Cornell Notes Variation
Make It Work For You
Topic
Headings
Main Notes
Cues
Quest
ions
Vocab
Diagram
Native
Lang
Main
Ideas
Summary
Three-Column Notes
Note Paper With Grids
Vertical Teaming / WICR
SELF – Use the “Vertical Teaming/
WICR Processing” page to reflect on
the activities used so far in the training in
terms of how you can use or adapt them
for the grade or subject area you teach.
GROUP – Use your thoughts and ideas
to discuss how the activities used
WICR and could be adapted to
different ability and maturity levels.
Homework!
Read and Review Interactive
Notebook Information on
Pages 2 - 7 in the Participant
Three-Ring Binder.
The information will help
clarify information and serve
as a further basis of
discussion about Interactive
Notebooks later in the week.
W I C R – The AVID Way
Three-Ring Binder Page 8
WRITING
INQUIRY
● Prewrite
● Draft
● Respond
● Revise
● Edit
● Final Draft
● Class and Textbook Notes
● Learning Logs/Journals
● Skilled Questioning
● Socratic Seminars
● Quickwrite/Discussion
● Critical Thinking Activities
● Writing Questions
● Open-Mindedness Activities
READING
● SQ5R (Survey, Question,
W
I
C
R
Read, Record, Recite, Review, Reflect)
● KWL (what I Know;
Want to Learn; Learned)
● Reciprocal teaching
● “Think-Alouds”
WICR
Review of
Activities and
Information
How and where
were Writing,
COLLABORATION Inquiry, Reading
● Group Projects
and
● Study Groups
● Jigsaw Activities
Collaboration
● Read-Arounds
● Response/Edit/Revision Groups used?
● Collaborative Activities
Table Tents (From Day 1)
Front of the Card
Name
Years Teaching
Courses Taught
A Vehicle Representing Your Teaching Approach
Back of the Card
Name
City / State
Number of Years Teaching
The Speed You Best Learn and Process Info
A Goal for the Science Strand and Institute
Practice Collaborative
Assessment Notebook page 3
Special Assignment - Table Tent
Use the Sample 5 Point Rubric
0 to 4 (5)
Front
Name
Years Teaching
Courses Taught
Diagram of a Vehicle
Four Colors
Back
Name
Years Teaching
City / State
Learning Speed I.D.ed
Strand / Institute Goal
 Discuss as a table, agree upon and justify a score.
 Record score in the score column.
 Group members initial the score.
Rope Tricks
Three-Ring Binder Pages 13-16
Open Entry Read Page 13 - List The Key Points Of Developing A Procedure
Rope Trick 1 Tie an Overhand Knot
Procedure Development
How to Tie an Overhand Knot
Draw It (Use 4 colors)
Describe it (In Steps)
Use Top Half of Page
Find a Partner A
16
B
Group
discussion
Determine
the MOST
important
point of
developing
procedures.
Summarize
why the
group
selected the
point.
Read and Take Notes
about Procedure
Development.
Highlight the THREE
most important points.
Summarize WHY you
selected ONE of the
THREE points as the
MOST IMPORTANT
17
Rope Tricks
Three-Ring Binder Pages 13-16
Person A 30 Seconds



Turn YOUR Notebook towards Person B.
Fold your hands and place them in your lap.
Read the instructions ONLY and refer to the illustrations to
have Person B tie an overhand knot.
At the end of 30 seconds:



Person B has 30 seconds to tell Person A what could have
been improved to make the directions better.
Person A then has 10 seconds to summarize what Person B’s
suggestions.
Both people then REVISE the written directions and the
illustrations.
Rope Tricks: The Challenge
Three-Ring Binder Page 13
Use the Bottom Half of the Page for the ‘Homework Challenge’
1. Lay the string flat in a straight line on the table.
2. Pick up the string with the thumb and forefinger near the ends of the string.
3. Without releasing the string, tie an overhand knot in the string between the
points the string was picked up
Try it by YOURSELF
HINT - Refer to the illustrations and directions on how to tie an overhand knot.
THE CHALLENGE
Draw It (Use 4 colors)
Describe it (In Steps)
Once you have figured out the solution:
Do It and Practice It!
Draw the solution (minimum of 4 colors).
Describe the solution near the illustrations.
16
17
The Rope Trick
Quickwrite
SELF
How might this be used in YOUR classroom
with YOUR Students?
GROUP
Discuss how this might be used with
students and where it could be used
in the curriculum.
The Real Rope Trick
Three-Ring Binder Page 15
Open Entry – Labs with Interactive Notebooks
Take Lab Notes on the RIGHT Page – Cornell format, summary and questions
Paired Rope Lab Notes
Take notes about the lab’s
purpose, procedure & key
points to consider.
Preparation and Introduction
Tie a loop at each end of the
string. Each loop should fit
over your hand and
around your wrist.
18
19
The Real Rope Trick
Three-Ring Binder Page 15
Open Entry – Labs with Interactive Notebooks
Take Lab Notes on the RIGHT Page – Cornell format, summary and questions
Start the Lab on the LEFT Page – Lab Write Up must meet Established Standards
Paired Rope Lab
Paired Rope Lab Notes
Challenge
Pre-Lab Write Up
Procedure
Diagrams
18
Words
Questions
to
Consider
or Points
to Review
Get apart from a partner without:

