Interactive Notebook Parental Reflection

Dear Parent or Significant Adult

This interactive notebook represents your studentrsquos learning to date and should contain the workyour student has completed in class such as notes homework classwork reflection on the unitetc It should be neat in appearance have all materials glued in include color we are up to page _____in the notebook

In order to initiate and continue communication between you your student and me I ask that youplease take some time to look at this notebook with himher read their reflections and respond to the following items Thank you for your time and support of our class and your studentsrsquo academic growth1) The work I found most interesting washelliphellip becausehelliphellip

2) What does the notebook tell you about your studentrsquos learning habits or talents

3) My studentrsquos biggest concern about hisher learning ishellip

Parent Name___________________________ Parent Signature______________________________

Parentrsquos Email (please write legibly) ____________________________________________________

Studentrsquos Name_________________________________ Studentrsquos Period_______ Date___________

Comments Questions Concerns Feel free to contact me at Annette_M_Parrottfcdekalbk12gaus

Student Reflective Questions

1) Select up to 2 items that represent your best work ndash 1 from the left side 1 from the right side In two reflective paragraphs address the specific reasons why you chose these items as your best work as well as what these assignments reflect about your skills as a scientist-student High quality reflection includes your consideration of the following in reference to your best work what you learned from the activity how you learned from it what aspects of the work were high quality what you would do differently in the future (and why) what makes you proud of this particular work what made the activity worthwhile for you how does the work impact your view of the word what information did you learn that was new to you etc High quality reflection also examines your skills as a student and as a scientist Skills you might discuss are organization analysis logic creativity thoroughness accuracy of information ability to put new information together understanding new concepts etc Please note Reasoning that it was ldquofunrdquo or just that you liked it is NOT adequate reflection 2) Indicate your overall rating of your notebook based on the rubric Explain why you have earned this rating Has your notebook improved from past notebooks 3) What specific study skills have you employed to be successful in this class What organizational strategies appearing in the notebook helped you learn the most Elaborate 4) What are your goals for improvement in this class List specific areas in which you feel you need to improve or need help improving 5) What specific changes would you like to see in this class Explain

Interactive Notebook Rubric6 Excellent1048729 Notebook contents are complete dated and labeled1048729 Pages are numbered (odd Right side even Left-side)1048729 Right-sideLeft-side topic are correct and organized1048729 Notes and writing go beyond basic requirements1048729 Uses color and effective diagrams1048729 Notebook is neat and shows attention to detail1048729 Shows impressive and in-depth self-reflection about work5 Above Average1048729 Notebook contents are complete dated and labeled1048729 Pages are numbered (odd Right side even Left-side)1048729 Right-sideLeft-side topic are correct and organized1048729 Most areas meet requirement but donrsquot go beyond1048729 Uses color and effective diagrams1048729 Includes traits of a six but lacks excellence1048729 Shows in-depth self-reflection4 Average1048729 Notebook contents are 90 complete dated and labeled1048729 Pages are numbered (odd Right side even Left-side)1048729 Right-sideLeft-side topic are correct and organized1048729 Information shows a basic understanding of content and topics1048729 Uses color and some diagrams1048729 Some areas meet requirements but donrsquot go beyond1048729 Shows limited but real self-reflection3 Below Average1048729 Notebook contents are 80 complete dated and labeled1048729 Pages are numbered (odd Right side even Left-side)1048729 Right-sideLeft-side topic are somewhat organized1048729 Information shows limited understanding of content and topics1048729 Uses minimal color and few diagrams1048729 Few areas meet all requirements1048729 Shows some real self-reflection2 Inadequate1048729 Contents are incomplete1048729 Some attempt at dating an labeling is evident1048729 R sideL side inconsistent an unorganized1048729 Information shows superficial understanding and inaccuracies1048729 Sloppiness prevails1048729 Shows little self reflection1 Incomplete1048729 Too incomplete to grade

