Welcome!. Looking at Student Notebooks, Goals: Deepen understanding of the nature and purpose of science notebook entry types Deepen understanding of

Welcome!Welcome!

Looking at Student Notebooks,Looking at Student Notebooks,Goals:Goals:

• Deepen understanding of the nature and Deepen understanding of the nature and purpose of science notebook entry typespurpose of science notebook entry types

• Examine entry types for their connection to Examine entry types for their connection to research on research on How People LearnHow People Learn::– Evidence of prior knowledgeEvidence of prior knowledge– Evidence of factual/conceptual knowledgeEvidence of factual/conceptual knowledge– Evidence of understanding their own learning Evidence of understanding their own learning

processprocess

• Begin to discuss instructional implications based Begin to discuss instructional implications based on analysis of student workon analysis of student work

Flow ChartFlow Chart

Characteristics of Entry

Types Student Proficiency with Entry

TypesStudent

Conceptual Proficiency

Instructional

Implications

Flow ChartFlow ChartCharacteristics of Entry

TypesStudent

Proficiency with Entry Types

Student Conceptual Proficiency

Instructional Implications

Experience with Looking at Experience with Looking at Student NotebooksStudent Notebooks

Who has:Who has:

• ……tried a few entry types with students?tried a few entry types with students?

• ……been using science notebooks for been using science notebooks for months?months?

• ……examined student entries on your ownexamined student entries on your own

• ……examined student notebooks with examined student notebooks with colleagues?colleagues?

Initial IdeasInitial Ideas

What might we learn by looking What might we learn by looking at student work in science at student work in science notebooks?notebooks?

• Respond individuallyRespond individually

• Discuss with your neighbor Discuss with your neighbor

Responses:Responses:

We might learn:We might learn:……whether students are proficient in using whether students are proficient in using

a number of entry typesa number of entry types……how different entry types allow students how different entry types allow students

to express their understandingto express their understanding… … whether students are expressing whether students are expressing

misconceptions or gaps in their misconceptions or gaps in their understandingunderstanding

……what interventions may be necessary to what interventions may be necessary to address these issuesaddress these issues

EntryEntry Type Sample:Type Sample:

Tables,Tables, ChartsCharts, , and Graphsand GraphsDefinitionDefinition: Formats for : Formats for recording and recording and

organizing data, resultsorganizing data, results, and , and observationsobservations..PurposePurpose: Students use table and charts to : Students use table and charts to

organize information in a form that is organize information in a form that is easily read and understoodeasily read and understood. Recording . Recording data in these forms facilitates data in these forms facilitates record record keepingkeeping. Students use graphs to . Students use graphs to compare compare and analyze data, display patterns and and analyze data, display patterns and trendstrends, and , and synthesize information to synthesize information to communicate resultscommunicate results..

Reviewing Entry TypesReviewing Entry Types

What What characteristicscharacteristics help you to help you to distinguish among these three entry distinguish among these three entry types?types?

• Drawings Drawings

• Tables, Charts, and GraphsTables, Charts, and Graphs

• Graphic OrganizersGraphic Organizers

ThinkThink GroupGroup ShareShare

Reviewing Entry Types Reviewing Entry Types (cont).(cont).

What What characteristicscharacteristics help you to help you to distinguish between these two entry distinguish between these two entry types?types?

• Reflective and Analytical EntriesReflective and Analytical Entries

• Writing FramesWriting Frames

ThinkThink GroupGroup ShareShare

Reviewing the “Mini Me” Reviewing the “Mini Me” Science NotebookScience Notebook

Use post-it notes to identify the types Use post-it notes to identify the types of entries present in the Mini Science of entries present in the Mini Science Notebook. Notebook.

Check with your table group to see if Check with your table group to see if you agree on the…you agree on the…

• entry typesentry types

• key characteristics present in each key characteristics present in each entryentry

Key PointsKey Points

• Helping students to use the SNB Helping students to use the SNB conventions allows them the conventions allows them the opportunity to communicate their opportunity to communicate their message and/or understandingmessage and/or understanding

• The “edges between” the entry types The “edges between” the entry types can be fuzzy at times. That’s OK!can be fuzzy at times. That’s OK!

Examining the Range of Entry Examining the Range of Entry TypesTypes

Choose one student notebook.Choose one student notebook.

• Use post-it notes to create an Use post-it notes to create an inventory of the number and inventory of the number and frequency of all entry types frequency of all entry types represented in a single monthrepresented in a single month

• Tally your findings on the “Entry Tally your findings on the “Entry Type Document”Type Document”

Examining the Range of Entry Examining the Range of Entry TypesTypes

Are you seeing a wide variety of Are you seeing a wide variety of entry types represented in your tally?entry types represented in your tally?

If not, what instructional implications If not, what instructional implications might this have for your practice?might this have for your practice?


Characteristics of Entry Types

Student Proficienc

y with Entry Types



Examining Student SamplesExamining Student SamplesSelect about ten student notebooks Select about ten student notebooks at at random random and choose one common entry.and choose one common entry.

• Which characteristics of the entry type Which characteristics of the entry type does each student sample demonstrate?does each student sample demonstrate?

• Which characteristics of the entry type are Which characteristics of the entry type are missing from each student sample?missing from each student sample?

Record your findings using the Record your findings using the Analyzing Analyzing Student Entries – Students’ Use of Science Student Entries – Students’ Use of Science Notebooks Conventions Notebooks Conventions document.document.



