PREPARING FOR MY MATH ISN'S

It seems that I have spent endless hours "pinning" ideas and reference materials for Interactive Student Notebooks.  Finally, today, I had a heart-to-heart talk with myself and decided it was time I started my notebook, after all, I need to see what it will look like, as well as use it as my teaching resource guide.  I decided to start with Math (even though I intend to do one in Language Arts as well as Science and Utah Studies).  

Why ISN's?  Because they are FUN!

As my son and his girlfriend have watched me put together this notebook, I have heard comments like, "That looks awesome Mom."  "Why didn't I ever have a teacher that taught like this?"  "Sure seems like a lot of work, but it's so cool." They are right, they do look awesome.   I'm not sure why they never had a teacher that taught this way (after all, this will be my first year attempting the art of the ISN).  It most definitely is a lot of work, but it is worth it.  

I think I am most motivated by the potential these tools possess.  So many students are visual learners.  Coloring and highlighting their foldables and notes will help them to recall and find the information they are looking for.  Identifying important information is a great habit to learn.  

Remember, ISN's are more than just drawing, coloring, cutting and gluing.  We tape, we glue and we create graphic organizers that help us understand and retain information.  We will cut and fold things because this allows us to investigate while creating our own frame of reference.  The ISN's also make it so things don't get lost.  

I'm pretty proud of my current creation and I'm confident my students will have the same sense of pride in what they create.

The Cover:  Numbers and Me!

The cover should make a personal connection to the subject; in this case Math. The students come up with all kinds of numbers that relate to them personally and create a graphic.  They are encouraged to decorate their notebook in a way that tells the world all the connections they can make with math.  Having the covers personalized is crucial to having them take pride in their ISN.

Inside Front Cover:  Types of Effort

The transition from primary grades to upper elementary can be challenging, especially when my students realize that effort has a direct impact on output. This page is computer generated and will be used to help them understand levels of effort, not only in math, but other subjects as well.

Page 1:  Utah Common Core Standards

This page is also computer generated, with them creating the heading.  I feel it is imperative that they understand the standards they will be learning this year.

Page 2-5:  Math ISN Expectations and Policies

As a class we will discuss What goes in the ISN and Why.  This discussion will include using bullets and identifying key information in notetaking.  This information, like all notes, will be placed on the left side.  On the right side they will create their own graphic based on responses to the prompt: On the page below, give some predictions you have for your MATH ISN this year.

These two pages act as reference for students to remember what information goes on what side of the notebook.  INPUT (teacher or text origin) pages are on the left.  OUTPUT (practice and investigation) is on the right side.

Pages 6-9:  Table of Contents (TOC)

All entries are expected to have page numbers and titles.  This will provide strong organizational skills.  Content area's will be separated by color.

Pages 10-15:  Words Worth Knowing (WWK) Vocabulary

Math, like most subjects has unique vocabulary.  As an unfamiliar word is presented, students will record and define them in this section of the ISN.  This example comes from the first mathematical process.

Pages 16-17:  Mathematical Process #1

Left side is computer generated and goes along with the lecture.  As they begin to see "how to take lecture notes" these will be more student generated based on note taking techniques and skills learned.  Right side is the student interpretation and example of understanding.

This completes the first week of school and the Math ISN plan of attack.

**Special acknowledgement to http://everybodyisageniusblog.blogspot.com 

"When Will I EVER Use That?"

Application! Application! Application!

At the end of every school year my students dictate to me all the things they learn over the year.  They shout out as much as they can (and I try to keep up by scribbling it on the whiteboard).  I always take a picture of it to help reflect what they found important and what might or might not have had any impact.  I always wonder...."How much of this will they really remember, and how much will they apply to their everyday lives?"  Great expectations, I know.

Probably the greatest challenge I face, whe nhelping my students understand its purpose and application, is in writing.  They have been so accustom to writing a cute little story and everyone applauding their brilliance, that they are shocked to discover that their first effort is, well, to be frank, garbage.  Learning and embracing the writing process is not easy, especially when they equate their identified "gifted"-ness with perfection.  

Some teachers use Six Traits.  I use The Mighty Writing Process. 

 msmooreelp4.weebly.com/the-mighty-writing-process.html

Students really respond to the fun labeling of the process. 

Brain Drain  Identify key components that will lead to strong development of the writers ideas.

Sloppy Copy  Compose a written draft.

Pair Share  Share your writing with peers.

Neat Sheet  Improve your writing through suggestions and recommendations.

Goof Proof  Edit your writing.

Glory Story  Produce functional text.

Like most classrooms, we write, share, write, edit, write, share, write, edit....and so on.  I always hope it will stick with them, but, am never sure.....at least not until this year.  I received the greatest teacher appreciation gift a teacher could ever hope for.  I received student application.

My darling student wanted to write the perfect thank you note and so she followed the process.  Needless to say, I, as well as her mother,  am quite proud.  Mom wanted to make sure that I knew this came from her daughter and not mom, and knowing this student, I believe it.  

My student proudly included proof of her process inside the card.  It's so refreshing to see that she not only labeled her step, she also included a parent/editor signature (required in our class).

I love watching the transformation of this first draft.

Like any good collaborator, Mom offers the writer suggestions.

You can see where Mom has made editing marks for her.

Again, we see mom/editor signature of suggestions and/or edits.

Take a look at this final product.  I couldn't be more proud.

I'm a Digital Immigrant Teaching Technology Natives

Technology Transforms Terrific Teachers

Two summers ago I was informed that I would be receiving a Smartboard in my classroom, as well as a document camera.  While I had seen others use them, I was most definitely a "newbie" to this technology.  I was emotionally caught somewhere between excitement and complete fear.  I felt completely ignorant and a bit overwhelmed.  As luck would have it, our district technology specialists published the summer professional development courses they would be conducting and I signed up for six of the twelve being offered. Two days after school ended I took my first class.  I was thrilled with the many enhancements to my classroom that these tools of technology had to offer.  

That first year I focused on using my Smartboard  and document camera for more than just a glorified overhead projector.  I started learning other ways to incorporate technology into my classroom.   Year two,  I beefed up my parent communication with Google Drive.  I shared documents and calendars.  I embraced texting and Twitter.  I learned about apps and websites that enhance the core curriculum.  I fanagled extra lab time for my students so as to teach them all the amazing things I was learning and I took time to let them teach me what they knew and what they liked.

This summer I am preparing for a huge transformation in my classroom.  I am adding Google Chromebooks.

http://www.google.com/intl/en/chrome/business/devices/

I am so grateful for donations from Donors Choose as well as an amazing principal who has made it possible for me to acquire and entire classroom set.  The guys in the  IT department aren't quite as excited as I am.  No one else in the district has ever used them in their classroom and so I am their technology test subject.  I couldn't be more thrilled.  

I am most excited about Google Drive and how it will enhance the writing process. Additionally, the idea of eliminating excessive use of paper and becoming a GREENER classroom absolutely thrills me.  

I am loving the direction my classroom is taking.  I love that we can collaborate and interface with each other as well as other students like us in other districts, states or even countries.  The fact that I am able to take core standards to new levels because of technology is indeed very exciting.