INTERACTIVE NOTEBOOK:

Strategy used to prevent notebooks from being used as a place to write occasional notes, stuff handouts, and perhaps refer to before a test when all other options failed. Interactive notebooks promote organization, engage students, and encourage students to process information, combine words and visuals, become a working portfolio, express creativity, and demonstrate critical thinking.

Materials 8.5 / 11 spiral notebook (one that an 8.5 x 11" sheet of paper can fit into without any

trimming) writing instruments (pencil, pen, colored pencils) glue stick

Page Set-Up

Left Page–Output

Student Involvement (Showing Understanding and Creativity)

Right Page–Input

Teacher Involvement(Given Information)

Assignment reflections 3-2-1 Exit statements (3 points of new

learning – 2 ideas you are square with – 1 idea you are still circling)

Brainstorming Concept Maps Venn Diagrams Process Description (Written steps used

to solve a problem situation) Balanced Literacy Strategies including: Frayer Models Plot Relationship Chart “Wanted” Posters/ Advertisements Eulogy Finish this . . . Flow Charts Stop and Jot (Using balanced literacy

sample sentence starters) Tables/Charts Cartoons, Caricatures Get the Picture! KWL Chart Anticipation Guides Graphs Newscasts/News clippings Paraphrase or clarify items Enter a drawing, photo, sketch, or

magazine picture that illustrates the concept, ideas, or facts

Pose questions about the information AVID Strategy

Classroom discussion notes Procedural notes Vocabulary Basic Knowledge Questions Reading Notes Movie, Video notes Task Worksheets Class work / Homework Assignments Test/Quizzes

Form and express an opinion Predict outcomes or next steps Create a metaphor that captures the

essence of the information/issue Formulate and record a contradictory

perspective Write a reflection on the information or

experience Find a quote that connects to the

concept; record it and explain your rationale

Make connections between the information/text and your own life, another text, and/or the world

Create a mind map that captures the main topic and key concepts and supportive detail (Schema)

Create an acronym that will help you to remember the information covered

Make connections to the content/processes of other courses

The Process Leave several pages at the beginning of the notebook for the table of contents. 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.

Keep a master Table of Contents with dates and points possible. It is imperative that all students are on the same page for the same work. This can be referred to as an “Assignment Log”

If a student is absent, s/he must get the right-side input from the teacher or another student. The left side of the notebook is used solely for the purpose of the student’s individual

interaction with the information on the right page. This interaction should not be directed by the teacher in any way other than a list of recommended options for the various methods from which a student may want to choose. While first introducing the concept of an interactive notebook, teachers may choose to limit student choices to three or four options.

Sample student page:

English sample obtained on-line at:

http://www.greece.k12.ny.us/instruction/ela/6-12/Reading/Reading%20Strategies/interactivenotebook.htm

These interactions can be done using the Engage – Explore – Summarize lesson strategy.

As students become more comfortable with this type of processing, it may be a useful tool to help each of them examine and reflect on their metacognitive skills in relation to processing information. This reflection may even become a part of their final reflection for portfolio assessment.

PORTFOLIOA portfolio may be used as a tool for students to revisit, reflect upon, and revise their work in a variety of ways, furthermore, the portfolio will provide for a management system for samples of student work which the teacher may be asked to produce throughout the school year by the Department of Curriculum and Instruction. The student portfolio is an important tool that is used to organize student work in this course. The portfolio will provide direction as you REVISIT student work and REFLECT upon what your students have learned throughout the year. The curriculum guide will offer suggestions for inclusion in the portfolio that illustrate a wide range of work.

PURPOSE: To give students a specific place to feature their work and a means to share it with others. To provide evidence of students’ mathematical growth over the course of the year. To allow students to review the mathematical content and processes they experience in the

instructional unit and to reflect on the new concepts learned.

SELECTION AND ORGANIZATION OF PORTFOLIO ENTRIES:The Student Portfolio may be maintained in a two-pocket folder, file folder, or three-ring binder and may contain:

An initial Student Reflection Sheet or student autobiography with goals for the year. A cover sheet for each instructional unit that includes general student reflections and

identifies Embedded Assessment Questions in the unit. Completed instructional units, arranged in order that the units were completed. TAKS Talk documentation forms. Assessments scored by the teacher using a rubric to indicate growth. Reflections on the instructional units regarding students’ experience with specific

mathematical content or processes. Periodic diagnostic assessments including benchmark exams, semester finals, etc. A year-end reflection on students’ mathematical growth during the course, both in

mathematical content and processes. Projects and assessments made by the teacher.