Not Your Average NotebookRachael Phillips

Graduate FellowEducational Psychology Doctoral Program

Texas Tech University

Texas Regional Collaborative for Excellence in Teaching Mathematics and Science-Region 9

Advisory Council

Why Should We Use Notebooks?

1. Real scientists use them in the “real world”2. Satisfies cross-curricular requirements3. Actively involves students in inquiry-based lessons4. Organizes student notes, activities, and labs5. Improves critical thinking skills6. Keeps a record of student work7. Improves communication skills8. Sets clear, high expectations9. Can be used at any grade level10. Creates a resource for college-level work

Why Should We Use Notebooks?

• Research shows that student understanding and literacy skills improve when students do hands-on minds-on science and use notebooks to make sense of their science investigations

What Can Notebooks Do?

• Guide teacher instruction• Enhance literacy skills• Support differentiated learning• Foster teacher/student collaboration

Characteristics of a Notebook

• Individual in nature• Includes what works and what does not work• Includes text, data, drawings, charts, graphs• Gives information and asks questions• Entries are a record of thoughts and are not

usually corrected• Newer ideas are added as another entry

Research Says…

• Formative forms of assessment help to improve student learning if– Effective feedback is given to students– Active involvement of students in their learning– Adjust teaching to take account of results learned

from formative assessment– Self-Assess for students to understand how to

improve

Basic Theory of Notebooking

• Assignments hit multiple learning styles• Uses both structural and creative processing

skills• Multiple points of processing– The more they hear it, look at it, write it, the

more likely they are to retain it• Very impersonal topics become immediately

personalized

Important Considerations

• Should be the students’ own work• Should be viewed as a record of progress and

observation• Should be thought of as a “rough draft” by

the teacher• Students should create their own tables,

charts, and graphs

http://learn.mindjet.com/LeftBrainVsRightBrain

Hemispheric Dominance

• Nobody is completely right- or left-brained• Both hemispheres are involved in all human

activities, including learning– However, the left side processes in a logical and

sequential order, while the right side processes holistically and randomly

• Knowing your dominant hemisphere helps learning• Teaching to both sides of the brain will speed up

the neural connections created during learning for all students

Linear vs Holistic Processing

• Linear (Left)– Processes from part to whole– Arranges pieces of information in a logical order then

draws conclusions• Holistic (Right)– Processes from whole to part– Starts with the answer then fills in the details

• Provide an outline for the Right-Brained learners, Left-Brained learners will make their own

Sequential vs Random Processing

• Sequential (Left)– List makers, master scheduling, daily planning– Complete tasks in order and enjoy checking off their lists

• Random (Right)– Move from assignment to assignment– Assignments are often late or incomplete

• Lefties will make their own homework calendar but Righties will need frequent reminders

• Color coding tasks will tap into Righties’ color sensitivity and help them prioritize

Symbolic vs Concrete Processing

• Symbolic (Left)– No trouble processing symbols– Will memorize vocabulary and formulas easily

• Concrete (Right)– Want to feel, touch, and see the real object– Need to see the vocab words and formulas in context

• Start concrete with a hands-on activity and slowly move to symbolic so everybody gets what they need

Logical vs Intuitive Processing• Logical (Left)– Processes information based on logic, proof, evidence,

experimental results• Intuitive (Right)– Processes information based on feelings– Struggles with showing the process of getting the right answer

• Ensure Righties understand the importance of showing their work and Lefties learn to trust themselves after they’ve learned something

Verbal vs Non-Verbal Processing

• Verbal (Left)– Have little trouble expressing themselves verbally

• Non-Verbal (Right)– Struggle with verbal expression-need to back things

up visually (writing them down)

• Teach Lefties to not yell out answers and give Righties extra time for written assignments or short answer questions

Reality-Based vs Fantasy-Oriented Processing

• Reality-Based (Left)– Adjust to changes in the environment– Want to know the rules and follow them– Understand consequences

• Fantasy-Oriented (Right)– Try to change the environment (often the class clown)– Make up their own rules– Don’t remember what the consequences are or don’t

understand why there would be any

• Keep consistent rules and give progress reports often

So What Does That Have to do with Notebooking?

• Left Side– Questions– Data and Graphs– Vocabulary– Study Guides– Notes-Outline form– Numbered Pages– Table of Contents– High level of

organization

• Right Side– Thinking Maps– Diagrams/Illustrations– Foldables– Reflections– Cartoons– Personalization– Color-coded notes

Organizational Tips

• Table of Contents• Managing the little pieces• Grading

Table of Contents• Must model for students for at least the first

6 weeks• Put a reminder on the warm up slide or on

the test review• Remind students to use the title of the page

in the ToC

Managing the Little Pieces

• Multiple sheets per page when copying• Pre-Cut as much as you can• Keep the extras so students can easily find

them• Scrap paper pocket

Grading• Grading is optional– Younger students need more guidance– Older students need more independence

• Can always change policy

Questions??

Contact Information

• rachael.k.phillips@ttu.edu