Undoing the knots

Sliding the loops over the hands

Breaking the strings

Chewing off limbs ;)
Summarize Key Points and Concerns
19
The Real Rope Trick
Three-Ring Binder Page 15
Paired Rope Lab
Step 1
DO IT!
Partners START linked together
and must get apart
In Class - 5 Minutes
Institute - 1 Minute
Step 2
A New VIEW
Scientists must switch views to solve
problems.
Partners start APART and must get together.
In Class - 3 Minutes
Institute - 1 Minute
Step 3
A New VIEW
Scientists TRAVEL, CONFER and
EXCHANGE INFORMATION.
Switch partners.
In Class - 5 Minutes
Institute - 1 Minute
Step 4
THE SOLUTION!
Do It
Draw It
Describe It
Practice it
The Real Rope Trick
Three-Ring Binder Page 15
Procedure Writing
Reverse the Steps –
Start Apart then Get Together
Sequencing
Look at the steps to get apart
Reverse the steps
Important aspect of procedure writing for students to
understand and practice
Vertical Teaming / WICR
SELF – Use the “Vertical Teaming/WICR
Processing” page to reflect on the activities used so
far in the training.
GROUP – Use YOUR thoughts
and ideas to discuss how the
activities used WICR and could
be adapted to different ability and
maturity levels.
Effective Instruction
Three-Ring Binder Page 17
An Open Entry – On the RIGHT page
Cue Column
Two
Questions or
Thoughts
about the
Information
Take Notes about Marzano’s
Research as the next few
slides are shown.
21
Summarize the TWO most important ideas
obtained from the information.
Effective Instruction
Three-Ring Binder Page 17
Marzano - Current Education Reference
Ranked by General Effectiveness
1.
2.
3.
4.
5.
6.
7.
8.
9.
Identifying similarities and differences
Summarizing and note-taking
Reinforcing efforts and providing recognition
Homework and practice
Non-linguistic representations
Collaborative learning
Setting objective and providing feedback
Generating and testing hypothesis
Questions, cues, and advanced organizers
Marzano, R., Pickering, D., & Pollock, J. (2001). Classroom Instruction that Works.
Alexandria, VA: Association for Supervision and Curriculum Development.
Instructional Strategies
Affecting Student Learning

A meta-analysis that examines average effect of 1251
experimental studies

Focuses on instructional strategies with a high
probability of success for all pupils, K-12 in all subjects.

Expresses results as an effect size.

An effect size of one equals a 34 percentile gain of the
experimental group compared to the control group.
Marzano, R., Pickering, D., & Pollock, J. (2001). Classroom Instruction that Works. , Alexandria, VA:
Association for Supervision and Curriculum Development
Instructional Strategies
Affecting Student Learning
Category
Average
Effect size
Percentile
Gain*
Identifying similarities and differences
1.61
45
Summarizing and note-taking
1.00
34
Reinforcing efforts and providing recognition
.80
29
Homework and practice
.77
28
Non-linguistic representations
.75
27
Collaborative learning
.73
27
Setting objectives and providing feedback
.61
23
Generative and testing hypotheses
.61
23
Questions, cues and advanced organizers
.59
22
*Percentile Gain of experimental group compared to control group
Marzano, R., Pickering, D., & Pollock, J. (2001). Classroom Instruction that Works. , Alexandria, VA:
Association for Supervision and Curriculum Development
Effective Instruction
Three-Ring Binder Page 17
AVID employs ALL of the best practices identified by Marzano:
1. Identifying similarities and differences

WICR

Costa’s Levels of Questions

Interactive Notebook
2. Summarizing and note-taking

WICR

Cornell Notes

Interactive Notebook
3. Reinforcing efforts and providing recognition

AVID Team-building

Awards
4. Homework and practice

Cornell Notes

AVID Binder

Interactive Notebook
Effective Instruction
Three-Ring Binder Page 17
5. Non-linguistic representations

