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I love the idea of using interactive notebooks with students in all subject areas. This pst school year I as able to have my 5th graders to become more independent and have them create more of their pages instead of me creating thier templates! I think that one part of interactive notebooks is that students become too dependent on the teacher providing the notes and the students lose out on note taking skills.

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I am familiar with explicit instruction, as it guides the mini lessons of the whole class lessons of the rooms I co-teach in. It also lends it self useful when teaching a new concept! I would if I was working with students with similar academic levels.

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https://www.teacherspayteachers.com/Product/Five-Senses-ESL-Interactive-notebook-Teach-English-1610835
I looked on Teachers Pay Teachers and they have interactive notebooks specifically for ESL students!:) I don't know about you, but I love that site. Many times I do create my own resources, but sometimes, we just don't have the time. :)

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I love interactive notebooks! We used them this year in my lit/comp class to do reading responses. I think that is good, but could be vamped up a bit to make it more hands-on and minds-on! I love doing reader's theatre and plays in my class, so I feel like incorporating notebooks and reading responses into that could be very fun! For example, we read a play and everyone has their part, and then after the play the students could write down maybe 1 thing they wish their character had done differently!

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I haven't heard of explicit instruction by name, but I have heard of errorless learning and discrete trial training! I do feel like I implement this a bit in my science class, but maybe not to a T. We often will discuss examples and non-examples of the current topic (for example, living vs. non-living things). I always ask them "why" questions or "how do you know" questions because I want to be able to tell that they are really applying the skill we are learning, and not just spitting back memorization facts!

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I like the idea of interactive notebooks in the classroom, especially in math and sciences.  I feel like in math, they can be used in a couple of different ways. One way in particular is when trying to apply problems and formulas to real-life situations. The child can write the formulas down in their notebooks along with examples and pictures. Then they can come up with some real-life examples of how to use the formulas and write them down as well.
In my ESL class, it may be a little trickier, but I think it could be done. I could introduce a concept to them, and introduce vocabulary terms and ideas to them. Then they can write down questions that they want answered, and as we are researching the topic, they can write down the answers that they find.

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I am familiar with explicit instruction, although I had no idea it was called that before reading this article! I definitely use it in my ESL class when talking about the different parts of speech. I first introduce the different types of speech (noun, verb, adjective, etc) and give them examples. We then do activities to help them identify the different parts independently and have them explain why. At the end of the unit, I have them identify all of the parts of speech in sentences and they have to tell me why they are nouns, pronouns, etc.. I also show them words and have them group them into the different parts of speech and they have to give reasons why they put them there.

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I think that with math you can apply the "hands- on minds-on learning" very easily! There are so many concepts that you can find in real life and apply them! Just thinking elementary level of course but you have adding, and multiplying and all of these things that they may have done in real life and they can try to make those connections or write about the strategies they used in solving a problem!

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I use explicit instruction a lot "I do, we do, you do" in my first grade classroom for writing and math. It just helps to show them what is expected and then they are more likely to do it independently.

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I have tried interactive notebooks in several subject areas! For my kids, it is a lot more work for me, because my students are not strong in writing typically. I have to do a lot of modifying to make things fill in the blank or allow for my kids to circle their answers. I like that all of their learning is contained or organized in one area, and we can go back and look at what we have learned. I have always learned that writing helps students to remember information, so I could see how a notebook would help a student who is able to write.

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Yes, I have used explicit instruction in my special education classroom. It depends upon the group of students I may have during a certain time whether I utilize it or not. I think it is really useful for my kids with intellectual disabilities or autism; it really depends upon the student, though!

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In our math class with use interactive notebooks in a similar way that was stated in the article. First, the students do a hands on activity introduce the math concept that is going to be taught. Then, we take notes on that math concept in our notebooks (sometimes we add drawings, graphs, and diagrams to expand our notes). Next, we connect the math concept to a real life circumstance. Lastly, students have time to put practice problems in their notebook so they have something to look back at when studying for quizzes and tests. I love the interactive notebooks that we use in math class because I think it meets the needs of all the students in our classroom!

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Through my undergraduate education I learned a lot about explicit instruction. I feel like this is a common strategy used throughout special education classrooms! I have used explicit instruction in some of my student teaching placements however I tend to stay away from it in my classroom currently. My students don't need explicit instruction so I tend to push my students to interact in self-directed learning. However, looking at the students that are coming into my classroom next year I think there will be more areas to use explicit instruction so I am glad you brought it up to start my brain thinking that way again!