Toward the end of each unit you will be called upon to reflect upon your work This writing sample is completed in your notebook although may be typed and glued into the notebook While there is no required length high quality reflection uses 1-2 pages of the notebook Attach the parent review form (with comments and signature) at the bottom of the right-hand page at the end of each semester1 Select up to two items that represent your best work In a reflective paragraph address the specific reasons why you chose these items at your best work as well as what these assignments reflect about your skills as a science-student

2 Indicate your overall rating of your notebook based on the 1-5 rubric Include several sentences using specific details on why yoursquove chosen this rating Has your notebook improved from past notebooks

3 What standards did we cover in this unit Which activities or study skills have you employed to help you learn these topics Explain

4 What are your goals for improvement in this class List specific areas in which you feel you need to improve or need help improving

5 Pick one topic that was confusing to you Explain how you might change your study habits to make it more understandable

What about the left-side activities helped you better understand and recall the materialHow did you use different levels of questions to help you reach a deeper level of understandingWhat did you learn from the activity (both content-wise and learning-wise)What aspects of the work were high quality and whyWhat you would do differently in the future (and why)

High-quality reflection includes your consideration of the following in reference to your best work what you learned from the activity how you learned from it what big ideas it relates to what aspects of the work were high quality what you would do differently in the future (and why) what makes you proud of this particular work what made the activity worthwhile for you how does this work impact your view of the world what information did you learn that was new to you etc High-quality reflection also examines your skills as a student and a scientist Skills you might discuss are organization analysis logic creativity thoroughness accuracy of information ability to put new information together understanding new concepts etcPlease note Reasoning that it was ldquofunrdquo or just that you liked it is NOT adequate reflection

IB Peer Review

IB Research

WHAT RESEARCH SUPPORTS USING INTERACTIVE NOTEBOOKSNotebooks support effective science instruction in a multitude of waysAccording toHow Students Learn Science in the Classroom (Donovan amp Bransford 2005) scienceinstruction shouldINTRODUCTION 5Figure 11 By looking at this sample of a studentrsquos observations one can see that the lab experiment helped guide the student to his final concluding ideas His use of diagrams is helpful to the teacher because they show what heobserved and they make it easy to follow his thinking process The diagrams become evidence for his final ideas In those concluding ideas he sums up Newtonrsquos first law

Elicit and address studentsrsquo prior conceptions of scientific phenomenaHelp students build deep understandings of science subject matter and of scientific inquiry (ie what it means to ldquodo sciencerdquo) andHelp students monitor and take control of their own learning (metacognition) Thoughtful use of interactive science notebooks can help meet all three of these recommendations The interactive science notebook allows students the opportunity to identify their preexisting ideas deepen and refine their scientific ideas throughout the learning activities and reflect on their learning Beyond the connection to the general findings of Donovan and Bransford (2005) about effective science instruction researchers have found specific evidence of how interactive notebooks promote student learning and increase achievementScience notebooks expose studentsrsquo thinking providing important insights about student understandings and serving as formative assessment tools (Hargrove amp Nesbit 2003 Gilbert amp Kotelman 2005)Notebooks encourage active learning and provide opportunities for students to pursue their own interests and tackle authentic problems (Hargrove amp Nesbit 2003 Gilbert amp Kotelman 2005)Notebooks offer numerous opportunities to develop and enhance studentsrsquo writing skills (Gilbert amp Kotelman 2005 Young 2003)Notebooks provide a structure and support for differentiated learning helping all students to achieve (Amaral Garrison amp Klentschy 2002 Gilbert amp Kotelman 2005)Interactive notebooks help improve studentsrsquo organizational skills (Madden 2001)Notebooks facilitate communication with parents and can be used to provide them with evidence of student growth (Hargrove amp Nesbit 2003 Young 2003) Some of the research on the use of notebooks focused directly on studentsrsquo understanding of ldquodoing sciencerdquo and the nature of science and found thatThoughtfully implemented science notebooks use reflectivewriting and include a think-aloud feature that is common to the notebooks of actual scientists as they explore the world in a first hand manner (Magnusson amp Palincsar 2003)

