What Would That Look Like? Visual Notetaking and Interactive Notebooks

Visual Notetaking and Interactive Notebooks

PRESENTERS
2
Paige Vitulli, is an associate professor and
Director of the Graduate P-12 Art Education
Program. She teaches arts education for the Early
Childhood and Elementary/Special Education K-6
programs. She serves as Interim Chair of the
Department of Integrative Studies. Paige’s
research interests are arts education and
integration. Her passions include family, art,
traveling, photography, technology, gardening,
kayaking and cooking.
pvitulli@southalabama.edu
Susan Santoli, is a professor and Director
of Graduate Studies for the College of Education.
She serves as Chair of the Department of
Leadership and Teacher Education and teaches
secondary social studies methods courses. Her
research interests are the integration of visual
arts and social studies, integration of primary
sources and teacher education. Her passions
include spending time with family and friends,
reading, traveling and knitting.
ssantoli@southalabama.edu

You may be using visual representation in
your classroom, but are you having students
create their own visuals to provide evidence
of what they know and understand?
How can visual notetaking and interactive
notebooks motivate student engagement
and critical thinking in social studies
classrooms?

 Share information about visual literacy and its importance in
learning
 Demonstrate how strategies used in the creation of visual images
can deepen student understanding of text
 Illustrate how visual notetaking and interactive notebooks are
appropriate for elementary, middle and secondary students
 Reveal how visual notetaking and interactive notebooks can serve as
valuable formative assessments
 Demonstrate how creating visual images can engage students in the
study of the social studies
 Share extensive resources which can aid teachers in instructing
students how to use interactive notebooks and visual notetaking

Students today are living in a visual world. They are
bombarded with visual messages; however, they are often
not taught how to analyze and synthesize those messages.
This presentation will begin with a discussion of the
importance of visual literacy in learning and how visual
literacy, just as textual literacy, must be overtly taught.
Presenters will be using examples of several types of
visuals that can be used in classrooms and how visual
literacy can be taught to students.

 After the introduction to visual literacy, participants will then
learn about having students create their own visuals to use for
notetaking and in interactive notebooks.
 Presenters will demonstrate online and hard copy examples of
these strategies and provide the reasoning for using these
strategies.
 Teachers should come away with the knowledge of new
strategies or new ideas about a strategy they are currently
using.
 As well, participants will learn how and why these strategies
can provide the opportunities for better student organization
and synthesis of ideas, can accommodate multiple learning
styles and build a portfolio that will show student growth over
time.

 How can interactive notebooks/visual notetaking provide students
the opportunity to construct knowledge rather than passively
receive it?
 How can interactive notebooks/visual notetaking accommodate
multiple learning styles?
 How can interactive notebooks/visual notetaking allow teachers to
focus on the process as well as the product?
 How can interactive notebooks assist students in organizing and
synthesizing information?
 How can creating visual images engage students in the study of the
social studies?

 Visual Literacy – What is It?
 Project Zero: Artful Thinking
 Interactive Notebook – What is It?
 Reasons to Use Interactive Notebooks
 Ideas on How to Use Interactive Notebooks
 Suggestions for Outputs
 Examples such as Mind Mapping
 Digital Interactive Notebooks
 Your Ideas

 A set of abilities to find, interpret, evaluate, use, and create
images and visual media
 Includes images such as photographs, illustrations, drawings,
maps, diagrams, advertisements, and other visual messages and
representations, both still and moving
 Equips a learner to understand and analyze the contextual,
cultural, ethical, aesthetic, and technical components involved in
the construction and use of images and visual media.
~ from the Association of College and Research Libraries (ACRL)
http://acrlvislitstandards.wordpress.com/2010/08/06/working-
definition-of-visual-literacy/

 What is PZ?
 “Project Zero was founded by the philosopher Nelson Goodman at the Harvard
Graduate School of Education in 1967 to study and improve education in the arts.”
 “Goodman believed that arts learning should be studied as a serious cognitive
activity, but that "zero" had yet been firmly established about the field; hence, the
project was given its name.”
 http://www.pz.harvard.edu/who-we-are/about

 Artful Thinking is one of several programs at Project Zero linked by the theme
“Visible Thinking.”
 “The goal of the Artful Thinking program is to help students develop thinking
dispositions that support thoughtful learning – in the arts, and across school
subjects.
 http://pzartfulthinking.org/
11

 Interactive Notebook (INB, sometimes ISN or IN): a student notebook governed by
several rules:
 1) teacher input goes on one side while student output goes on the other side of
facing pages
 2) pages are permanently bound in the book such as in a composition or
spiral notebook OR are electronic
 3) may use color to connect related ideas in ...
Interactive Notebooks – Megan Hayes-Golding
https://kalamitykat.com/interactive-notebooks/

 Marzano, Pickering, and Pollack (2001) have contended, as have others, that to
foster higher-order thinking, instructional activities must call on learners to
restructure their prior knowledge and link it to new information.
 A crucial aspect of this brain-based activity is that students use their own “voices
and perspectives” as they construct personal meaning for various processes, data,
and events.
http://www.keslerscience.com/top-5-reasons-that-your-class-should-be-using-
interactive-notebooks/