Interactive Notebook
6. Collaborative Learning




WICR
AVID Tutorials
Socratic Dialogue
Interactive Notebook
7. Setting objective and providing feedback


Goal Planning
Interactive Notebook
8. Generating and testing hypothesis


WICR
Interactive Notebook
9. Questions, cues, and advanced organizers


WICR
Interactive Notebook
Effective Instruction
On the LEFT page – Fold its for Processing
Notebook Inserts Page 7
Cut the Shapes, Glue them into the Notebook
Processing Information
Outer Flaps
Outer Flaps
Image or
Diagram
(4 colors
Minimum)
Image or
Diagram
(4 colors
Minimum)
Fold It Two – TOP HALF of the page
Fold It Two - Possible Topics
•Cornell vs. Traditional Note-taking
•Interactive NB vs. Current Use
•Collaboration vs. Group Work
Inside the Fold It Two
Term
Link
Define
or
Explain
It
Term
Link
Define
or
Explain
It
Bulls Eye Diagram
20
Folds Inwards
Folds Inwards
Effective Instruction
On the LEFT page – Fold its for Processing
Three-Ring Binder Page 7
Processing Information
Fold
Four Glue them into the Notebook
Cut
the It
Shapes,
Fold It
Two - Possible
Your
favorite
lesson, Topics
lab or
•Cornell vs Traditional
NoteWICR
Takingis
demonstration
and how
•Interactive NB vs Current Use
used
with the lesson.
•Collaboration vs Group Work
Each flap explains how the aspect of
WICR
used
the lesson.
Inside is
the
Fold in
It Two
Fold It Four Inside Components
Fold It Four – Bottom of the page
Outer Flaps
Riddle and
Diagram
Outer Flaps
Riddle and
Diagram
Outer Flaps
Riddle and
Diagram
Outer Flaps
Riddle and
Diagram
Term
Explanation
Link
of WICR
Define
aspect
&
how
orit
relates
to the
Explain
lesson
It
Explanation
of WICR
&
Foldsaspect
Inwards
how it
relates to the
lesson
Folds In
Teaching
Concept,
Fact or
Bulls EyeTopic
Diagram
Term
Link Explanation
of WICR
Define aspect &
how it
or
relates
to the
Explain
lesson
It
Explanation
of WICR
&
Foldsaspect
Inwards
how it
relates to the
lesson
Folds In
Effective Instruction
On the LEFT page – Fold its for Processing
Three-Ring Binder Page 7
Processing Information
Fold
Four Glue them into the Notebook
Cut
the It
Shapes,
Fold It
Two - Possible
Your
favorite
lesson, Topics
lab or
•Cornell vs Traditional
NoteWICR
Takingis
demonstration
and how
•Interactive NB vs Current Use
used
with the lesson.
•Collaboration vs Group Work
Each flap explains how the aspect of
WICR
used
the lesson.
Inside is
the
Fold in
It Two
Fold It Four – Bottom of the page
Outer Flaps
Riddle and
Diagram
Outer Flaps
Riddle and
Diagram
Outer Flaps
Riddle and
Diagram
Outer Flaps
Riddle and
Diagram
Term
Link
Define
or
Explain
It
Term
Link
Define
or
Explain
It
Next to the Fold-it 4
explain how Marzano’s
Information relates to the
BullsConcept
Eye Diagram or
Lesson,
Topic
Folds
Inwards
Folds
Inwards
used in the Fold-it 4
Effective Instruction
Share the Fold Its with the table group.
Snake Walk – View the Fold It Two’s and
Four’s.
Look for lab ideas, demonstrations and
useful modifications to increase rigor and
WICR with your students.
Notebooks,
Organization and Grading
Three-Ring Binder Pages 2-7
Discuss as a table group then record your
thoughts:
“How might you modify the ORGANIZATION, USE,
MANAGEMENT AND GRADING of notebooks or
special assignments?”
The Homework Reading from the Three-Ring Binder Pages
2 to 7 should help with ideas.
Notebooks,
Organization and Grading
Discussion Topics
Changes in Organization
 Classroom Management
 What will or will not go into the notebook?
 What additional pages should be added?
 How often to grade or pick up notebooks
 What percent of work will be in the notebook?
 What types of assignments will be in the notebook?
 What will the Gems of Wisdom page look like?
 What will the Score Sheet look like?
 What rubrics should be used?

