Dr. Baros is a dedicated researcher, educator, and LGBTQ advocate. Her areas of expertise are proficiency-based language teaching and creating inclusive environments for LGBTQ students and people.
I first learned about interactive notebooks during my pre-service training and loved the idea. However, I never quite figured out how to make it work for me as a teacher or for Comprehensible Input instruction, where I don't want my students writing down notebooks all the time. However, with my new plan to end everything we do with a Write and Discuss (coming by way of suggestion from Mike Peto), a clear and purposeful plan clicked. Just in time, too - my new school is an AVID school so interactive notebooks are a regular part of instruction. I've been working on an example notebook complete with all of the supporting documents, and I'm ready to share my draft* with you!!
Please note that my interactive notebook design is slightly modified from what a "true" interactive notebook is, but maintains many of the principals particularly for our daily documentation of learning (the Write and Discuss section). I am also attending a Jump Start conference for National Board certification as well as meeting with my colleagues in the upcoming weeks, so it may undergo additional revisions as things get fine-tuned for the 2018-2019 school year.
Why and When we will use the IN
I mainly want their notebook to be a resource which answers the question "What did I learn?". It will show the material for a particular day and their mastery of it as well as their progress over time. Any other activities they are welcome to keep in their notebook in the back, but I am only concerned about the items I want them to come back to throughout the year, including reviewing their progress and accomplishments.
This means there are only certain times which I allow students to use their notebooks or even have them out. For the vast majority of class, I want them to focus on being present and comprehending input. However, I hope that by routinely dedicating the last 10 minutes of class to write and discuss with our Interactive Notebooks, students also know they will have plenty of time to write down any notes they wish. The only other times they will need their notebooks are when they are evaluating and documenting their learning, which will usually happen during specific proficiency activities.
With that being said, the main items in my notebooks (with a more detailed break down below) include:
I have 30% of my gradebook set aside for "Classwork and Activities", most of which will come from items in their IN. Everything in the IN is going to be graded on completion as part of students' daily formative assessments - this means it's information for me to adjust instruction before the summative assessment of what they achieved. I want students to get comfortable doing their best and honestly evaluating and discussing their progress. If they know that items in the IN are graded on quality of completion, it will send a signal that lowers their affective filter and gives them permission to just do their best and not worry about anything else for a moment. I am going to review their progress each day (see the procedure in the next paragraph) to see what adjustments need to be made or conversations need to be had in order to get them where they need to be.
This policy fits in with the least amount of work for me as well. As students are working in their IN, I can easily move around the room and stamp/check off pages that have received full credit (or that are done enough that I trust will be worthy of full credit). I plan to check off the items on my student tracker and grading sheet as well as give them a stamp on their notebook page so they know it was checked and recorded as full credit. Anything that is less than full credit, I write a small score in the top left corner of the page so they know they still have some work to do if they want more points, but I did check it. Anything that doesn't get recorded in class, they leave open to the page that needs to be check and turn their notebooks in to the basket. I finish recording them and put them in their hand-back folder for them to retrieve the following day.
Students are going to give themselves a self-evaluation each day to let me know what's going on.
Items included in my IN
The spiral notebook will go in the front pocket or clipped into the front if students prefer. However, unless you get a large binder (which I don't want), having the notebook clipped in makes turning pages impossible, so I prefer it to be in the front pocket.
Do you use interactive notebooks in your comprehensible input classes? What do you include and why? Are there things you choose not to include? Share your thoughts below!
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