Science notebooks engage students in authentic science processes such as recording information and data and engaging in research collaboration and analysis (Hargrove amp Nesbit 2003 Young 2003) andUsing an interactive notebook allows a student to think record data and observations and reflect just as professional scientists do (Young 2003)

Interactive Notebook Rubric6 Excellent1048729 Notebook contents are complete dated and labeled1048729 Pages are numbered (odd Right side even Left-side)1048729 Right-sideLeft-side topic are correct and organized1048729 Notes and writing go beyond basic requirements1048729 Uses color and effective diagrams1048729 Notebook is neat and shows attention to detail1048729 Shows impressive and in-depth self-reflection about work5 Above Average1048729 Notebook contents are complete dated and labeled1048729 Pages are numbered (odd Right side even Left-side)1048729 Right-sideLeft-side topic are correct and organized1048729 Most areas meet requirement but donrsquot go beyond1048729 Uses color and effective diagrams1048729 Includes traits of a six but lacks excellence1048729 Shows in-depth self-reflection4 Average1048729 Notebook contents are 90 complete dated and labeled1048729 Pages are numbered (odd Right side even Left-side)1048729 Right-sideLeft-side topic are correct and organized1048729 Information shows a basic understanding of content and topics1048729 Uses color and some diagrams1048729 Some areas meet requirements but donrsquot go beyond1048729 Shows limited but real self-reflection3 Below Average1048729 Notebook contents are 80 complete dated and labeled1048729 Pages are numbered (odd Right side even Left-side)1048729 Right-sideLeft-side topic are somewhat organized1048729 Information shows limited understanding of content and topics1048729 Uses minimal color and few diagrams1048729 Few areas meet all requirements1048729 Shows some real self-reflection2 Inadequate1048729 Contents are incomplete1048729 Some attempt at dating an labeling is evident1048729 R sideL side inconsistent an unorganized1048729 Information shows superficial understanding and inaccuracies1048729 Sloppiness prevails1048729 Shows little self reflection1 Incomplete1048729 Too incomplete to grade

Toward the end of each unit you will be called upon to reflect upon your work This writing sample is completed in your notebook although may be typed and glued into the notebook While there is no required length high quality reflection uses 1-2 pages of the notebook Attach the parent review form (with comments and signature) at the bottom of the right-hand page at the end of each semester1 Select up to two items that represent your best work In a reflective paragraph address the specific reasons why you chose these items at your best work as well as what these assignments reflect about your skills as a science-student

2 Indicate your overall rating of your notebook based on the 1-5 rubric Include several sentences using specific details on why yoursquove chosen this rating Has your notebook improved from past notebooks

3 What standards did we cover in this unit Which activities or study skills have you employed to help you learn these topics Explain

4 What are your goals for improvement in this class List specific areas in which you feel you need to improve or need help improving

5 Pick one topic that was confusing to you Explain how you might change your study habits to make it more understandable

What about the left-side activities helped you better understand and recall the materialHow did you use different levels of questions to help you reach a deeper level of understandingWhat did you learn from the activity (both content-wise and learning-wise)What aspects of the work were high quality and whyWhat you would do differently in the future (and why)

High-quality reflection includes your consideration of the following in reference to your best work what you learned from the activity how you learned from it what big ideas it relates to what aspects of the work were high quality what you would do differently in the future (and why) what makes you proud of this particular work what made the activity worthwhile for you how does this work impact your view of the world what information did you learn that was new to you etc High-quality reflection also examines your skills as a student and a scientist Skills you might discuss are organization analysis logic creativity thoroughness accuracy of information ability to put new information together understanding new concepts etcPlease note Reasoning that it was ldquofunrdquo or just that you liked it is NOT adequate reflection

IB Peer Review

IB Research

WHAT RESEARCH SUPPORTS USING INTERACTIVE NOTEBOOKSNotebooks support effective science instruction in a multitude of waysAccording toHow Students Learn Science in the Classroom (Donovan amp Bransford 2005) scienceinstruction shouldINTRODUCTION 5Figure 11 By looking at this sample of a studentrsquos observations one can see that the lab experiment helped guide the student to his final concluding ideas His use of diagrams is helpful to the teacher because they show what heobserved and they make it easy to follow his thinking process The diagrams become evidence for his final ideas In those concluding ideas he sums up Newtonrsquos first law