Science Writing Assignments
Student Samples - Haiku
Science Writing Assignments
Student Samples - Haiku
Science Writing Assignments
Student Samples - Limerick
Science Writing Assignments
Student Samples - Limerick
Science Writing Assignments
Student Samples - Limerick
Science Writing Assignments
Student Samples - Cinquain
Cinquain
Topic - Water or H20
Raindrop
Moisture, Falling
Sustain, Nourish, Cleansing
Teardrop Diamond Dropping Earthward
Dewdrop
Science Writing Assignments
Student Samples - Cinquain
Science Writing Assignments
Student Samples - Song
Songs - Energy Rap



Rap / Song
Topic Energy
Had to use at least 5 terms from the
energy unit
Energy Rap Song
Austin Miller 2008
Science Writing Assignments
Student Samples - Song
For the Love of Newton
Sing with hand gestures and a country western twang!
Keep doin' what your doin'
Love of my life,
Cause the force of your love,
Makes my heart uptight,
Your love brings my love,
Right back to you,
Cause Newton's Laws, Baby,
Apply to love too.
Science Writing Assignments
Student Samples - Song
DNA Song
(Tune of “Row, Row, Row Your Boat”)
I love DNA made of Nucleotides,
Sugar, Phosphate and a base all bound down one side,
Adenine and Thymine made a lovely pair,
Cytosine without guanine would feel completely bare.
Science Writing Assignments
Student Samples - Processing
Type of Special
Assignment Used to
Process Information
•Examine the sample
special assignments in
the Interactive Notebook.
•Select ONE of the
special assignments and
make sure it is one no
one else in your group is
22 using.
Special Assignments for
Processing Information and
Improving Understanding
Special Assignments
should have three
basic components
1. Creative Writing
2. Illustration
3. Explanation
23
Science Writing Assignments
Student Samples - Processing
Type of Special
Assignment Used to
Process Information
Use a concept or
example from a teaching
area OR
Use a concept or
example from AVID or
the Science Strand.
Use the special assignment
to process the information.
Special Assignments for
Processing Information and
Improving Understanding
Add
Questions,
Ideas or
Thoughts
about
Processing
Information
Special Assignments
should have three
basic components
1. Creative Writing
2. Illustration
3. Explanation
Share the Special
Assignment :
Share the Strengths /
Weaknesses
INFORMATION OVERLOAD!
Vertical Teaming / WICR
SELF - Use the “Vertical Teaming/ WICR
Processing” page to reflect on the
activities used so far in the training.
GROUP - Use your thoughts and ideas
to discuss how the activities used
WICR and could be adapted to
different ability and maturity levels
Paraphrasing - Vocabulary
Development Three-Ring Binder Page 18
Set up the RIGHT Page – Word skip 3 lines Word
Copy the Words or Terms to
be developed.
Copy a word then skip three
lines.
Only TWO of the terms will
be used to conserve time.
Use ONE line below the
word to write a personal
understanding of the word
24
Table groups discuss and
agree on a 2 or 3 word
definition of the term
The class discusses and
agrees upon a definition of 2
or 3 words
Pre-Reading Vocabulary Development
Anatomy
2 or 3 Words
2 or 3 Words
Ibex
2 or 3 Words
2 or 3 Words
Rewrite if Needed
Individual Definition
Group Definition
Class Definition
Rewrite if Needed
Individual Definition
Group Definition
Class Definition
25
Paraphrasing - Vocabulary
Development Three-Ring Binder Page 18
A Science Fable (INB page 8)
•Vocabulary building
•Develops an
understanding of terms
•Define words in context
and with other students
•Develops writing skills
Fable Guidelines
•Has animals not people
•Has a moral to the story
24
Pre-Reading Vocabulary Development
Anatomy
2 or 3 Words
2 or 3 Words
Ibex
2 or 3 Words
2 or 3 Words
Rewrite if Needed
Individual Definition
Group Definition
Class Definition
Rewrite if Needed
Individual Definition
Group Definition
Class Definition
25
Paraphrasing - Vocabulary
Development Three-Ring Binder Page 18
Checking for Comprehension – The LEFT Page
A Science Fable (NB page 8)
Timed – 3 minutes!
Use all the terms in the fable
Anatomy
Ibex
Pre-Reading Vocabulary Development
Anatomy
2 or 3 Words
2 or 3 Words
Ancient
Inference
Clinical
Investigation
Conducted
Observations
Enlightenment
Research
Hypothesis
Systematic
No Diagram Needed Today!
24
Ibex
2 or 3 Words
2 or 3 Words
Rewrite if Needed
Individual Definition
Group Definition
Class Definition
Rewrite if Needed
Individual Definition
Group Definition
Class Definition
25
Processing:
The Science Fable
Notebook Page 8



