Note-Taking, Differentiated

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Note-Taking, Differentiated

• Toby Quinn and Condee Wood, Washington Middle
  School

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Who are we?

• Toby Quinn
• Leadership and Block Teacher
• Second year at WMS
• Tech Guru Extraordinaire
• Condee Wood
• Assistant Principal
• First year at WMS, 6 years as AP in Issaquah
• 7 years teaching High School Language Arts

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Why are we here?
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(No Transcript)
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The iGeneration!!

• From Rewired by Larry D. Rosen, c. 2010
• the iGeneration children and teens are in
  elementary school, middle school and high school.
  They spend their days immersed in a media diet,
  devouring entertainment, communication, and,
  well, any form of electronic media. They are
  master multi-taskers, social networkers,
  electronic communicators and the first to rush to
  any new technology. They were born surrounded by
  technology, and with every passing year they add
  more tools to their electronic repertoire. They
  live in social networks such as Facebook,
  MySpace, and Second Life gathering friends they
  text more than they talk on the phone and the
  Tweet the night away, often sleeping with the
  cell phones vibrating by their sides (page 2).

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iGeneration kids hate school

• Why? Education has not caught up with this this
  new generation of tech-savvy children and teens.
  It is not that they dont want to learn. They
  just learn differently. Gone are the days when
  students would sit quietly in class, reading a
  book or doing a math worksheet. Literally, their
  minds have changed they have been rewired.
  With all the technology that they consume, they
  need more from education. The educational content
  is not the problem. It is the delivery method and
  setting. Todays youth thrive on multimedia,
  multitasking, social environments for every
  aspect of their lives except education. As aptly
  put by Professor Paul Gee, Given that the
  digital age is enveloping our world, educators
  need to meet the emerging challenges on two
  fronts. Educators must determine the new learning
  styles of students and develop educational
  methodology and teaching strategies to meet the
  learning needs (page 3).

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Objectives

• Participants will take an on-line survey to
  identify their learning modality
• Participants will learn how to take Cornell Notes
  using three different methods (Google Docs,
  Prezi, and written) and how the techniques both
  connect to learning modalities and motivate
  students
• Participants will be provided access to resources
  to use with their students

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VARK
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Visual

• Maps, spider diagrams, charts, graphs, flow
  charts, labeled diagrams, symbolic arrows,
  circles, hierarchies, etc.
• It does NOT include still pictures or photographs
  of reality, movies, videos or PowerPoint.
• It DOES include designs, patterns, shapes and the
  different formats that are used to highlight and
  convey information.

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Aural

• Preference for information that is "heard or
  spoken"
• Lectures, group discussion, radio, email, using
  mobile phones, speaking, web-chat and talking
  things through
• Email is included because, it is often written in
  chat-style with abbreviations, colloquial terms,
  slang and non-formal language
• Talking out loud as well as talking to oneself

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Read/Write

• Prefers information displayed as words
• Emphasizes text-based input and output - essays,
  reports and assignments
• Loves PowerPoint, the Internet, lists, diaries,
  dictionaries, thesauri, quotations and words,
  words, words...
• PowerPoint presentations, the Internet, GOOGLE
  and Wikipedia

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Kinesthetic

• Perceptual preference related to the use of
  experience and practice
• Demonstrations, simulations, videos and movies of
  "real" things, case studies, practice and
  applications
• Learn from the experience of doing something
  value their own background of experiences and
  less so, the experiences of others
• It is possible to write or speak Kinesthetically
  if the topic is strongly based in reality. An
  assignment that requires the details of who will
  do what and when, is suited to those with this
  preference, as is a case study.

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Multi-Modal

• VARK Four scores, including mixtures of the
  four modes.
• Those who do not have a standout mode with one
  preference score well above other scores are
  defined as multimodal.
• They are of two types.
• VARK Type One There are those who are flexible
  in their communication preferences and who switch
  from mode to mode depending on what they are
  working with. They are context specific.
• VARK Type Two input (or output) in all of their
  preferred modes take longer to gather
  information from each mode and, as a result, they
  often have a deeper and broader understanding.
  They may be seen as procrastinators or
  slow-deliverers but some may be merely gathering
  all the information before acting - and their
  decision making and learning may be better
  because of that breadth.

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Your Turn!

• http//www.vark-learn.com/english/index.asp

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One classs preferences

• WOOD- STUDENT LS AND TECH CHOICE.pdf

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Note-Taking Pre-Assessment

• Note-Taking Reflection - Pre

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Cornell Notes

• CORNELL NOTES HOUT 021012.doc
• CORNELL NOTES HOUT LECTURE 021012.doc
• CORNELL NOTES SAMPLES 021012.doc

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3 Note Taking Options
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• www.Google.com

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Why did students choose Google Docs?

• Its short and sweet
• Its simple and easy to understand
• I like it because you can edit from any computer
• It seems like the least difficult easier for me
  than Prezi or writing
• Its neat and easy to use. I also like how it is
  laid out
• I like the organization it provides

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• www.prezi.com
• USING PREZI TO TAKE NOTES.doc

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Why did most students choose Prezi?

• We are free to create our notes how we like. We
  can add pictures, videos, fonts and themes
• Its colorful and fun to watch at the end
• I like it because you can show your work but in a
  creative way, with pictures and video
• I like making designs and shapes to make cool
  notes
• We use bullets, so the person looking at this
  gets the main ideas. Its also very eye-pleasing.
• Its easy to play around with shapes and colors
  and less boring than the other options
• I like the idea of being able to use pictures and
  colorful text to take notes
• It enables me to use my creativity

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Student Choice

• WOOD- STUDENT LS AND TECH CHOICE.pdf

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Examples of Student Work Google Docs

• 9.4 The Excutive Branch Carries Out the Laws.pdf
• Chapter 9 notes.pdf
• Sophies-S.S Chapter 9 notes.pdf

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Examples of Student Work Prezi

• 1
• http//prezi.com/_hd92jz2n5ay/ss-chpt-9-the-consti
  tution-a-more-perfect-union/
• 2
• http//prezi.com/49yye9qiyglw/chapter-9/?auth_key
  462b8ef91ffd2c8c748e4df73cd9f71669f14853
• 3
• http//prezi.com/80pz7hbuezil/chapter-9-notes/?utm
  _sourceshareutm_campaignsharepreziutm_mediume
  mail
• 4
• http//prezi.com/70okf4lrr4g_/chapter-9/?utm_sourc
  eshareutm_campaignsharepreziutm_mediumemail

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Note Taking Reflections

• Note-Taking Post Survey.xls

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Your Turn to Reflect

• In a place of your choice. Word, Google Docs, a
  pad of paper, an e-mail to someone, etcetera,
  please answer the following three questions
• Which ideas from todays presentation could I use
  in my classroom?
• How might the ideas from todays session improve
  student learning?
• If new learning is necessary, who can I learn
  from?

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Additional Note Taking Choice

• VISUAL Inspiration 9 For visual mapping,
  outlining, writing and making presentations, use
  Inspiration 9, the ultimate thinking and
  learning tool.

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Evaluation

• Please evaluate our session today by filling
  going to the following link and answering our
  questions (this is a Google form!)
• Thank you for joining us today!