High Tech/Low Tech Notes and Notebooks! UNC BEST Retreat 2014

Hey Teacher Buddies!!!!
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Objectives: 
...list right and left side options for Interactive Notebooks.
...redesign "low tech" Interactive Notebooks and C-notes to use technological resources.
...brainstorm how to apply related strategies to your classroom.

"Condensed" notes

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What I did last year...

• Cornell notes (modeling, occasionally using in class)
• Science Dialogue Notebooks with Warm Up and Exit Ticket questions
• Collaborative group work using Google
• Labs
• Lesson plans are posted here
• "Condensed" notes
• **This is an inventory of my favorite labs, assignments, and resources**

What I want to do this year...

• Keep on blogging!!!!
• Use Cornell notes 
• Revising (Think/Pair/Share, collaborative annotation)
• Reviewing (Writing and asking questions)
• Developing vocabulary skills (highlighting key words in the summary)
• Reflecting (Writing a summary that answers your Essential Question)
• Facilitate the use of Interactive Notebooks

Left Side (Personal/Collaborative Output)	Right Side (Teacher/Class Input)
FOLDABLES :-) Vocab flip cards Visuals Ring of Truth (misconceptions go on the outside of a circle) Cartoons/comics Diamante Newspaper articles T-shirt or bumper stickers Reflection on project progress Graffiti walls	Readings that are annotated with sticky note questions and summaries added (or flap) Notes from class Diagrams Graphic organizers (analogy, compare/contrast, sequential, etc) LENSES (label and list, equation, notice, speculate, explain/evaluate, summary) Current event tables (example here)(disclaimer - that's an OLD blog post back when they were silly) Lab notes, data collection Research notes

• Redesigned w/ technology and collaboration in mind:
• Collaborative reading (example here)
• Ideas I haven't tried: 
• Digital Cornell notes
• Have students make videos, take pictures, or write blog posts



Tree graphic organizer:
 Causes - issue - effects - solutions

• They could print QR codes to then paste into the left side of their physical INB
• They could also have a digital interactive notebook (wiki  or weebly) to post on - BOOM! Digital footprint!
• Skeptic/Lobbyist to have students convince themselves of a concept

Folder for Sorting (#marzanoshighyieldstrategies)

Why I want to use these strategies and tools in my classroom...

• Note taking, making, and using are a process - if material isn't revisited, I feel like we are wasting students time...
• Curve of Forgetting
• Students need breaks!!! (See below!)

How I would structure this in my classroom...

• Students come in, write the Big Idea and EQ on a page in their notes. They answer the warm up question. Ideally, they already did take some notes from the flip class video if there was one...
• We use UbD - Here's the training resource website our district used this summer.



Teachers oxygenating their brains at NCCAT

• Bulk of the lesson: I hardly lecture - we use video clips, labs, seminars, readings, projects etc. 
• If direct instruction is happening, stop after 20 minutes and have students do a Left Side task.
• If students are working in groups, stop after 20 minutes - Left Side task would be a check in on progress.
• Repeat.
• Incorporate active transitions and brain breaks.
• Close by having students highlight key terms in their notes, answer the EQ as the summary in their notes, etc.
• I'm trying to plan to maximize the primacy/recency effect by doing things in 20 minute chunks and using down time to have students revise notes, TPS, do/start a left-side activity, etc. (Here's an article on that.)