1.Teaches students to organize and synthesize their thoughts
2.Accommodates multiple learning styles at one time
3.Builds and strengthens student-teacher-parent interaction
4.Builds a portfolio to allow teachers to track growth over time
5.Acts as a resource to extend learning
6.Allows students to take ownership of their learning through color and creativity
7.Reduces clutter in the classroom as well as students’ lives
Jennifer Smith-Sloane, Guest blogger on Minds In Bloom http://minds-in-bloom.com/

Next three examples are from:
http://ohmohamed.pbworks.com/w/page/23104908/5th%20Grade%20Interactive%20Notebook

You don’t have to-lots of options

 Eulogy - write a poem or speech dedicated to
the death of something / someone.
 Fakebook Profile - give a character life by
creating a Fakebook page with contact info,
activities, favorites, education, etc.
 Flow Chart - connect ideas to one another by
using arrows for continuation.
 Foldable - flip up and find something we've
learned.
 Football Game - sometimes two opposing sides
can be compared in a battle on the gridiron
 Historical Markers - create a tribute to a
person or place by explaining its historical
significance and designing a monument /
plaque in its name.
 Illustrated Definition - bring a term to life by
adding some pictures to the definition.
 Advertisement - create a flyer, billboard, or
pamphlet promoting something.
 Balance - show how things are tethered to one
another by using a balance beam or scale.
 Caricature - turn the person into a cartoon
and describe different portions of what they
look like, how they dress, and things about
them.
 Cartoon - create a cartoon panel displaying
what you learned that day.
 Cause & Effect - every action has
consequences; use this PA to show just that.
 CD Cover - make a CD of songs that say a lot
about the person; design a front cover and a
back to include a few songs that he/she might
like.
 Commemorative Stamp - some events and
people have been honored by their respective
postal offices. Here you can do the same.
http://hms.highland.k12.in.us/UserFiles/Servers/Server_63673/File/Social%20Studies/Processing%20Assignment%20Descriptions.pdf

In this assignment you are to create a political cartoon
for one of the Kings or Queens of England that we
learned about in class. To create your cartoon select a
king or queen and decided what event from their lives
you want to capture. Then create a cartoon using
symbolism, metaphors or caricatures to explain the
event. Remember your cartoon should not be a true
representation of what happened, do not simply draw
the events as they occurred. You will be graded on your
idea, not your drawing skill.
Requirements:
• Cartoon must be in color, unless an inked picture is
part of the message
• Information in your cartoon is accurate and reflects
the proper events
• Cartoon's message is clear and easy to understand
• Cartoon must be school appropriate
• Must be submitted on time http://moonworldhistory.weebly.com/political-cartoon-
assignment.html
Edward creates Parliament

 Mind Mapping Software
 http://www.mindmapping.com/
 Tony Buzan
 http://www.tonybuzan.com/about/mind-mapping/
 Mind Mapping Demo Videos
 https://www.youtube.com/watch?v=wLWV0XN7K1g
 https://www.youtube.com/watch?v=u5Y4pIsXTV0

http://mrgoodnightdateacher.weebly.com/2014---2015-social-studies.html

 https://www.youtube.com/watch?v=KLRUVQOx240

 GOOGLE STYLE
 http://techwithjen.com/using-interactive-notebooks-google-style/

https://www.teacherspayteachers.com/Product/Exploring-Social-Studies-Digital-Interactive-Notebook-for-Google-Drive-2393344

 “Whenever work is due, I go around the room and take a quick look at all of the
students' notebooks, maybe reading one or two answers just as a spot check. If the
work is finished on time, they get a stamp. Then, when I grade the notebooks, I
simply count the stamps.
 Grading the notebooks is fairly painless. It's actually quite fun at times. I first
make a quick pass to check for missing or unfinished work. Fifty percent of the
notebook grade is an overall grade, and I take off points for missing or incomplete
pages.
 Then comes the fun part. The other 50 percent of their notebook grade is based on
just four pages. Students choose three for me to grade, and I choose one of those.
They get to show me their best work, I get to learn what they like and what
they're proud of, and it feels like a conversation with each individual student. I'm
not grading the same page over and over, and ultimately, I find that students often
do their best work in their notebook where there is little pressure.”
https://www.edutopia.org/blog/interactive-notebooks-no-special-hardware-christina-lovdal-gil

https://www.teacherspayteachers.com/Product/Interactive-Notebook-Grading-Rubric-All-Subjects-
252961

Quick Grading of Digital Interactive
Notebook Slides with Google Classroom
https://www.youtube.com/watch?v=APZLPv6rM4E

 https://www.edutopia.org/blog/interactive-notebooks-no-special-hardware-
christina-lovdal-gil

 Interactive Notebooks Musings from the Middle School
ELA Classroom
 https://www.youtube.com/watch?v=L1tz4qFASu0
 Social Studies Interactive Notebook Example
 https://www.youtube.com/watch?v=cxOIRsxX6ms
 Teaching Social Studies & Language Arts – Interactive
Notebooks
 https://mrsgannon.wordpress.com/interactive-notebooks/
 Interactive Notebook Templates
 https://www.teacherspayteachers.com/Product/Interactive
-Notebook-Templates-995986

What Would That Look Like? Visual Notetaking and Interactive Notebooks

What Would That Look Like? Visual Notetaking and Interactive Notebooks

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What Would That Look Like? Visual Notetaking and Interactive Notebooks