Excerpt From Action Research Plan on the Use of Interactive Student Notebooks as a Instructional Tool in the Classroom.

In creating rich learning experiences for the use of a daily interactive notebook, it is important for the teacher to look at strategies that fit not only the content material but also the individual learning style of the student. Classrooms today contain students with varied and diverse backgrounds and the use of differentiated instructional strategies is needed in order for all students to fully grasp and make connections with their content learning. According to Lauria (2010), using differentiated instructional strategies has been shown to result in higher student achievement. Enter the use of the interactive notebook. Based off of Howard Gardners multiple intelligence theory, Madden (2001) concluded that interactive notebooks are designed to include visual, spatial, kinesthetic, interpersonal and intrapersonal opportunities for the student to create a personalized notebook revolving around teacher instruction. Letting students express their own interpretations of the content in the interactive notebook provides teachers with a window into their students thinking, their level of conceptual understanding, and vocabulary (Gilbert & Kotelman, 2005). Similarly, Lo (2010) proposes that this idea of letting students learn by doing something directly forces them to become involved in the learning process and have greater satisfaction with their own education. In their study on reading comprehension in social studies, Massey and Heafner (2004) suggest that while interactive student notebooks are being incorporated into all curriculum areas they are most prevalent in the science and social studies arenas due to the difficulties many students have with interpreting and applying textbook information without teacher scaffolding. Based off the original premise of the prepackaged interactive notebook curriculum developed by Teachers Curriculum Institute (TCI), teachers have readily adapted the instruments to be used

on the interior student and teacher pages to meet the needs and styles of individual classroom teaching styles (Cabalo, 2006). A constant thread regardless of subject area is in the setup of the notebook. All teachers use either a spiral notebook or a marble composition book. The right side of each page of the notebook is used for teacher driven materials, termed the in or input, while the left page is reserved for a student demonstration of their understandings, known as the out or output (Waldman & Crippen, 2009). Variations exist in what appears on the pages. Endacott (2007) points out that some teachers believe input pages should be teacher created notes, important content passages, charts or graphs. Other educators use the right side for reading notes and lab data (Chesbro, 2006). The left sides of the notebooks are reserved for student-developed examples of understanding. Wist (2006) states this side is recognized as the way students process the information given to them from the teacher. It is on these pages that students are given the opportunity to find a creative way to express their knowledge, complete a journal prompt, analyze information or apply previously learned skills to new topics. A recurring theme among teachers that have used interactive notebooks in their classrooms is the feeling of empowerment that students have when using the notebooks for daily instruction (Waldman & Crippen, 2009). The variety of choice on the left pages allows students the chance to express themselves in a mode of communication that fits their personality. The inclusion of color, highlighting, and drawings increases the sense of ownership and demonstrates understanding of content (Wist, 2006). ISNs also work as a comprehensive study tool for assessments, a reference tool for future studies and a means of feedback between teacher and student. Young (2003) points out an additional benefit, the inclusion of a content specific writing element in the form of a prompt response or as a part of a reflective journal entry that reflects the understandings of the student.

References Cabalo, J., Newman D., & Jaciw, A. (2006). Effectiveness of tcis history alive! for eighth graders: A report of a randomized experiment in alum rock union elementary school district. Empirical education. Retrieved from www.teachci.com/pdf/empirical_education_research_report.pdf Chesbro, R. (2006). Using interactive notebooks for inquiry-based science. Science scope, 29 (7): 30-34. Retrieved from http://www.nsta.org/publications/news/story.aspx?id=51882 Endacott, J. (2007). Social studies interactive notebooks: Helping to meet the needs of middle school students. Social studies research and practice, 2 (1): 128-138. Retrieved from http://www.socstrpr.org/files/Vol%202/Issue%201%20-%20Spring%202007/Features/2.1.13.pdf Gilbert, J. & Kotelman, M. (2005). Five good reasons to use science notebooks. Science and children, 50 (6): 28-32. Retrieved from http://cmasescience.pbworks.com/f/5+Good+Reasons+to+Use+Science+Notebooks.pdf Lauria, J. (2010). Differentiation through learning-style responsive strategies. Kappa Delta Pi, 47(Fall), 24-29. Retrieved from http://web.ebscohost.com.library.marygrove.edu:2048/ehost/detail?vid=5&sid=73495a54-f39c4beb-84ce-88edfa26b063@sessionmgr112&hid=127& bdata=JnNpdGU9ZWhvc3QtbGl2ZSZzY29wZT1zaXRl Lo, C. C. (2010). Student learning and student satisfaction in an interactive classroom. The journal of general education, 59(4), 238-263. Retrieved from http://130.102.44.246/login?auth=0&type=summary&url=/journals/journal_of_general_educatio n/v059/59.4.lo.pdf

Madden, M (2001). Improving student achievement with interactive notebooks. (Master's thesis) Retrieved from gse.gmu.edu/assets/docs/lmtip/vol3/M.Madden.doc Massey, D. & Heafner, T. (2004). Promoting reading comprehension in social studies. Journal of adolescent & adult literacy. 48 (1): 26-40. Retrieved from http://www.ed.sc.edu/raisse/pdf/SocialStudiesArticles/PromotingReadingComprehension inSocia%20Studies.pdf Waldman, C. & Crippen, K. (2009, January). Integrating interactive notebooks. The Science Teacher, 51-55. Retrieved from http://web.ebscohost.com.library.marygrove.edu:2048/ehost/detail?vid=3&sid=73495a54-f39c4beb-84ce-88edfa26b063@sessionmgr112&hid=127&bdata= JnNpdGU9ZWhvc3QtbGl2ZSZzY29wZT1zaXRl Wist, C. (2006). Putting it all together: understanding the research behind interactive notebooks.(Master's thesis)Retrieved from http://interactivenotebooks.wikispaces.com/file/view/ISN-Research Based.pdf Young, J. (2003). Science interactive notebooks in the classroom. Science Scope 26 (4): 447. Retrieved from http://www.nsta.org/publications/news/story.aspx?id=47679