Share the Fable with a partner.
Explain any incorrect use of words.
Review of vocabulary and concepts
covered prior to the demonstration.
Pick the best of the table so it might be
shared with the class.
Reviewing Graphic Organizers
Three-Ring Binder Page 19; Write Path pages 160-167
Review of Graphic Organizers
Graphic
Organizer
Likes or
Strengths of
the Graphic
Organizer
Dislikes or
Weaknesses
of the Graphic
Organizer
Reading with Graphic Organizers
Find an OPEN
ENTRY
NEWS
MAP
NEWS
Set up the right page
and left page.
KWL
R&R
LAB
NEWS
28
Leave 5 to 7
lines under the
table for later
processing
27
Reviewing Graphic Organizers
Three-Ring Binder pages 19-22
Each person in the group
Write Path pages 160-167
should select a different
graphic organizer from the
examples on pages 160-167
in the Write Path book.
Read the article
“What is Clinical Research?”
Page 20 in Three-Ring Binder
Take notes using the selected
Graphic Organizer.
The Graphic
Organizer is
used in place
of the usual
Cornell Notes
27
Reviewing Graphic Organizers
Three-Ring Binder Page 19; Write Path pages 160-167
Review of Graphic Organizers
Graphic
Organizer
NEWS
MAP
NEWS
KWL
Likes or
Strengths of
the Graphic
Organizer
Dislikes or
Weaknesses
of the Graphic
Organizer
Reading with Graphic Organizers
Share the strengths/
weaknesses of each
graphic organizer and the
type of reading best
addressed by each
organizer.
Complete the graphic
organizer table.
R&R
LAB
NEWS
27
26
Reading for
Significant Statements