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I could not figure out how to attach the article to my comment. But this is the article I mentioned.

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Science Inquiry and Writing for ELLs.pdf

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Article 1:

I feel that I am very familiar with explicit instruction. It’s a strategy that is used often in special education. In some of my placements, I had to use explicit instruction. Whenever I can help it, I don’t use explicit instruction. This isn’t necessarily a criticism of it. If my students need it, I use it. Otherwise, I tend to let the student do a lot more of the guiding. Our school really pushes self-directed learning strategies in which the student is in the drivers seat. I don’t think that explicit instruction always goes along with that. That being said- I do find myself using it from time to time. Specifically in language lessons in which I’m trying to directly teach the structures of English. While sometimes, I can provide my students with example sentences in both ASL and English and they can come up with the English “rules” themselves, sometimes it takes explicit instruction. You’ll hear me sometimes doing the whole model-lead-test. I’ll say a sign a sentence, then go “Sign it with me.” Then finally go, “You try.”

Article 2

We used interactive notebooks in Science last year and I really loved them. This year, we didn’t use them because we were in the gen ed classroom for Science and I didn’t control that aspect. However, we use them in Math. Once we play with a concept, we take notes in our interactive notebooks where the students are able to take more meaningful notes because they’ve already had the hands-on practice to connect it to. Our gen ed math teacher always finds different fun and funky notes to take with cut outs and pull outs and cool stuff. The interactive part of the notes, helps keep the notes interesting and often does a good job of making the notes different from each other, so students can more easily recall which notes go to what. If they are looking for the notes on proportions, they’ll go “We did that game that day with the dice. Then we did those notes with the circles…” and they can more quickly recall the right notes to look at for what they need. I’m not sure that our math notebooks were quite as structured as the science ones in the article, but they work for our class…

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This article reminds me a lot of research I had done about interactive math notebooks. They seem to have a lot of similarities as they are designed to allow students to be more hands-on in their learning. I like how table 2 in the article outlines the key concepts. I think many of these could be tried into a statistics unit that I teach. In this unit, I like that students can pick a topic to explore and work through the steps from there. Science and math are very closely related so I think this strategy works well for both.

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I am fairly familiar with explicit instruction. I think math lends itself well to explicit instruction. When I am introducing a new concept in class, I follow the model outlined in the article. I will go through a problem, explain the steps along the way. Then as a class, we walk through the process. Then, the students are asked to show me their understanding of the topic by completing a problem independently.

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I remember having a science notebook in junior high where we would record the method, results, hypothesis, etc. I found that having that structure to map out thoughts and findings was helpful for me. I can see using notebooks for my students after reading a text so they can write down their thoughts. The authors mentioned that notebooks could be used for making inferences and predicting. I can see that be a use for notebooks in my classroom. I just think notebooks are a great place for students to put their original thoughts down and to engage with text or activities in the classroom.

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I have heard of explicit instruction and am writing about it a little in my paper! I think that explicit instruction can be carried out in a lot of different ways, so I would say in a way, yes, I use some explicit instruction in my classroom. I have done some explicit instruction for vocabulary with my ELs. In interventions I also do some explicit instruction on reading strategies. I also like that the authors mentioned that students with autism typically don't have a lot of background knowledge to make connections in science. I see the same in my EL students, and it's a good reminder that we can't assume students already have some fundamental knowledge, especially in heavy content areas.

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Article 2: I love this idea but it’s difficult with students that are so young to implement this exact strategy! I did a modified version during our life cycle and plant units last year where students would work on describing what was occurring to me, and I would write it for them, and then we would draw illustrations for our sentences. I can see myself using this strategy in literacy where we could re-tell stories and illustrate books that we have read in the classroom.

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Article 1: I learned about explicit instruction in my undergrad studies and I use some explicit instruction in my current classroom setting. With pre-k students keeping their attention is often a biggest challenge so I like using the “I do, we do, you do” model where the students will get the opportunities to engage and do the learning with some independence. I use this a lot when we are doing hands on activities where I model for the students how something can be done, then we work to do the activity with the assistance of myself and my TA if the students need it.