I received this link in an email update from Prezi. Good ideas that can help us proliferate our thoughts.
I have to confess that I had never used, or even seen, LINCS tables before this summer. One of our Cooperating Teachers has introduced his Fellow and me to them. I see them as a more logical take on a Frayer Model. What I like about them is that they help students make connections between terms (or events, processes, etc.) to their own understanding in their own words and images by telling a story. Below you will find the template and a PowerPoint for introducing them.
Interactive notebooks are research-based and proven to increase student achievement. While my personal experience with them is in high school English literature, they apply to any content area and can be easily adapted to lower grade levels. Please see below for research and other resources.
When I first used this idea for literature, I created an example to share with my students. I shared it, however, by using the document camera and not zooming in close enough for them to copy my summaries, questions, and predictions. Having the example made it much easier for them to understand what was expected of them.
One of the things I most like about the interactive notebook is that it lends itself so easily to differentiation. The students are able to make choices as to how they will interact with the literature; yet, it also provides specifics for them to follow, preventing the project from turning into a “chaotic mess”. It pushes each of them, regardless of skill level, to be creative and to actually think about the literature.
As we were using the notebooks, my students (male and female) were highly engaged. They asked questions like, “Why didn’t we do this when we read Frankenstein?” They all agreed that they would have gained a deeper understanding of the other pieces we read if we had used the interactive notebooks.
Once we were finished with the project, I gave them an anonymous feedback form. Of 154 students, 151 of them agreed or strongly agreed that the project was meaningful and beneficial. Three of them felt that the project was not at all beneficial and should never be used again. Coincidentally, three of 154 students did not submit the final project. I also saw the positive results of it in their summative paper/pencil test on the work. 92% of my students scored 70% or higher.
It is crucial to remember, however, that while the multiple measures associated with interactive notebooks are proven to increase student achievement (see below), you must use your discrection as to when and how to use them. They do not lend themselves to every aspect of learning and must be utilized where they fit the need and objective.
As I mentioned the other day, you can check out the twitter hashtag feed #TBR2013 for ideas, suggestions, resources, and more. I will continue to tweet and retweet information throughout Institute (and beyond), as well as attempt to solicit more shares from other twitterers.
This is where I post all of the ideas I find that have to do with teaching. Sometimes they are strategies or downloadable handouts. Other times they are articles or life lessons. Feel free to check it out here.
I have another board for ideas to do with my foster children and nephew. Some of them are science experiments and games that can be used to teach children skills. So go see my “Foster It” board, too!
I want to thank all of you, Fellows and FAs, for a great first full week.
Keep in mind that time will move in warp speed! Stay on top of your assignments; form relationships with your cohort and Cooperating Teachers; and never be afraid or too shy to ask for help. Make the most of this experience!