(Processing Information: A Left Page Activity)
Individually write three significant statements about
the article. Use the summary section of the page.
Remember to use your own words.
As a Table Group share the individual statements.
Write three Group significant statements on which the
group agrees.
As a Table Group create a poster illustrating the group
significant statements. Use pictures, specific
examples and diagrams. (Four colors!)
Share your work (UNIQUE sharing).
Vertical Teaming / WICR
SELF - Use the “Vertical Teaming/
WICR Processing” page to reflect on
the activities used so far in the training.
GROUP - Use YOUR thoughts and ideas to
discuss how the activities used WICR and
could be adapted to different ability and
maturity levels.
Three Hole Bottle
Write Path Book Pages 84-89
Front
Vertical Holes
1
2
3
Bottle Construction – Making
the holes
Mark the Holes –
• Vertical on Front
• Horizontal on Back
Glass Rod or 16 Penny Nail
Heat then MELT on the
marked points.
Use ELECTRICAL TAPE to
cover the holes.
Back
Horizontal Holes
1
2
3
Three Hole Bottle
Write Path Book Pages 84-89
Open Entry – Right Hand Page Notes about the Three Hole Bottle Activity
Thoughts and Ideas
Prediction and Reasoning
when Holes 1, 2 and 3 are
uncovered
Observations when 1, 2 and 3
are uncovered
Revision of thoughts or
reasoning
Now Hold the Bottle
Horizontally
Predict, Observe then
Revise
Repeat the Process
Using the
HORIZONTAL HOLES
Observations about the
Vertical Holed Bottle
Prediction and Reasoning
when Hole 1 is uncovered
Observations when Hole 1 is
uncovered
Revision of thoughts or
reasoning
Prediction and Reasoning
when Holes 1 & 2 are
uncovered
Observations when Holes 1 &
2 are uncovered
28
Revision of thoughts or
reasoning
Three Hole Bottle Demo
Notes about
the materials &
construction
of the demo
Notes from the
reading in the
Write Path
Book Pages
84 - 89
29
Vertical Teaming / WICR
SELF - Use the “Vertical Teaming/
WICR Processing” page to reflect on
the activities used so far in the training.
GROUP - Use YOUR thoughts and
ideas to discuss how the activities
used WICR and could be adapted to
different ability and maturity levels.
Vocabulary Development
and Review
Notebook Vocabulary and Riddle Cards Page 6
• Set up - Open Entry for 10 cards
• Blank paper - Cut into 8
rectangles
• Open like a book (see the
example)
• Strand
• Tape down THREE
•
•
•
•
Vocabulary Cards
Riddle Cards
More than flash cards
WICR and Vocabulary
Development
Set-up in
a Student
Notebook
30
31
Vocabulary Development
and Review
•
•
•
•
•
Set up - Open Entry for 10 cards
Blank paper - Cut into 8 rectangles
Open like a book (see the example)
Strand
Tape down THREE
Vocab Card Info/Ideas
Set-up in
the teacher
Institute
notebook
Notes and
Ideas
about
Vocabulary
and Riddle
Cards
Creative Processing –
Vocabulary Cards
NB Special Assignment Page 6
Write Path Pages 34-39
Front Side of Card
• Cartoon or diagram showing an example or application of the
term.
• At least 4 different colors (other than the white of the paper)
• Minimum of writing and explanations on this side
Back Side of Card
• Word or Term
• LINK (a word or term the STUDENT associates with the term. It does
NOT have to be a synonym)
• Three different sentences using the LINK/term. Sentences may be
definition, example or another use showing or interpreting the word
or phrase.
Creative Processing
Vocabulary Card Sample
Write Path Pages 34-39
Heterozygous
LINK: Mixed
1. For a given trait, having nonidentical alleles at a particular
locus on a pair of
homologous chromosomes
2. Wilbur carries both recessive
and dominant characteristics
in one trait, but is still seen
as dominant.
3. The heterozygous parents
had brown eyes, but had a
daughter with blue eyes.
Vocabulary Card
Student Examples
Precision (consistency)
1.The extent to which a
given set of measurements
of the same sample agree
with their mean
2.When I did the lab I was
precise because all of my
data was in the same area
3.If the data is precise, but
not accurate there is
usually a taint in the
procedure that you can fix
to make the data accurate
Creative Processing Skills
NB Special Assignment Page 6
Riddle Cards
A possible format for placing riddles into
Interactive Notebooks is similar to that used
with vocabulary cards.
• The riddle is placed on the front of a card.
• The answer and explanation are placed on
the back of the card.
• The card is then taped onto OUT
section of the notebook.
Creative Processing Skills
Riddle Card – Student Example
Front: Riddle and Artwork
Both provide clues to the answer.
Artwork must meet the 4 COLOR requirement.
Creative Processing Skills
Riddle Card – Student Example
Back: The ANSWER
Explanation (2 to 3 sentences for each) of
how the RIDDLE and ARTWORK provide
clues
GRAVITY
The answer is gravity because it always pulls things
down like a ball that falls to the ground then bounces.
Gravity pulls on all of the parts of a body and pulling on
a leg is making fun or kidding a person. Gravity
reaches out in all directions to pull on every other
object in the Universe to try and bring them closer.
Sample Riddle Cards
Student Example
People say
I rise up and
down
depending
on the time
of Day!
Temperature
The answer is
temperature
because
everywhere
around the
world the
temperature
changes from
sunrise to
sunset.
Temperature
always moves
and changes.
Question Cards
If space in the “Cue Column of Cornell
Notes becomes too small for writing student
questions, a Question Card (mini-flip page)
could be used to increase the space for
processing.
The third card may be used to create an
example of a Question Card.
Question Card Example
Student Example
Question Card
Student Example
Creative Processing Skills
Teacher Talk
Possible and Useful Flow Plan
20 Terms do 10 Cards
Test on Friday
3 cards due Tuesday- Group Review
3 cards due Wednesday - Group Review
4 cards due Thursday - Classroom Walk About
Score cards and Review as a Collaborative Group
RIGOR - 3 Riddle and 7 Vocabulary Cards
Creative Processing Skills
Snake Walk
Leave notebook open.
Walk about looking at the cards.
Try to determine the terms or words used!
DO IT!
Select terms from YOUR Field.
Make ONE Vocabulary Card.
Make ONE Riddle Card.
Vertical Teaming / WICR
SELF - Use the “Vertical
Teaming/ WICR Processing”
page to reflect on the activities
used so far in the training.
GROUP - Use YOUR thoughts and ideas to
discuss how the activities used WICR and
could be adapted to different ability and
maturity levels.
Goals and Achievement
AVID Science Strand
Find the Goal Stated for the Strand and Institute
(set on the first day on the Table Tent).
Have you actively tried to reach it?
OR
Have you drifted and hoped to reach it?
Have YOU been
a Swimmer or
Drifter?
Goals and Achievement
Academic achievement is but one measure of success.
WICR and AVID help with
Academic Success.
Social and emotional achievement
must be developed for students to
become functional and successful
adults.
Learning to set goals allows students to swim, rather
than drift, through life.
Your Goal and Day Four
Find the next OPEN ENTRY in the notebook.
LEFT PAGE
Explain to yourself how the
goal stated the first day of
the strand has been met or
what is needed for you to
meet the goal..
What support or supplies
are needed to meet your
goal and how might you
obtain what is needed?
32
Goals – Review and Thoughts
Table Tent with YOUR Goal
for the Institute Facing
Upward (cut the goal off the
table tent to save space if
needed).
What Major
Professional Goal do
YOU want to meet in
the coming school
33
year?
Philosophical Chairs
Three-Ring Binder Pages 22-24
Find the next OPEN ENTRY in the notebook.
PHILOSOPHICAL CHAIRS INFO
• There are many variations of
Philosophical Chairs.
• The basic goal is to have students
use higher-level thinking and
information processing.
• Use STRICT guidelines to control
Animal Use Case Studies
Write at
least ONE
level 2 and
3 Question
about the
information
Read the article in
the Three Ring
Binder about Animal
Use Case Studies
(Pages 22 – 23)
the discussion (NOT ARGUING).
• Formal – like stylized dancing rather
than random Brownian Motion.
34
Suggested
Room Set Up
35
Philosophical Chairs
Three-Ring Binder Pages 22-24
Philosophical Chairs Topic
Should the use of animal organs
for replacement human body parts
be allowed?
Reflect upon the topic for 30 seconds.
NO TALKING or DISCUSSING!
Philosophical Chairs
Three-Ring Binder Pages 22-24
PHILOSOPHICAL CHAIRS INFO
Position 1 – Write your
position on the question – take
60 seconds and write KEY
points, ideas, facts or feelings.
Draw a Continuum Line underneath
the position statement.
Mark a 1 showing your current
position.
Agree
1
Not Sure/Neutral
Disagree
Write a 2 to 3 sentence explanation of
why YOU placed the mark in that location
on the continuum.
Animal Use Case Studies
Write at
least ONE
level 2 and
3 Question
about the
information
Read the article in
the Three Ring
Binder about Animal
Use Case Studies
(Pages 23 – 24)
Suggested
Room Set Up
Philosophical Chairs
Three-Ring Binder Pages 22
• Go to the area in class that best agrees with
your position statement.
• Each person on a side must talk once before
anyone may speak for a second time.
• State a fact and an opinion based on that fact.
• Penny for Your Thoughts
• Toss in Your Two Cents
• Talking Stick
Philosophical Chairs
Three-Ring Binder Pages 22
PHILOSOPHICAL CHAIRS INFO
After several exchanges
or a definite time period
•Make Mark 2 on the Continuum.
•Explain the reason for position.
•Do this under explanation for Position 1.
•Explain why there was or was not a
change.
Agree
1
Not Sure/Neutral
2
Disagree
What are your Reasons for the Change
or What New Information would YOU like
to have to help you make a decision?
Animal Use Case Studies
Write at
least ONE
level 2 and
3 Question
about the
information
Read the article in
the Three-Ring
Binder about Animal
Use Case Studies
(Pages 23-24)
Vertical Teaming / WICR
SELF - Use the “Teacher Thoughts
and Vertical Teaming” page to
reflect on the activities used so far
in the training.
GROUP - Use YOUR thoughts and
ideas to discuss how the activities
used WICR and could be adapted
to different ability and maturity
levels.
Vertical Teaming
Vertical Teaming may be the:


