Transcript Interactive Science Notebooks

Interactive Science
Notebooks: Putting the
Next Generation
Practices into Action
Kellie Marcarelli
“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
What is an interactive
notebook?
Interactive
notebooks are used as a
tool to strengthen student learning of
curriculum through increased student
participation
Input-
facilitated learning (mostly used
for work done in class.)
Output-
thinking
metacognition - Student
Rationale

Based 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
How People Learn
National Research Council
Key Implications For Teaching:
1)
Teachers must draw out and work with the
preexisting understandings that their students
bring with them. (Prior Knowledge)
2)
Teachers must teach subject matter in depth,
with a focus on assessing student
understanding rather than surface knowledge.
(Conceptual Understanding)
3)
The teaching of metacognitive skills should
be integrated into the curriculum.
Increases Achievement
Classroom Instruction That Works- Marzano, Pickering, and Pollock (2001)
Instructional Strategies that affect Student
Achievement
Category
Identifying similarities and differences
Summarizing and note taking
Reinforcing effort and providing recognition
Homework and practice
Nonlinguistic representations
Cooperative learning
Setting objectives and providing feedback
Generating and testing hypotheses
Questions, cues, and advance organizers
% Achievement Gain
45
34
29
28
27
27
23
23
22
Student Benefits
Student buy-in and know where they are going
Ownership and pride
Flexibility for different learning styles
Encourages self-reflection- students track their own
thinking
Deepens meaning- allows students to articulate
their thinking and understanding
Students use evidence collected to draw
conclusions and make-meaning of science
concepts
Increases student organization
Teacher Benefits
Formative assessment tool- informs
instruction
Enables the teacher to monitor the
progress of each student and provide
meaningful feedback to the student
Communication tool for parents
Provides opportunity to reinforce writing
and science process skills
Supports NGSS Practices
•
1. Asking questions (for science) and defining problems (for
engineering)
•
2. Developing and using models
•
3. Planning and carrying out investigations
•
4. Analyzing and interpreting data
•
5. Using mathematics and computational thinking
•
6. Constructing explanations (for science) and designing
solutions (for engineering)
•
7. Engaging in argument from evidence
•
8. Obtaining, evaluating, and communicating information
Supports Common Core
•
Listening 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.
Organization
Number all pages
Table of contents
Input and output
Rubric
Setting up the
Connections”
“Aha
Clear expectations
Assessing Student Learning
Providing feedback•
•
•
•
Corrective in nature
Timely
Specific to a criterion (skill or knowledge)
Can be effectively done by the students
themselves
Stamping for accountability
Accountability for ongoing explorations
Peer checks
Providing students with criteria
Parent evaluation or review
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.
Extending Student Learning through the
“Aha connections”
Trigger
Identify a “Problem”
Gather evidence from many sources that
addresses the problem
Make Connections
Use the evidence to develop an “Aha Thesis”
(answer the problem)
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.
Homework
Can be reflective on that day’s inclass assignment.
Research from books or Internet as
an extension.
Extensions/ applications of the lab.
Graphing results/ interpreting and
summarizing data
Facilitated Learning
Mini-Lessons
Prior knowledge
Key terms
Procedures
Observations
Data collection
Class consensus ideas
Metacognition
Summary / conclusions
Making meaning of data
Student questions / wonderings
Application to the real world
Brainstorming
Making Connections
Questions?
Using Science Notebooks =
Literacy + Learning