Student Proficiency with Entry Types



● yes● no

Instructions for Conventions

Sponsored by the National Science Foundation under Grant No. HER-0315060

How People Learn, 1999

“If education is to help students make sense of their surroundings and ready them for the challenges of the technology-driven, internationally competitive world, then it must be based on what we know about learning from science.”


Key Findings from How People Learn

Students come to classrooms with preconceptions about how the world works. If their initial understanding is not engaged, they may fail to grasp the new concepts and information that are taught, or they may learn them for purposes of a test but revert to their preconceptions outside the classroom.



To develop competence in an area of inquiry, students must: (a) have a deep foundation of factual knowledge; (b) understand facts and ideas in the context of a conceptual framework; (c) organize knowledge in ways that facilitate retrieval and application.



A “metacognitive” approach to instruction can help students learn to take control of their own learning goals and monitoring their progress in achieving them.

A Question:A Question:

Are all entry types equally effective Are all entry types equally effective in supporting all three principles of in supporting all three principles of How People LearnHow People Learn??

How People Learn How People Learn AnalysisAnalysis

• Select 3-5 entries from one or more Select 3-5 entries from one or more notebooksnotebooks

• Describe which principle(s) of Describe which principle(s) of How How People Learn People Learn are being supported by are being supported by each entryeach entry

• Discuss with your groupDiscuss with your group



Student Proficiency with

Entry Types

Student Conceptua

l Proficiency Instructional

Implications

Concept Development and Concept Development and InferencesInferences

Choose one sample of work where all (or Choose one sample of work where all (or nearly all) the characteristics of that entry nearly all) the characteristics of that entry type are demonstrated and that best lends type are demonstrated and that best lends itself to the following questions:itself to the following questions:– What concept was not fully developed or not What concept was not fully developed or not

apparent in this sample of student workapparent in this sample of student work– What inferences could you make about this What inferences could you make about this

piece of work or the student who produced it?piece of work or the student who produced it?


Using the same student samples you Using the same student samples you used in the used in the Analyzing Student Entries Analyzing Student Entries – Students’ Use of Science Notebooks – Students’ Use of Science Notebooks Conventions Conventions document, select a document, select a number of these where all (or nearly number of these where all (or nearly all) the characteristics of that entry all) the characteristics of that entry type are demonstrated.type are demonstrated.


Using the Using the CTSCTS resources and the resources and the Analyzing Student Entries – Analyzing Student Entries – Examination of Examination of How People Learn How People Learn & & Conceptual Understanding Conceptual Understanding document, document, identify which student samples show identify which student samples show evidence of fully developed conceptual evidence of fully developed conceptual understanding, partially developed understanding, partially developed conceptual understanding, and where conceptual understanding, and where conceptual understanding is not conceptual understanding is not apparent.apparent.



Student Proficiency with

Entry Types


Instructional

Implications


1.1. Use the Use the CTSCTS resources ( resources (Science for All Science for All Americans, Atlas, and Benchmarks)Americans, Atlas, and Benchmarks) to to identify the learning targetsidentify the learning targets

2.2. Use the Use the CTSCTS resources ( resources (Atlas, Driver) Atlas, Driver) to to consider in what ways your students’ consider in what ways your students’ work reflects the research on student work reflects the research on student ideasideas

3.3. Identify patterns and trends in your Identify patterns and trends in your students’ workstudents’ work

4.4. Consider what inferences you might draw Consider what inferences you might draw from these patterns and trendsfrom these patterns and trends

Considering Instructional Considering Instructional ImplicationsImplications

Consider the patterns and trends you Consider the patterns and trends you are seeing in your students’ work. are seeing in your students’ work. What implications does this What implications does this information have for your information have for your instruction?instruction?

Instructional Decision ScenariosInstructional Decision Scenarios

What would the instructional What would the instructional implications be if you found …implications be if you found …

• that a few individual students did not that a few individual students did not have an accepted scientific have an accepted scientific understanding of the concept you understanding of the concept you were targeting?were targeting?

• that a large number of students show that a large number of students show particular misconceptions of a ‘gate particular misconceptions of a ‘gate keeper’ lesson?keeper’ lesson?

Instructional Decision ScenariosInstructional Decision Scenarios

What would the instructional What would the instructional implications be if you found …implications be if you found …

• Medium to high frequency of student Medium to high frequency of student responses without fully developed responses without fully developed conceptual understanding, but you conceptual understanding, but you knew that several subsequent knew that several subsequent lessons in your unit addressed these lessons in your unit addressed these issues?issues?

ReflectionReflection

What did we learn by looking at What did we learn by looking at student work from Science student work from Science Notebooks today?Notebooks today?

How might you consider involving How might you consider involving your colleagues in this SNB analysis?your colleagues in this SNB analysis?

Responses to Reflection #1Responses to Reflection #1

• Usefulness of Usefulness of common student common student workwork

• OK to look at different OK to look at different entries, tooentries, too

• Patterns (frequencies) Patterns (frequencies) in student in student understandingunderstanding

• Variety of entries was Variety of entries was surprising (cool!)surprising (cool!)

• Criteria (conventions) Criteria (conventions) for each entry—usefulfor each entry—useful

• Looking back helps us to Looking back helps us to look forward (planning look forward (planning for effective use of SNB)for effective use of SNB)

• Intention!Intention!• Need for conventions… Need for conventions…

vs. conceptual vs. conceptual understandingunderstanding

• Conventions Conventions communicationcommunication

• Tools for helping Tools for helping students develop students develop communication abilitiescommunication abilities

Documents

Welcome!. Looking at Student Notebooks, Goals: Deepen understanding of the nature and purpose of science notebook entry types Deepen understanding of