INBs were introduced to me at TMC12 last summer by Megan Hayes-Golding. It was consistently the #1 response students stated on their evaluations as something I should continue doing in my classrooms. They are not bulky, students like the conciseness of the information we place in them, they helped students stay organized.
Using CWP (color with purpose), foldables, graphic organizers for note-taking allow students to develop skills that can carry over to future coursework.
By creating assignments that require students to ‘interact’ with information helps them develop connections and retain the knowledge. Often times, we would complete an inquiry task in-class, then together create a summary of what we saw/learned. By using a variety reflection tools after completing a task, students are able to self-asess any questions that remain and we can address those misconceptions either individually or in-class.
The TOC is imperative. For teacher accountability 🙂 and it allows students to quickly locate info in their INBs. One change I plan to make this year, is the addition of tabs as suggested in this post by Mrs. Hester. The only change I plan to make to her suggestion, is to use the unit title.
I really like the EOC Review glossary she shared in the post. I believe using different techniques which allow students to interact with the vocabulary helps students develop deeper understanding of the words. I appreciate the complete glossary, but do I dedicate several pages at the end of the INB for this? What are some ways you incorporate literacy/vocabulary into your INBs?
A KAGAN structure I used often in geometry this year was Developing Definitions. Examples/non examples of each term were posted around the room and students would carousel to each, creating their own definitions. There was a pair-share, then whole class follow up to discuss how they defined terms to ensure we were all on the same page. After the first time we used this task, students requested that we do it again. They said by having to come up with the definition on their own, they were able to have a real understanding of the terms. For a left-hand page assignment, we would often play “Draw What I Say” – another task from KAGAN. Students would play pictionary of sorts by using a prescribed statement incorporating specific terminology.
I wonder if by having purposeful assignments within each unit of study focusing on specific terminology, then as a review prior to the end of a unit, allow students to complete those entries in the glossary, if this would have greater impact?
Another idea that developed as the year progressed, were pockets. We began by having one pocket at the front of the INB. However, a student suggested to have other pockets throughout. This coming year, my intenions are to have a pocket at the beginning of each unit. Here is an example of a pocket. You still have room to place information. Possibly your essential questions for the unit, a concept map-brainstorm at the beginning, then revisit as a reflection and modify it at the end of a study?
This pocket is super easy to construct! One of my favorite things I learned at TMC/Global Math! Simply fold top left hand corner down on a page.
Place glue or add tape to the bottom and left edge of that page.
Flip pocket top to the right and adher to the back of pocket.
These pockets are much sturdier than I gave them credit to be.
Another idea I plan to develop before the school year begins are unit organizers to attach to the back of the pocket. I just need to figure out how to modify this
into a folded-booklet style which also includes a place for students to record their own learning progress.
I am super excited about continuing use of INBs in my classroom and look forward to developing an even larger basket of ideas to make them even better learning tools for my students!
Pam Wilson, NBCT
5 Practices for Orchestrating Productive Mathematical Discussions, Smith & Stein
Teach Like a Pirate, Dave Burgess
From Ashes to Honor, Loree Lough