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History Alive_


									   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
     For your warm-up, please complete the
following questionnaire to identify your learning
Share & Reflect: How does your learning style
         affect your teaching style?
During this workshop, you’ll learn how

• 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
• 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
Why an Interactive Notebook…

• Students use both their visual and linguistic
• Note taking becomes an active process.
• Notebooks help students to systematically
  organize as they learn.
• Notebooks become a portfolio of individual
• 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
 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.
• 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
  − Overview Pages- to help them create graphic
    organizers as overviews of the chapter or unit to
  − 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
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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