Elicit and address studentsrsquo prior conceptions of scientific phenomenaHelp students build deep understandings of science subject matter and of scientific inquiry (ie what it means to ldquodo sciencerdquo) andHelp students monitor and take control of their own learning (metacognition) Thoughtful use of interactive science notebooks can help meet all three of these recommendations The interactive science notebook allows students the opportunity to identify their preexisting ideas deepen and refine their scientific ideas throughout the learning activities and reflect on their learning Beyond the connection to the general findings of Donovan and Bransford (2005) about effective science instruction researchers have found specific evidence of how interactive notebooks promote student learning and increase achievementScience notebooks expose studentsrsquo thinking providing important insights about student understandings and serving as formative assessment tools (Hargrove amp Nesbit 2003 Gilbert amp Kotelman 2005)Notebooks encourage active learning and provide opportunities for students to pursue their own interests and tackle authentic problems (Hargrove amp Nesbit 2003 Gilbert amp Kotelman 2005)Notebooks offer numerous opportunities to develop and enhance studentsrsquo writing skills (Gilbert amp Kotelman 2005 Young 2003)Notebooks provide a structure and support for differentiated learning helping all students to achieve (Amaral Garrison amp Klentschy 2002 Gilbert amp Kotelman 2005)Interactive notebooks help improve studentsrsquo organizational skills (Madden 2001)Notebooks facilitate communication with parents and can be used to provide them with evidence of student growth (Hargrove amp Nesbit 2003 Young 2003) Some of the research on the use of notebooks focused directly on studentsrsquo understanding of ldquodoing sciencerdquo and the nature of science and found thatThoughtfully implemented science notebooks use reflectivewriting and include a think-aloud feature that is common to the notebooks of actual scientists as they explore the world in a first hand manner (Magnusson amp Palincsar 2003)

Science notebooks engage students in authentic science processes such as recording information and data and engaging in research collaboration and analysis (Hargrove amp Nesbit 2003 Young 2003) andUsing an interactive notebook allows a student to think record data and observations and reflect just as professional scientists do (Young 2003)

Toward the end of each unit you will be called upon to reflect upon your work This writing sample is completed in your notebook although may be typed and glued into the notebook While there is no required length high quality reflection uses 1-2 pages of the notebook Attach the parent review form (with comments and signature) at the bottom of the right-hand page at the end of each semester1 Select up to two items that represent your best work In a reflective paragraph address the specific reasons why you chose these items at your best work as well as what these assignments reflect about your skills as a science-student

2 Indicate your overall rating of your notebook based on the 1-5 rubric Include several sentences using specific details on why yoursquove chosen this rating Has your notebook improved from past notebooks

3 What standards did we cover in this unit Which activities or study skills have you employed to help you learn these topics Explain

4 What are your goals for improvement in this class List specific areas in which you feel you need to improve or need help improving

5 Pick one topic that was confusing to you Explain how you might change your study habits to make it more understandable

What about the left-side activities helped you better understand and recall the materialHow did you use different levels of questions to help you reach a deeper level of understandingWhat did you learn from the activity (both content-wise and learning-wise)What aspects of the work were high quality and whyWhat you would do differently in the future (and why)

High-quality reflection includes your consideration of the following in reference to your best work what you learned from the activity how you learned from it what big ideas it relates to what aspects of the work were high quality what you would do differently in the future (and why) what makes you proud of this particular work what made the activity worthwhile for you how does this work impact your view of the world what information did you learn that was new to you etc High-quality reflection also examines your skills as a student and a scientist Skills you might discuss are organization analysis logic creativity thoroughness accuracy of information ability to put new information together understanding new concepts etcPlease note Reasoning that it was ldquofunrdquo or just that you liked it is NOT adequate reflection