Coordination of content and skills between
elementary, middle and high school programs
Coordination of the progression in classes
within a school or department
Knowledge and study skill
development allows student
success in higher level
courses.
Vertical Teaming
Advantages

Better organized and comprehensive education

Awareness of entry skills and content knowledge

Awareness of future skills needed for success

Program strength independent of staffing
An AVID Goal – To have students enroll in at
LEAST one AP or IB class prior to graduation
to enhance the survival and success in
college
Advanced Placement
Tests
Common Characteristics
• Difficult!
• Multiple choice section
• Free response section
• Specific content knowledge
• Specific vocabulary
• Knowledge based
• Lab-based question
• Interpretation of data
• Creation or analysis of graphs
Science AP Tests
Biology
Chemistry
Environmental
Science
Physics (B, C)
Advanced Placement
Tests
One SKILL students need in order to be
successful on the Multiple Choice or Free
Response Section of each AP Science Test
is the ability to create or analyze graphs
then use them to interpret results.
Advanced Placement
Tests
GRAPHING DISCUSSION
Set up the Right Page
Address the Stated
Questions
Combine into Teacher
Groups with Middle and
High School Teachers in
Each Group
36
Graphing Skill Development
•What graphing skills
are taught at your
grade level?
•What graphing skills
are assumed to be
known when students
enter your grade?
•What applications of
graphing are used at
your grade level?
37
Advanced Placement
Tests
GRAPHING DISCUSSION
Graphing Group Work
On the Left Page
List key points on the
discussion of how grade
level courses deal with
each topic to prepare
students for success at
the Elementary, Middle
and High School levels.
36
Graphing Skill Development
•What graphing skills
are taught at your
grade level?
•What graphing skills
are assumed to be
known when students
enter your grade?
•What applications of
graphing are used at
your grade level?
37
Experimental Design, ExDs
Write Path, pages 90-91
Open Entry – Set up the Right Page
ExD Information
Brainstorming and
Planning goes on
the LEFT page.
With students
REQUIRE this
before any work on
the ExD sheet (the
large poster) may be
done
38
Read and note major
points about ExDs
from The Write Path
book, Pages 90-91.
Ad Selection–
Without hard
statistics
Without
measurable
quantities
Ambiguous
Wording
39
Experimental Design, ExDs
Write Path, pages 90-91
Higher-level Processing
 Works for all of grade levels and thinking abilities
 Background needed in:
• Developing Procedures
• Identifying Variables
• Working in Groups
Work in Table Groups
•Follow the Format on Page 94.
•Ads may be exchanged.
•BRAINSTORM on the LEFT page BEFORE making
the group ExD to put on display.
Gallery Walk and ExDs
Benefits of Gallery Walks:

