My school has an interesting professional development program. The first year of the program involves exploration of a topic, and choices include educational research and reflection, general teaching practices, and career and leadership development. During the second year of the program, we can either 1) write one or two goals based on Charlotte Danielson’s domains as described in Enhancing Professional Practice: A Framework for Teaching or 2) work on a project that relates directly to an improvement in instruction of our students. In year three, the focus is on teacher observation and evaluation based on Danielson’s Framework and especially focused on instruction (Domain 3).
I decided that my goal would be to increase students’ critical thinking and engagement through Interactive Notebooks. It seemed a worthy goal because I am already using the notebooks, and now I will be collecting data and analyzing their effectiveness. I have collected all my students’ notebooks for the first time over the last couple of weeks with the following observations:
- My students in British Literature and Composition (juniors) are really getting the idea behind the notebooks. They are naturally a pretty organized group, and they remind me if I haven’t told them that I need to indicate which section items go in and whether the assignments should be on the left or right. Thus, I was pleased with what I saw when I examined their notebooks. I still need to remind students about fleshing out the left with their own ideas.
- My ninth grade students had major confusion about the notebooks. They are not as naturally organized as my juniors, so it stands to reason they will need more help, and if I am honest with myself, I haven’t given them all the help I think they need after looking at their first notebook checks as a baseline. I would like them to make more connections, but they need more help. I am also not giving them enough assigned left-hand side work.
- My seniors seem to understand what to do, but many of them didn’t do it. I don’t think I have buy-in with that group because they have all, except for one student, had my class before, and they liked the notebook checks I used to do. I think they liked them because it did involve a little bit less work for them. They didn’t need to make the left-hand side connections. I had assigned a reading journal for the left-hand side for this time, and only a few students completed it. I think they just weren’t reading. It’s an elective class, and I hate to go the reading quiz route, but I may have to. Seniors are kind of a different animal in terms of engagement, and I suppose I can expect they won’t necessarily be invested in trying something new.
What I need to do to improve is give my ninth graders more opportunities for connection and reflection on the left and work with my elective students to convince them of the value of the notebooks. I could supply models from my juniors so that they could see the notebooks at work. Models actually wouldn’t hurt my ninth graders either. Even with my juniors, who are doing well, I can improve by suggesting ideas and opportunities so that the notebooks, particularly the left-hand side, are on their minds as a natural part of learning.