So, this is a good time to consider giving students choices in how they interact with their notebooks. Erin admits, she would be one of those students. Still, this practice is stressful for some students. And, there may be some benefits to including foldables and other activities in the notebook that are more traditional. Student Choice and an Aesthetically Pleasing Notebookįor some students, the aesthetic aspect of the notebook is important to them. This saves time and the mess associated with cutting. Still, the emphasis should be on helping students track their learning over time.Įrin suggests folding full-size sheets of paper in half to help them fit into a notebook. However, it is helpful to provide your students with handouts on occasion. We don’t care about the aesthetic aspect of the notebook. Too often, this was done for the purpose of making notebooks cute. In traditional notebooks, there was A LOT of cutting and gluing. For instance, if a student needs 3 pages to complete an activity that students were asked to do on page 15 of their notebook, they could label 3 pages with the number 15. So, Nicole recommends using page numbers in a slightly different way. Still, students don’t necessarily need the same amount of space to complete a task. ![]() And, it helps you refer back to pages later. However, it helps to literally keep students on the same page. Or, they can include their explanation on a subsequent page. Depending on how much space the map took up, students can explain what they discovered by writing around the map. Then, ask them to glue it inside the notebook. Or, consider having exploration pages and meaning-making pages.įor example, if students are analyzing information on a map, you may have them color code the map. Then, students can annotate their own pages as teachers provide additional information. Nicole suggests allocating pages for student discovery. We want to see students work at the forefront. Use a new structure to support a student-driven learning environment. Then, add in the teacher’s explanation and vocabulary later. And, there are ways to modify the implementation to reflect a more student-driven learning environment.įor example, Nicole suggests switching the order. ![]() There are advantages to this organizational strategy. To keep the left-side/right-side structure, reconsider your approach. And, the teacher’s explanation comes after students explore and explain what THEY have learned. However, the majority of the work is meaning-making and student-generated explanations. ![]() If you listen to our episode on the 5E model, there is still a need for teacher explanations. But, how that looks is entirely up to you. You want the notebook to reflect student meaning-making. How you structure your notebook is up to you. And, the teacher’s explanation always came first. In the t raditional notebooks, the right-side housed input that came from the teacher. ![]() Do you still use a left-side/right-side structure? To learn more about how interactive notebooks support this shift, check out this episode recap. But, many aspects must be revamped in order to reflect student-driven learning practices. There are several aspects of a traditional notebook that still work today. So, teachers used the notebook primarily as a resource that helped their students study for tests. However, traditional interactive notebook structures were built for a teacher-driven learning environment. In an NGSS classroom, science notebooks are meant to support a discovery-based learning environment.
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