IB Peer Review

IB Research

WHAT RESEARCH SUPPORTS USING INTERACTIVE NOTEBOOKSNotebooks support effective science instruction in a multitude of waysAccording toHow Students Learn Science in the Classroom (Donovan amp Bransford 2005) scienceinstruction shouldINTRODUCTION 5Figure 11 By looking at this sample of a studentrsquos observations one can see that the lab experiment helped guide the student to his final concluding ideas His use of diagrams is helpful to the teacher because they show what heobserved and they make it easy to follow his thinking process The diagrams become evidence for his final ideas In those concluding ideas he sums up Newtonrsquos first law

Elicit and address studentsrsquo prior conceptions of scientific phenomenaHelp students build deep understandings of science subject matter and of scientific inquiry (ie what it means to ldquodo sciencerdquo) andHelp students monitor and take control of their own learning (metacognition) Thoughtful use of interactive science notebooks can help meet all three of these recommendations The interactive science notebook allows students the opportunity to identify their preexisting ideas deepen and refine their scientific ideas throughout the learning activities and reflect on their learning Beyond the connection to the general findings of Donovan and Bransford (2005) about effective science instruction researchers have found specific evidence of how interactive notebooks promote student learning and increase achievementScience notebooks expose studentsrsquo thinking providing important insights about student understandings and serving as formative assessment tools (Hargrove amp Nesbit 2003 Gilbert amp Kotelman 2005)Notebooks encourage active learning and provide opportunities for students to pursue their own interests and tackle authentic problems (Hargrove amp Nesbit 2003 Gilbert amp Kotelman 2005)Notebooks offer numerous opportunities to develop and enhance studentsrsquo writing skills (Gilbert amp Kotelman 2005 Young 2003)Notebooks provide a structure and support for differentiated learning helping all students to achieve (Amaral Garrison amp Klentschy 2002 Gilbert amp Kotelman 2005)Interactive notebooks help improve studentsrsquo organizational skills (Madden 2001)Notebooks facilitate communication with parents and can be used to provide them with evidence of student growth (Hargrove amp Nesbit 2003 Young 2003) Some of the research on the use of notebooks focused directly on studentsrsquo understanding of ldquodoing sciencerdquo and the nature of science and found thatThoughtfully implemented science notebooks use reflectivewriting and include a think-aloud feature that is common to the notebooks of actual scientists as they explore the world in a first hand manner (Magnusson amp Palincsar 2003)

Science notebooks engage students in authentic science processes such as recording information and data and engaging in research collaboration and analysis (Hargrove amp Nesbit 2003 Young 2003) andUsing an interactive notebook allows a student to think record data and observations and reflect just as professional scientists do (Young 2003)

IB Peer Review

IB Research

WHAT RESEARCH SUPPORTS USING INTERACTIVE NOTEBOOKSNotebooks support effective science instruction in a multitude of waysAccording toHow Students Learn Science in the Classroom (Donovan amp Bransford 2005) scienceinstruction shouldINTRODUCTION 5Figure 11 By looking at this sample of a studentrsquos observations one can see that the lab experiment helped guide the student to his final concluding ideas His use of diagrams is helpful to the teacher because they show what heobserved and they make it easy to follow his thinking process The diagrams become evidence for his final ideas In those concluding ideas he sums up Newtonrsquos first law

Elicit and address studentsrsquo prior conceptions of scientific phenomenaHelp students build deep understandings of science subject matter and of scientific inquiry (ie what it means to ldquodo sciencerdquo) andHelp students monitor and take control of their own learning (metacognition) Thoughtful use of interactive science notebooks can help meet all three of these recommendations The interactive science notebook allows students the opportunity to identify their preexisting ideas deepen and refine their scientific ideas throughout the learning activities and reflect on their learning Beyond the connection to the general findings of Donovan and Bransford (2005) about effective science instruction researchers have found specific evidence of how interactive notebooks promote student learning and increase achievementScience notebooks expose studentsrsquo thinking providing important insights about student understandings and serving as formative assessment tools (Hargrove amp Nesbit 2003 Gilbert amp Kotelman 2005)Notebooks encourage active learning and provide opportunities for students to pursue their own interests and tackle authentic problems (Hargrove amp Nesbit 2003 Gilbert amp Kotelman 2005)Notebooks offer numerous opportunities to develop and enhance studentsrsquo writing skills (Gilbert amp Kotelman 2005 Young 2003)Notebooks provide a structure and support for differentiated learning helping all students to achieve (Amaral Garrison amp Klentschy 2002 Gilbert amp Kotelman 2005)Interactive notebooks help improve studentsrsquo organizational skills (Madden 2001)Notebooks facilitate communication with parents and can be used to provide them with evidence of student growth (Hargrove amp Nesbit 2003 Young 2003) Some of the research on the use of notebooks focused directly on studentsrsquo understanding of ldquodoing sciencerdquo and the nature of science and found thatThoughtfully implemented science notebooks use reflectivewriting and include a think-aloud feature that is common to the notebooks of actual scientists as they explore the world in a first hand manner (Magnusson amp Palincsar 2003)

