Interactive Notebook - DOC

							Interactive Notebook



When to use this strategy:

During Reading
After Reading

Targeted Reading Outcomes:

      Condense or summarize ideas from one or more texts
      Distinguish between relevant and irrelevant information
      Compare/contrast information from one or more texts
      Make text-to-text, text-to-self, and/or text-to-world connections


What is it?

 The interactive notebook began as a strategy in Addison Wesley’s program, History
Alive! Since then, many teachers and students have expanded and added to the
repertoire of ideas and ways to use this strategy. Generally, the way it works is that
each student has a spiral notebook that he/she uses for recording information for the
class; each pair of pages is designated for different purposes. The right side of the
notebook is used to record notes on a mini-lesson, lecture, reading, class discussion,
etc. The left side of the notebook is used solely for the purpose of the student’s
individual interaction with the information on the right page. This interaction is not
directed by the teacher in any way other than a list of possible options for the
various methods from which a student may want to choose. Below is a partial list of
some of those options, but I’m sure you and your students will add to this list when
you use this strategy.
       Left Side of the Notebook                    Right Side of the Notebook
      Paraphrase or clarify items
      Enter a drawing, photo, sketch, or    Notes on a:
       magazine picture that illustrates
       the concept, ideas, or facts
      Pose questions about the
       information                                 mini-lesson
      Form and express an opinion                 lecture
      Predict outcomes or next steps              lab
      Create a metaphor that captures             reading
       the essence of the                          film/video/documentary
       information/issue                           small group or large group
      Formulate and record a                       discussion
       contradictory perspective                   collaborative group process
      Write a reflection on the                   a copied excerpt of a text
       information or experience
      Find a quote that connects to the
       concept; record it and explain your
       rationale
      Make connections between the
       information/text and your own life,
       another text, and/or the world
      Create a mind map that captures
       the main topic and key concepts
       and supportive detail
      Create an acronym that will help
       you to remember the information
       covered
      Make connections to the
       content/processes of other courses

What does it look like?

The following is an example of what an interactive notebook might look like; the
students reviewed and took notes on the literary terms they would be using as they
read and discussed Shakespeare’s Romeo and Juliet. On the right side is an excerpt
of a student’s notes, and on the left side are the student’s interactions with the
information. Students started their interactions as a class closure activity and
finished them for homework.
                                       
How could I use, adapt or differentiate it?
      If you have used interactive notebooks before, you probably already have
       several options to add to the lists; if you haven’t used them before, I’m sure
       you and your students will be adding to the lists almost immediately.
      These interactions can be done at the end of class as a closure activity or as
       a great way to engage kids in a homework assignment that is individualized
       and practical.
      As students become more comfortable with this type of processing, it may be
       a useful tool to help each of them examine and reflect on their metacognitive
       skills in relation to processing information. This reflection may even become
       a part of their final reflection for portfolio assessment.