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History Alive! Interactive Student Notebooks Preview (Focus/Warm-Up) History Alive is based on three main premises: One is that student’s have different learning styles (Howard Gardner). What is your learning style? For your warm-up, please complete the following questionnaire to identify your learning style. Share & Reflect: How does your learning style affect your teaching style? During this workshop, you’ll learn how to… • apply the three premises of the History Alive! Program— cooperative interaction, multiple intelligences, and the spiral curriculum—to reach all students. • Inspire students to become academically organized in order to create high-quality notebooks. • Properly introduce and sequence notebook assignments to help students see how class activities connect to one another • Encourage students to take pride in their notebooks so they will refer to them often and seldom lose them. The Theory • The Theory… • Students have different learning styles (Howard Gardner) • After accepting this premise, we will discover that the cognitive capabilities of our students are much richer and more varied than we had previously imagined. • Let’s identify the seven intelligences… • Cooperative interaction increases learning and improves social skills • Sociologists have found that when students perform a groupwork task, they prejudge what their peers will be able to contribute on the basis of their perceived academic ability and peer status. The high-status students, because they interact more with other high status students, learn more: the low-status students, because their interaction is severely limited, learn less. • BUT, if students are trained in cooperative norms and behaviors, placed in heterogeneous small groups, and assigned specific roles to complete during a multiple-ability task, they tend to interact more equally (Elizabeth Cohen). • All students CAN learn… • The spiral curriculum is based on the belief that all students can learn if a teacher shows them how to think and to discover knowledge for themselves. • Students learn progressively more difficult concepts through a process of step-by-step self-discovery. Why an Interactive Notebook… • Students use both their visual and linguistic intelligences • Note taking becomes an active process. • Notebooks help students to systematically organize as they learn. • Notebooks become a portfolio of individual learning. • You DO NOT have to have the History Alive Set to implement a successful Interactive Notebook in your classroom. What’s so special about an Interactive Notebook? Many student notebooks are drab repositories of information filled with uninspired, unconnected, and poorly understood ideas. Interactive Student Notebooks, however, allow students to record information about history in an engaging way. In an Interactive Notebook you will notice colorful and varied expression. Words and diagrams, bullets and arrows, ink and pencil, a multitude of colors, and highlighting are all presented in a unique, and personal style. SET-UP: • Covers (page 1) - Introduce the Interactive Student Notebook by encouraging students to create colorful and fun covers that reflect the course content. This immediately sends the message that the notebook is their own, which they can take pride in. • Numbering – Right Side has Odd Numbers • Student Guidelines (page 2) – one of the most important steps to ensure that your students create successful notebooks is to set clear notebook guidelines. Set-Up (continued): • Organizing Pages (page 3 and throughout) – There are many ways to help your students organize their notebooks. Asking them to create an organizing page is an excellent way to help them keep track of assignments. For example… − Table of Contents Page- useful for outlining new sections. − Overview Pages- to help them create graphic organizers as overviews of the chapter or unit to come. − Grade Sheets- used to list assignments and grades. − Unit Title Pages- can be used with illustrations or pictures that represent the theme of the unit. Lesson: Left-Side / Right Side Orientation • On the right side of the notebook record class notes − The “input” side—is used for recording class notes, discussion notes, and reading notes. − Typically, all “testable” information is found here. − Historical information can be organized in the form of traditional outline / Cornell notes. − However, the right side of the notebook is also an excellent place for the teacher to model how to think graphically by using illustrated outlines, flow charts, annotated slides, T-charts, and other graphic organizers. − The right side of the notebook is where the teacher organizes a common set of information that all students must know. • On the left side of the notebook-students process information − The “output” side—is primarily used for processing new ideas. − Students work out an understanding of new material by using illustrations, diagrams, flow charts, poetry, colors, matrices, cartoons, and the like. − Students explore their opinions and clarify their values on controversial issues, wonder about “what if ” hypothetical situations, and ask questions about new ideas. − And they review what they have learned and preview what they will learn. − By doing so, students are encouraged to see how individual lessons fit into the larger context of a unit and to work with and process the information in ways that help them better understand history. − The left side of the notebook stresses that writing down lecture notes does not mean students have learned the information. They must actively do something with the information before they internalize it. Left Side “Output” Right Side “Input” Here is a simple example of the right-side, left-side orientation of the Interactive Student Notebook in action. The student began by taking class notes on late nineteenth-century industrialism on the right side of her notebook and then, for homework, completed a topical net on the corresponding left side using information from her class notes. Sample Set-Up Left-Side Right-Side Preview / Warm-UP / Focus Class Notes/Activity (Date) (Date) **There is no single formula for a Preview Assignment. It is **The right side is used for the primarily a brief activity to INPUT of new information. This allow the student to become area is the meat of your engaged in the lesson (to start lesson. This is wear students thinking). can write out their notes, draw or glue on graphic organizers, Student Response or complete any activity that you may have designed for (Date) that day’s lesson. ** The main OUTPUT or processing of the assignment. This is your **Remember to keep in mind the wrap-up activity which multiple intelligences in your challenges the students to classroom. synthesize and apply the information they have learned. Helpful Hints… • A way to improve the Interactive Student Notebook is to send home a parent evaluation sheet. Students spend about 15 minutes explaining the unit of study in the book with their parents, and the parents are given a rubric to evaluate the work and make comments. The parent evaluation opens up communication and makes the students more accountable. • For the Interactive Student Notebook, create a "class ISN." This notebook never leaves the room and has a special place in the room where it is kept. You set it up exactly the way you want your students to keep their notebooks so that if a student is new or loses his or her notebook, he or she has an example to follow. Students also use this notebook to get any assignments they have missed. Since some lessons cannot be duplicated for absent students, such as an Experiential Exercise or Response Group, I often write alternative assignments in the notebook that can be completed by reading correlating pages in the textbook. Students will also need the class notes they missed if they are absent. To address this need, I assign students "notebook buddies" at the beginning of the school year. When students are absent, they can get the notes and an explanation of the lesson from their "buddies."
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