Looking at Student Notebooks, Goals:

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Welcome!
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Looking at Student Notebooks,Goals

• Deepen understanding of the nature and purpose of
  science notebook entry types
• Examine entry types for their connection to
  research on How People Learn
• Evidence of prior knowledge
• Evidence of factual/conceptual knowledge
• Evidence of understanding their own learning
  process
• Begin to discuss instructional implications based
  on analysis of student work

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• Flow Chart

Characteristics of Entry Types
Student Proficiency with Entry Types
Student Conceptual Proficiency
Instructional Implications
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• Flow Chart

Characteristics of Entry Types
Student Proficiency with Entry Types
Student Conceptual Proficiency
Instructional Implications
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Experience with Looking at Student Notebooks

• Who has
• tried a few entry types with students?
• been using science notebooks for months?
• examined student entries on your own
• examined student notebooks with colleagues?

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Initial Ideas

• What might we learn by looking at student work
  in science notebooks?
• Respond individually
• Discuss with your neighbor

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Responses

• We might learn
• whether students are proficient in using a
  number of entry types
• how different entry types allow students to
  express their understanding
• whether students are expressing misconceptions
  or gaps in their understanding
• what interventions may be necessary to address
  these issues

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Entry Type Sample

• Tables, Charts, and Graphs
• Definition Formats for recording and organizing
  data, results, and observations.
• Purpose Students use table and charts to
  organize information in a form that is easily
  read and understood. Recording data in these
  forms facilitates record keeping. Students use
  graphs to compare and analyze data, display
  patterns and trends, and synthesize information
  to communicate results.

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Reviewing Entry Types

• What characteristics help you to distinguish
  among these three entry types?
• Drawings
• Tables, Charts, and Graphs
• Graphic Organizers

Share
Group
Think
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Reviewing Entry Types (cont).

• What characteristics help you to distinguish
  between these two entry types?
• Reflective and Analytical Entries
• Writing Frames

Share
Group
Think
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Reviewing the Mini Me Science Notebook

• Use post-it notes to identify the types of
  entries present in the Mini Science Notebook.
• Check with your table group to see if you agree
  on the
• entry types
• key characteristics present in each entry

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Key Points

• Helping students to use the SNB conventions
  allows them the opportunity to communicate their
  message and/or understanding
• The edges between the entry types can be fuzzy
  at times. Thats OK!

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Examining the Range of Entry Types

• Choose one student notebook.
• Use post-it notes to create an inventory of the
  number and frequency of all entry types
  represented in a single month
• Tally your findings on the Entry Type Document

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Examining the Range of Entry Types

• Are you seeing a wide variety of entry types
  represented in your tally?
• If not, what instructional implications might
  this have for your practice?

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• Flow Chart

Characteristics of Entry Types
Student Proficiency with Entry Types
Student Conceptual Proficiency
Instructional Implications
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Examining Student Samples

• Select about ten student notebooks at random and
  choose one common entry.
• Which characteristics of the entry type does each
  student sample demonstrate?
• Which characteristics of the entry type are
  missing from each student sample?
• Record your findings using the Analyzing Student
  Entries Students Use of Science Notebooks
  Conventions document.

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• Flow Chart

Characteristics of Entry Types
Student Proficiency with Entry Types
Student Conceptual Proficiency
? yes
? no
Instructional Implications
Instructions for Conventions
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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.
Sponsored by the National Science Foundation
under Grant No. HER-0315060
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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.
Sponsored by the National Science Foundation
under Grant No. HER-0315060
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Key Findings from How People Learn 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.
Sponsored by the National Science Foundation
under Grant No. HER-0315060
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Key Findings from How People Learn A
metacognitive approach to instruction can help
students learn to take control of their own
learning goals and monitoring their progress in
achieving them.
Sponsored by the National Science Foundation
under Grant No. HER-0315060
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A Question

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

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How People Learn Analysis

• Select 3-5 entries from one or more notebooks
• Describe which principle(s) of How People Learn
  are being supported by each entry
• Discuss with your group

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• Flow Chart

Characteristics of Entry Types
Student Proficiency with Entry Types
Student Conceptual Proficiency
Instructional Implications
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Concept Development and Inferences

• Choose one sample of work where all (or nearly
  all) the characteristics of that entry type are
  demonstrated and that best lends itself to the
  following questions
• What concept was not fully developed or not
  apparent in this sample of student work
• What inferences could you make about this piece
  of work or the student who produced it?

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Concept Development and Inferences

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

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Concept Development and Inferences

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

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• Flow Chart

Characteristics of Entry Types
Student Proficiency with Entry Types
Student Conceptual Proficiency
Instructional Implications
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Concept Development and Inferences

1. Use the CTS resources (Science for All Americans,
   Atlas, and Benchmarks) to identify the learning
   targets
2. Use the CTS resources (Atlas, Driver) to consider
   in what ways your students work reflects the
   research on student ideas
3. Identify patterns and trends in your students
   work
4. Consider what inferences you might draw from
   these patterns and trends

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Considering Instructional Implications

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

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Instructional Decision Scenarios

• What would the instructional implications be if
  you found
• that a few individual students did not have an
  accepted scientific understanding of the concept
  you were targeting?
• that a large number of students show particular
  misconceptions of a gate keeper lesson?

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Instructional Decision Scenarios

• What would the instructional implications be if
  you found
• Medium to high frequency of student responses
  without fully developed conceptual understanding,
  but you knew that several subsequent lessons in
  your unit addressed these issues?

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Reflection

• What did we learn by looking at student work
  from Science Notebooks today?
• How might you consider involving your colleagues
  in this SNB analysis?

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Responses to Reflection 1

• Usefulness of common student work
• OK to look at different entries, too
• Patterns (frequencies) in student understanding
• Variety of entries was surprising (cool!)
• Criteria (conventions) for each entryuseful

• Looking back helps us to look forward (planning
  for effective use of SNB)
• Intention!
• Need for conventions vs. conceptual
  understanding
• Conventions ? communication
• Tools for helping students develop communication
  abilities