Social Studies Interactive Notebook

1. Social StudiesInteractive Notebook Your Key to Success Presented by: Mr. A. Garza Cesar E. Chavez Middle School

2. Have you ever heard your students say . . . I can't find my . . . notes, homework, old quizzes . . . I can't remember what we did in class yesterday. • I’m sure my work is… • In my backpack, • My locker • My room I was absent last week, did I miss anything?

3. Get students organized with an… INTERACTIVE NOTEBOOK

4. Output Input What is an Interactive Notebook? • It is a way to record information in an engaging student-friendly way. It can… • Transform written concepts into visuals • Be used to find main points of political cartoons • Be used to organize historical events into topical maps • Tap into student’s creative outlet. • Personalize the historic event

5. Standard Notebooks • Restricted to teacher input only • Poorly understood ideas • Repository of information • Teacher input and student output • Ideas are processed using creative and varied techniques • Organized information Two-Sided Notebooks

6. Left Side Right Side • Traditional notes • Textbook Information • Reading notes • Handouts • Reorganize information • Express their opinion • Explore new ideas • Be playful and experimental Output Input

7. Left Side • Reorganize information • Express their opinion • Explore new ideas • Be playful and experimental Output

8. Examples of Left Side Assignments… • Mosaics • Webs • Acrostics • Diagrams • Pictowords • Poems • Comics

9. Sensory FiguresCaricatures

10. ISNs – They’re NotAllAlike Annotated Illustrations Provocative Statements--opinions CD Covers T-charts Tables Illustrated Outlines Illustrated Dictionaries Facial Expressions Postcards Illustrated Timelines Wheels Annotated Slides Perspectives Report Cards Annotated Maps Charts and Graphs Mosaics Posters Book Covers Flow Charts Invitations Advertisements Collages Cartoons or Comic Strips Historical Journals Eulogies

11. Right Side • Traditional notes • Textbook Information • Reading notes • Handouts Input

12. Examples of Right Side Assignments • Study Guides • Vocabulary • Class Notes • Discussion Notes • Cornell Notes • Handouts with new info

13. Samples

14. Samples

17. Getting Started • Have students save 5-6 pages at the front of the notebook to house information about notebook, cumulative table of contents or any other pertinent info. • Have them number the pages immediately so that they start in an organized fashion

18. Getting Organized • At the front create a Table of Contents • It organizes the information • It can be as detailed as desired • It will help when evaluating student work • Each unit should begin with a title page and have a more detailed list of contents for grading purposes

19. Unit Covers • Students illustrate each new unit title page • Personalize their notebooks again • Opportunity for creativity • Allows for connection and sequencing of activities

20. Keep a Master • Keep a master notebook of assignment directions and due dates available at all times for absent students • Make it the students’ responsibility to make-up incomplete assignments and check on notebook activity when absent

21. Maintaining the Interactive Notebook Tips: • No ripped pages or torn corners • No doodling, unless it relates to the notes • Notebook should ONLY be used for Social Studies • Date and number each page

22. Sources • History Alive. Interactive Notebook. Palo Alto: Teachers’ Curriculum Press. 1999. • History Alive. Six Powerful Teaching Strategies. Palo Alto: Teachers’ Curriculum Press. 1999. • History Alive Website. http://www.historyalive.com

23. Cornell Notes

24. Why take notes? • Cornell note taking stimulates critical thinking skills. • Note taking helps students remember what is said in class. • A good set of notes can help students work on assignments and prepare for tests outside of the classroom.

25. History of Cornell Notes • Developed in 1949 at Cornell University by Walter Pauk. • Designed in response to frustration over student test scores. • Meant to be easily used as a test study guide. • Adopted by most major law schools as the preferred note taking method.

26. First & Last Name Class Title Period Date Topic Questions, Subtitles, Headings, Etc. Class Notes 2 1/2” 3 to 4 sentence summary across the bottom of the last page of the day’s notes

27. Subject: Why take Cornell notes? Date: 8/28/09 P R O C E S S M a i n I d e a s ( i n p u t ) P R O C E S S M a i n I d e a s ( i n p u t ) ( o u t p u t ) ( o u t p u t ) Can be used to provide an outline of chapter or lecture. Organized by main ideas and details. How can Can be as detailed as necessary. Cornell notes Sequential -- take notes as they are given by instructor or help me text in an orderly fashion. organize my After class, write a summary of what you learned to ideas? clarify and reinforce learning and to assist retention. Can be used as study tool: Which side for 1. Define terms or explain concepts listed on left side. diagrams? 2. Identify the concept or term on the right side. Can be used to provide a "big picture" of the chapter or Why use lecture. concept maps? Organized by main ideas and sub-topics Limited in how much detail you can represent. Simultaneous - you can use this method for instructors who jump around from topic to topic. After class, you can add questions to the left side What are the Can be used as a study tool -- to get a quick overview benefits to me? and to determine whether you need more information or need to concentrate your study on specific topics.

28. Summary is added at the end of ALL note pages on the subject (not page) • Summary added AFTER questions • are finished • Summary should answer the problem stated in the subject.

29. Example (Diagram copied during lecture) (Questions about it ) • How do the ticks find the cattle? • Why don’t the ticks usually kill their host? • How could tick infestations in cattle impact humans?

30. Brief Review of Bloom's Taxonomy 1.KNOWLEDGE: recalling information 2.COMPREHENSION: understanding meaning 3.APPLICATION: using learning in new situations 4.ANALYSIS: ability to see parts & relationships 5.SYNTHESIS: Use parts to create a new whole 6.EVALUATION: judgment based on criteria

31. Assignment & Instructions Your questions should reflect: • Info you don’t understand or want to discuss with your teacher/tutor. • Info you think would go good on an essay test. • Gaps in your notes.

32. What goes where? Don’t forget the heading: Name, Class, Period, Date, Topic Questions, subtitles, etc. go here, in the left hand column. Remember, we want higher level critical thinking questions. Notes go here, in the large right hand column. A 3 to 4 sentence summary down there on the bottom of the last page of notes

33. In the right sleeve of your packet: Basic Cornell Notes Instruction Sheet Progression Samples

34. Anthropods Ninth Grade Biology Notes Paul sends his examples

35. Physics Notes in College Paul sends his examples

36. Paul sends his examples Summary w/ diagrams

37. Computerized Notes • May reflect headings in PowerPoint lectures • Leave room on the left for questions and diagrams • Leave plenty of room within the outline for student note-taking

38. Adaptations for Journals • Provide students with skeleton computerized Cornell notes • Students re-copy their notes that night into their journal • Automatic review • Kinesthetic learning • Can edit, look-up words • Prompts higher-level questions • Absentees can target on what they need to know

39. Designedby Paul Bullock Senior Program Specialist & Anne Maben AP Science Coach