Share work with the class

Viewing of work by peers

Ownership by student

Exhibition of examples (good and poor)
Gallery Walk and ExDs
During the Rotation
Mechanics
Use a sticky note to write:
On Front
• One thing done well
• One thing that could
be improved
Start on your own ExD
Rotate to the RIGHT as a
Group
Two minutes to
• Review
• Judge
• Comment
On Back
• Letter Grade for ExD
Gallery Walk and ExDs
Review of Input


Span of Grades
This is without a RUBRIC.
Analysis and Rubric
Construction
Group creates Rubric.
Class agrees on Rubric.
Re-grade with NEW sticky (color
code).
Repeat Gallery Walk.
Review NEW grades.

Rubistar.com
(limited free use)
Rubistarforteachers.com
(free for Teachers)
Vertical Teaming / WICR
SELF - Use the “Teacher Thoughts and
Vertical Teaming” page to reflect on
the activities used so far in the training.
GROUP - Use YOUR thoughts and ideas
to discuss how the activities used
WICR and could be adapted to
different ability and maturity levels.
AVIDize an Activity





Select a favorite lab or activity, or one from
the Write Path Book.
Task - AVIDize to an open-ended
investigation
• Change
• Adapt
• Revise
Non-cookbook versus Cookbook
Work in content areas.
Post and share the final product.
AVIDize an Activity
Work in Content Areas:
•
•
•
•
•
•
•
•
•
4 / 5th Grade Science
6th Grade Science
7th Grade Science
8th Grade Science
Biology
Chemistry
Environmental
Earth / Space Science
Physics
Post and Share the Final Product.
AVIDize an Activity
Revised Activity poses a question to be
answered.
Open-ended versus One Answer
Teacher provides BASIC lab information
or guidelines.
Teacher check-off of procedure and
safety
Students gather and analyze
information.
AVIDize an Activity
Share the standards,
idea, modifications and
how to use with students
in your content area.
Take notes about lessons
you might want to try with
your students.
40
AVIDize An Activity
Title or Activity
Concept
A Brief Description
How It Will Be
Modified
What Are the
Aspects of:
•Writing
•Inquiry
•Collaboration
•Reading
•Rigor
41
AVIDize an Activity
Reflects AVID philosophy
Demonstrates Higher-level
Processing
Open-ended Questions
Asked
Incorporates WICR and Rigor
with Specific Content and
Standards
Challenges Students to
Think, Apply and Work
Collaboratively
40
AVIDize An Activity
Title or Activity
Concept
A Brief Description
How It Will Be
Modified
What Are the
Aspects of:
•Writing
•Inquiry
•Collaboration
•Reading
•Rigor
41
INFORMATION OVERLOAD!
Ring of Truth
A Ring of Truth
should be used after
information about a
topic or concept has
been learned.
Ring of Truth
Make a Ring of Truth
about:
Science Teaching,
Content Standards
and AVID
Share information with
your table group about
the True Statements and
the Misconceptions about
teaching science and
AVID.
Final Reflections
Science 2 Strand:
 More Techniques
 MUCH more emphasis on
the WHY rather than the
HOW
AVIDizing
Curriculum!
Final Reflections
Become an AVID Staff Developer
Apply AVID teaching techniques
Save Student Work
Hone Your Skills
Get More Training
Present Locally then Nationally
Evaluations/Cleanup
Please complete both types of evaluations
• Strand
• Institute
Please Separate then Return
• Scissors
• Pencils
THAT’S ALL FOLKS!
Have a safe trip home
Enjoy the rest of the summer
Have fun teaching and helping students
succeed
Teachers are the GLUE of Society