaints from upper-classmen who want to organize differently; paper-heavy

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

16. Querer 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 form
Ends in –ar, -er, or –ir!
We are back to our normal subject pronouns with querer!
querer (to want)
quiero
queremos
quieres x
quiere
quieren yo tú
usted, él, ella
ustedes, ellos, ellas

17. Practice Fill in the blanks with the correct form of querer.
querer (to want)
quiero
queremos
quieres x
quiere
quieren
p.75
Practice
Fill 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.

18. Quick-Write Activity Write for 3 minutes about:
p.15
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

19. Questions & Discussion
p.16