Interactive Science Journals Middle Level through High School.

Interactive Interactive Science Science JournalsJournals

Middle Level through High Middle Level through High SchoolSchool

“Compared to higher-scoring nations, U.S. science education is unfocused, fragmented, and more concerned with facts than the concepts that give them meaning. “ Third International Mathematics & Science Study (TIMSS)

“(Science Education in America) is a ‘layer-cake curriculum’-- each course a mile wide and an inch deep. By contrast, students in Japan and other high-scoring nations focus on fewer topics and spend more time studying them.” Senta Raizen, Dir., National Center for Improving Science Education

Top Scores, Top Scores, TIMSS 1995TIMSS 1995Singapore 607Czech Republic 574Japan 571Korea 565Hungary 554England 552Belgium 550Slovak Republic 544Russian Federation 538Ireland 538United States 534International Avg. 516

8th Grade Science Performance8th Grade Science Performance

• Through Vertical Teaming, create a coherent, logical course sequence that is VISIBLE to teachers and students.

• Do lab work that allows students to create their own experimental design comparing their analysis with others in the class.

• Teach students to comprehend science as a process

TIMSS RecommendationsTIMSS Recommendations

• Provide opportunities to obtain novel, unexpected data that either conflict with predicted results or cannot be accounted for the current hypothesis.

• Use lab problems that require students to use their creativity and imagination.


• Focus on fewer topics per grade

• Study each topic more deeply

• Give frequent feedback on student progress and quality of work

• Give opportunities for

independent learning

• Design assessments that

stress deep learning


Interactive Science Interactive Science JournalsJournals

• An innovative strategy for students and teachers, incorporating the independent learning, creativity and accountability and feedback stressed in the TIMSS Study

What Is It?What Is It?• Interactive Science Journals are a tool

to strengthen student learning of curriculum (the input) through increased student participation (the output).

• Simply put: more bang for the buck !

• Claims ownership & responsibility

• Chooses ways to process information and gets to reflect on what’s been learned

• Includes more learning styles• Develops higher-level thinking skills• Organizes learning over time• Work doesn’t get lost!

Why Use Them?Why Use Them?The Student PerspectiveThe Student Perspective

Why Use Them?Why Use Them?The Teacher PerspectiveThe Teacher Perspective

• Make learning more democratic & inclusive

• Motivate participation• Self-evaluate curriculum critically• Monitor student progress easily• Reduce time spent evaluating work• Get ‘real’ student feedback on units

• Parent-teacher communication tool

• Spiral-bound ONLY - always with you • Right side - INPUT

– Cornell notes (input, questions)

– Lab data, log research projects

• Left-side - OUTPUT– Concept maps, diagrams, lab flow-charts

& procedures, photos, graphics • Summary - SELF-REFLECTION

– Added at the end of a unit– Feedback on progress, enjoyment, goals

Interactive Journal SummaryInteractive Journal Summary

MaterialsMaterials• 8 1/2 x 11 Spiral Notebook (80+ pgs)

• Pen and pencil with eraser

• Glue sticks/tape/rubber cement

• Colored pencils or pens

• Highlighters

• Scissors

Journal FundamentalsJournal Fundamentals• Page Numbers

• Title Pages

• Tables of Contents

• Unit Introduction or Cover page

• Input: Right side

• Output: Left side

• Evaluation using a holistic rubric

• Regular student & parent feedback.

Table of Contents PageTable of Contents Page

Output InputDate Title Page # Date Title Page #9/8/04 Science 2 9/8/04 None 3

Syllabus9/9/04 Interactive 4 9/9/04 Interactive 5

Notebook Notebook

Examples of Right Side InputExamples of Right Side Input

Subject: Why take Cornell notes? Date: 11/20/01 PPRROOCCEESSSS

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How can Cornell notes help me organize my ideas? Which side for diagrams? Why use concept maps? What are the benefits to me?

Can be used to provide an outline of chapter or lecture. Organized by main ideas and details. Can be as detailed as necessary. Sequential-- take notes as they are given by instructor or text in an orderly fashion. After class, write a summary of what you learned to clarify and reinforce learning and to assist retention. Can be used as study tool: 1. Define terms or explain concepts listed on left side. 2. Identify the concept or term on the right side. Can be used to provide a "big picture" of the chapter orlecture. Organized by main ideas and sub-topics Limited in how much detail you can represent. Simultaneous - you can use this method for instructors who jump around from topic to topic. After class, you can add questions to the left side Can be used as a study tool -- to get a quick overview and to determine whether you need more information or need to concentrate your study on specific topics.

