“I Reflect, therefore I own my Learning.”

1. “I Reflect, therefore I own my Learning.” • Welcome, you are a student in my class. • Please pick up your Learning Log for today and answer question 1.

2. “I Reflect, therefore I own my Learning.” Ellen Duffy, Diane Jacobs, & Christi Montes taselm.fullerton.edu

3. Fitz Intermediate & Los Amigos High School Garden Grove, California • Math Dept. is supported by an NSF grant—Teachers Assisting Students to Excell in Learning Mathematics (TASEL-M). • Professional Learning Community 1) Standards Based Classrooms 2) Standard Based Common Assignments & Assessments 3) After School Intervention

4. “I Reflect, therefore I own my Learning.” • Standards Based Math Dept. • Daily Journals • Student Test Reflection • Interactive Notebook • Graphic Organizers

5. Fitz Intermediate School Standards Based Math Department What does it look like?

6. Standards Based Common Assessments • Collaboration time to develop assessments. • Collaboration time to reflect on the results.

7. Backwards Planning • Common assignments • Assignments and lessons designed to lead to proficiency • Student centered instructional strategies • Reciprocal Teaching (RT) • Pair-Share • White Boards

8. Student Awareness of Standards • Standard posted daily • Standard discussed with class including connection to prior learning • Students can articulate what is necessary for proficiency • Student proficiency posted-star chart

9. Intervention for “Not Yet” Group • Parent Support • Administration Support

10. Student Reflection • Daily Learning Log

11. Student Reflection • After Test Reflection • Actions that lead to proficiency • Attribution retraining • Metacognition

12. Student Results—District Benchmark Exams (School Average)

13. “I Reflect, therefore I own my Learning.” Reflection through an Interactive Notebook

14. Interactive Notebook • Originated as a History tool • Engages students in note taking • Organizes information • Transforms written concepts into visuals • Makes connections between ideas • Documents applying knowledge to a new situation • Reflection on Learning

16. Interactive Notebook Phase 1 Using the Notebook as a organizational & documenting tool

17. Elements of an Interactive Notebook Phase 1 • 81/2” x 11” spiral notebook • Cover • Student Guideline Sheet • Table of Contents • Unit Title Pages • Left Side/Right Side Orientation

18. Interactive Notebook Left hand/Right hand Orientation Right Hand Side • Input side • Used to record notes • Testable information is here Left Hand Side • Output side • Processing new information

19. Student Results—District Benchmark Exams (School Average)

20. Interactive Notebook Assessment • Check frequently at the beginning • Utilize peer review • Create a rubric that students can measure their notebooks against • Stamp assignments in notebook • Collect one period each day to grade.

22. Interactive Notebook Reasons to use Interactive Notebooks • Notes are organized & used • Assignments are easy to find • Are valued by the students • Gives students an opportunity to process new ideas and reflect on what they are learning

23. Phase 2Using the Notebook as a processing & connection tool Graphic Organizers • Concept Maps • Flow Charts • Venn diagrams • Math Graffiti • Charts

31. “I Reflect, therefore I own my Learning.” For your final reflection: Fill out questions #2,3 of the learning log and it will be your ticket out the door. All Handouts will be found at the website: taselm.fullerton.edu under NCTM presentations