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Interactive Math Notebooks. Robyn Trowbridge Instructional Coach Park View Elementary Cleveland, TN. What is an IMN?.
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Interactive Math Notebooks • Robyn Trowbridge • Instructional Coach • Park View Elementary • Cleveland, TN
What is an IMN? “Math notebooks are a tool to strengthen student learning of curriculum through increased student participation. They are used in class daily to help the student learn and keep track of their learning. This style of notebook uses both the right and left-brain hemispheres to help sort, categorize and be creative with the newly attained knowledge. (One) side of the spiral notebook is for writing down information given by the teacher (notes, vocabulary, formulas, examples, etc). The (other) side of the spiral shows the understanding and references the information from the right side through self-worked examples, reflections, drawings/figures, completed assignments, etc.). The benefits for the student are endless because the students are more organized and can easily access their work and notes.” Kymberly Riggins - Houston, TX
What is an IMN? • Originated from Teachers Curriculum Instituteas Interactive Student Notebookshttp://www.historyalive.com/ • Details from TCIhttp://info.teachtci.com/forum/isn.aspx
What is an IMN? • Student-produced textbook • Reflection log • Working portfolio • Study guide • Note-taking process allowing students to record information in a personal and meaningful way • Way for students to annotate teacher-supplied notes illustrating their understanding of concepts • Way for students to personalize their work
The process... • Can be challenging • Takes patience • Must be reinforced consistently • Takes time for the teacher and for the students to develop their own styles • Requires teacher modeling, modeling, MODELING and more modeling
But in the end, IMNs ... • Assist students in organizing their work • Teach students how to think • Integrate reading strategies within a content area, such as science or math • Help students to distinguish between what they know and what they need to focus on
Many birds, one stone... • Students make their own meaningful connections. • It encourages pride in student work. • It encourages cooperative learning. • It appeals to multiple intelligences. • The kids love it and learn so much!
Research shows • Robert Marzano - Classroom Instruction that Works • Identifying Similarities and Differences • Nonlinguistic Representations • Summarizing and Note Taking • Setting Objectives and Providing Feedback • Reinforcing Effort and Providing Recognition • Generating and Testing Hypotheses • Homework and Practice • Cues, Questions, and Advanced Organizers • Cooperative Learning
What do they look like? • Can be in pencil, crayon, or colored pencils • Are personal and unique to each student • Allow students to doodle or draw in their notebook and still be on task!
In an IMN... • Key ideas are underlined in color or highlighted. • Arrows are used to show relationships between graphics and notes. • Diagrams, sketches, cartoons, charts, graphic organizers, songs, ... really • anything can be included.
IMN allow students to... • Record information in an engaging way. • Rehearse and retell information. • Discuss and accept other’s ideas. • Identify main ideas. • Paraphrase. • Transform written concepts into visuals. • Become more independent thinkers.
Inside an IMN • Standards or Checks for Understanding in kid friendly language • Class notes, activities, and lab notes • Vocabulary words, math formulas, graphs and anything else
Getting Started • Identify which subject and unit you want to begin with • Let students know what supplies are required • Make sure you have copies of notes for each student
Getting Started • The notebook-loose leaf paper in a three pronged folder, spiral notebook, or composition book • Pencils, regular and colored • Glue stick • Scissors • Teacher handouts (as needed) • Grading expectations (if you choose to grade the IMN)
Organization • Title page • Table of contents • Teacher-supplied handout(s) • Student-created graphics/notes
Let’s begin with YOURS! • Create a title page for the notebook. This includes student’s name and any other information you think is important. Students may enjoy illustrating this page. It might include fun facts about the student where all answers have to be numbers. • Number the title page #1. On the back of PAGE #1, number it as PAGE #2. Odd numbers will always on the right side pages, and even numbers will always be on the left. There will be NO blank pages. • Pages are NEVER torn out. Notebooks must be kept neat because students will need them to study for tests and quizzes.
Table of Contents • This is the student’s organizing page. • It can be as detailed as the student wants. • It will help you evaluate their work and comprehension. • It is an outline of their notebook and can be filled in as they go or completed at the end of the unit. It is easier to fill in as you go!
Lay-out • For primary/elementary • Left side = “Show” • Right side = “Tell” • For intermediate/middle • Left side = “Learning” • Right side = “Reflections”
Let’s get started.. • You should have • glue • scissors • colored pencils • highlighters • Regular Platonic Solids handout
Your first entry • Make sure your pages are numbered. • Write “Show” at the top of the left page (#4) and “Tell” at the top of the right page (#5). • Next, cut out the lesson standard and glue it at the top of the “Show” side of the page. • Cut out the Platonic solids. Match each 3-D figure to its 2-D representation and glue on the left side of the notebook under the standard.
Your first entry • Work with your table to label the shapes. • On the “Tell” side, write your observations about each Platonic solid. Try to include the number of faces, edges, vertices, and shape of each face. • Save about 10 lines at the bottom of the “Tell” side.
Guidelines • Students draw pictures of their notes, create charts, diagrams, cartoons-- whatever they want. • Teacher must be able to identify what is being explained. • This allows for various learning styles and allows students to be imaginative and creative--experiment!
Guidelines • All information that is tested can be found in their notebooks. • If a student misses an item on a quiz, they can locate that information in their notebooks and mark that page--usually with a sticky post-it note.
IMN as study guide • Read the notes. Marking up and highlighting key concepts helps students focus on main ideas. • Paraphrasing helps them to process the information. • Studying the graphics helps students to create pictures in their minds. This is a fundamental difference between good and poor readers.
Entry Ideas • Fact Sheets • Mini books • Foldables • Graphic Organizers • Mental math models • Steps in a process (like long division) • Paraphrasing processes
Sample entries Glue one side of the minibook onto the IMN. This holds it in place while still being able to flip through the book.
Sample entries Glue one side of the minibook onto the IMN. This holds it in place while still being able to flip through the book.
Tips • First week: Each page of the notebook is numbered in marker or colored pencil. • Precut assignments to make it easier to glue. • When students finish their work early or have some "free" time, have the students update their table of contents or review their notes by adding color, highlighting, underlining, boxing the important things.
Wrap up • A copy of this presentation can be found under Robyn Trowbridge’s presentations on the Park View website. • Please feel free to contact me at rtrowbridge@bradleyschools.org. • Please turn in your evaluation before you leave.
Credits • Carol Bauer, Sheryl Roberts, and Carolyn Belson (Virginia Teachers) • Classroom Instruction That Works! • by Robert Marzano, Debra Pickering, and Jane Pollack • Teachers Curriculum Institute • Melinda Gannon, Z. Saunders, and Kymberly Riggins • www.enchantedlearning.com