Subject: Notetaking Date: 11/20/01 SSuummmmaarryy:: There are a couple of ways that you can take notes. The Cornell method is best when the information is given in a sequential, orderly fashion and allows for more detail. The semantic web/concept map method works best for instructors who skip around from topic to topic, and provides a "big picture" when you're previewing materials or getting ready to study for a test.

•Summary is added at the end of ALL note pages on the subject (not page)•Summary added AFTER questionsare finished•Summary should answer the problem stated in the subject.

1. KNOWLEDGE: recalling information

2. COMPREHENSION: understanding meaning

3. APPLICATION: using learning in new situations

4. ANALYSIS: ability to see parts & relationships

5. SYNTHESIS: Use parts to create a new whole

6. EVALUATION: judgment based on criteria

Brief Review of Brief Review of Bloom’s TaxonomyBloom’s Taxonomy

Examples of Left Side processingExamples of Left Side processing

Sequential DiagramSequential Diagram

Teach Concept Maps to Help Teach Concept Maps to Help Students Access the Big PictureStudents Access the Big Picture

Self-ReflectionSelf-Reflection• At the end of each day reflect on how you

learned• At the end of each UNIT, have students

add a special page for self-reflection on the topic

• A way to give teachers critical feedback

Reflective ParagraphsReflective ParagraphsBegin your responses on the last left-hand

page & continue on the right-hand

1. Choose 6 items, which represent your best interesting work - 3 from left side and 3 from the right side…

2. In several REFLECTIVE paragraphs, write specific reasons why you chose the items, why they are your best work, and what these assignments reflect about

your skills as a student

• Indicate your overall rating of your notebook based on the 6, 5, 4, 3, 2,1 rubric.

– What do you think this notebook deserves on an A‑F scale?

– Include several sentences on WHY, using specific details, you've chosen this rating.

Reflective ParagraphsReflective Paragraphs

•Using sentences and specifics, respond to the following:

– What information was new to you?– Did the notebook help you this term? – What would improve the notebook ?

– What are your goals for your next unit?

– What improvements or areas to change would you like to see in class?

Reflective ParagraphsReflective Paragraphs

Competency:______________________________________________________

What I know What I want to find out What I learned

Plus (+) Minus (-) Interesting (?)

Reflections

Self-ReflectionSelf-ReflectionAlternative formatAlternative format

Scoring RubricScoring Rubric6 Excellent6 Excellent

• Notebook contents complete, dated & labeled• Pages are numbered (odd: RIGHT‑side even:

LEFT‑side)• Right-side/Left-side topics correct & organized• Textbook notes/ writing goes beyond basic

requirements• Uses color and effective diagrams• Notebook is neat and shows attention to detail.• Shows impressive, in-depth self-reflection about the

work.

Scoring RubricScoring Rubric5 Above Average5 Above Average

• Contents complete, dated & labeled• Pages correctly numbered • Right-side/Left-side topics correct & organized• Uses color and effective diagrams• Most areas meet requirements, but don't go

beyond• Includes most of the traits of a "6", but lacks

excellence in all areas.• Shows in-depth self-reflection

Scoring RubricScoring Rubric

4 Average4 Average• Notebook contents are complete (at least 90%)

dated & labeled• Pages correctly numbered• Right‑side/Left‑side topics are correct & contents

organized• Uses color and some diagrams• Information shows a basic understanding• Some areas meet requirements, but don't go beyond• Shows limited, but real, self-reflection


3 Below Average3 Below Average• Contents complete (at least 80%) dated & labeled

• Pages correctly numbered • Right/Left topics somewhat organized• Uses minimal color, few diagrams• Shows limited understanding • Few areas meet all requirements• Shows some real self-reflection


2 Inadaquate2 Inadaquate• Notebook contents are incomplete.• Some attempt at dating & labeling• Right-side/left-side inconsistent & contents unorganized

• Information & concepts show only a superficial understanding and/or show serious inaccuracies

• Notebook is not neatly written, sloppy• Shows little real self-reflection


1 Incomplete1 Incomplete

•Notebook turned in, but too incomplete to evaluate.

Modified from PowerPoint Modified from PowerPoint Developed byDeveloped by Anne Anne

MabenMabenAVID AP Science CoachAVID AP Science Coach

© 2001 LACOE© 2001 LACOE

All rights reservedAll rights reserved

Interactive Science Journals Middle Level through High School.

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Transcript of Interactive Science Journals Middle Level through High School.