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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.

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I Reflect, therefore I own my Learning.

• Ellen Duffy,
• Diane Jacobs,
• Christi Montes
• taselm.fullerton.edu

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Fitz Intermediate Los Amigos High School
Garden Grove, California

• Math Dept. is supported by an NSF grantTeachers
  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

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I Reflect, therefore I own my Learning.

• Standards Based Math Dept.
• Daily Journals
• Student Test Reflection
• Interactive Notebook
• Graphic Organizers

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Fitz Intermediate School

• Standards Based Math Department
• What does it look like?

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Standards Based Common Assessments

• Collaboration time to develop assessments.
• Collaboration time to reflect on the results.

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Backwards Planning

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

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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

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Intervention for Not Yet Group

• Parent Support
• Administration Support

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Student Reflection

• Daily Learning Log

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Student Reflection

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

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Student ResultsDistrict Benchmark Exams (School
Average)
2004-2005 2005-2006
Benchmark 1 40 49
Benchmark 2 32 50
Benchmark 3 40 42
Benchmark 4 43
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I Reflect, therefore I own my Learning.

• Reflection through an Interactive Notebook

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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

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Interactive Notebook

• Phase 1
• Using the Notebook as a organizational
  documenting tool

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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

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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

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Student ResultsDistrict Benchmark Exams (School
Average)
2004-2005 2005-2006
Benchmark 1 38 54
Benchmark 2 45 62
Benchmark 3 43 65
Benchmark 4 43
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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.

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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

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Phase 2Using the Notebook as a processing
connection tool

• Graphic Organizers
• Concept Maps
• Flow Charts
• Venn diagrams
• Math Graffiti
• Charts

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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