Science notebooks engage students in authentic science processes such as recording information and data and engaging in research collaboration and analysis (Hargrove amp Nesbit 2003 Young 2003) andUsing an interactive notebook allows a student to think record data and observations and reflect just as professional scientists do (Young 2003)

IB Research

WHAT RESEARCH SUPPORTS USING INTERACTIVE NOTEBOOKSNotebooks support effective science instruction in a multitude of waysAccording toHow Students Learn Science in the Classroom (Donovan amp Bransford 2005) scienceinstruction shouldINTRODUCTION 5Figure 11 By looking at this sample of a studentrsquos observations one can see that the lab experiment helped guide the student to his final concluding ideas His use of diagrams is helpful to the teacher because they show what heobserved and they make it easy to follow his thinking process The diagrams become evidence for his final ideas In those concluding ideas he sums up Newtonrsquos first law

Elicit and address studentsrsquo prior conceptions of scientific phenomenaHelp students build deep understandings of science subject matter and of scientific inquiry (ie what it means to ldquodo sciencerdquo) andHelp students monitor and take control of their own learning (metacognition) Thoughtful use of interactive science notebooks can help meet all three of these recommendations The interactive science notebook allows students the opportunity to identify their preexisting ideas deepen and refine their scientific ideas throughout the learning activities and reflect on their learning Beyond the connection to the general findings of Donovan and Bransford (2005) about effective science instruction researchers have found specific evidence of how interactive notebooks promote student learning and increase achievementScience notebooks expose studentsrsquo thinking providing important insights about student understandings and serving as formative assessment tools (Hargrove amp Nesbit 2003 Gilbert amp Kotelman 2005)Notebooks encourage active learning and provide opportunities for students to pursue their own interests and tackle authentic problems (Hargrove amp Nesbit 2003 Gilbert amp Kotelman 2005)Notebooks offer numerous opportunities to develop and enhance studentsrsquo writing skills (Gilbert amp Kotelman 2005 Young 2003)Notebooks provide a structure and support for differentiated learning helping all students to achieve (Amaral Garrison amp Klentschy 2002 Gilbert amp Kotelman 2005)Interactive notebooks help improve studentsrsquo organizational skills (Madden 2001)Notebooks facilitate communication with parents and can be used to provide them with evidence of student growth (Hargrove amp Nesbit 2003 Young 2003) Some of the research on the use of notebooks focused directly on studentsrsquo understanding of ldquodoing sciencerdquo and the nature of science and found thatThoughtfully implemented science notebooks use reflectivewriting and include a think-aloud feature that is common to the notebooks of actual scientists as they explore the world in a first hand manner (Magnusson amp Palincsar 2003)

Science notebooks engage students in authentic science processes such as recording information and data and engaging in research collaboration and analysis (Hargrove amp Nesbit 2003 Young 2003) andUsing an interactive notebook allows a student to think record data and observations and reflect just as professional scientists do (Young 2003)

Science notebooks engage students in authentic science processes such as recording information and data and engaging in research collaboration and analysis (Hargrove amp Nesbit 2003 Young 2003) andUsing an interactive notebook allows a student to think record data and observations and reflect just as professional scientists do (Young 2003)