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#7 - How can I get my students to go back to their focused notes to review and use as a study tool?

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#7 - How can I get my students to go back to their focused notes to review and use as a study tool?

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I would use questioning to guide self-reflection and to allow for the participant to make connections. I'll be honest, I chose this question because I've been doing this all year with my own staff as they learn to incorporate the FNT process as our schoolwide focus. I would ask:
- What are the ways you are currently implementing the FNT into your classroom? Are you being explicit and naming each of the steps as you guide students through them? If not, would that help students make better connections to what they are learning?
- If students aren't using the notes as a study guide, what steps have you already taken to try to promote the use of notes as a study tool? (most often the answer is, I told them to use them to study...) Awesome, if they have been directed to use the notes to study, how have you modeled different study methods to them? Think about when you learned how to study, what were you taught to do that was helpful? (frequent answer...I had to learn on my own and x, y, z helped) Great, so think about what it would have looked like to have someone teach you those strategies without you having to figure them out on your own.  What would that look like? What kind of practice would you have needed? What would that look like? How do the strategies you mentioned line up with the FNT process?
This approach allows the participant/teacher to reflect on and make connections to their own experiences and look at parallels in their own learning and what they can do in the classroom to best impact student use of notes while studying. I find that this is a more impactful approach to answering a question even when I can give a more instructive response because it creates conditions where the participant/teacher really absorbs and personalizes the ideas discussed.

MM

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I would begin with asking the teacher what about the collaboration activities makes them  nervous about students working on their own.  I would then ask if there have been any times when students have worked on their own and how that went.  It may be that the teacher tried it previously but did not create enough structure, checks for understanding, etc. By having the teacher describe their previous attempt would help them to see where they could change their approach this time around.  When I facilitate I find myself asking questions and getting the teacher to reflect and describe their practices which allows for them to come to their own plan of action.

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#7 -How can I get my students to go back to their focused notes to review and use as a study tool?  MM

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#7 -How can I get my students to go back to their focused notes to review and use as a study tool?  MM

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When you are introducing your students to the FNT process, it is very important to be intentional  about incorporating the five phases in to your lesson plans and/ or units of study. Let's review your lesson plans to see where you have already incorporated  phases of FNT and identify opportunities to embed the process.  The FNT process provides a great opportunity for students to revisit their notes and reflect on their learning. I noticed that students have reading assignments and several worksheets related to the lesson for classwork and homework.  The critical reading process and FNT process mirror each other.  How can you use the FNT process to support the learning and replace the worksheets? Are there any assignments that could be modified by using the phases of FNT?  Here are a few suggestions to try to help your students revisit their notes and use them as a study tool.
1) After students complete the reading assignment, have them add  new learning to their notes (layering) in a different color.
2) Instead of completing several worksheets, try having your students develop leveled questions for each chunk of notes or for a kahoot quiz.
3) Model using the Focused Notes as a text and how to use the six writing in the margin strategies (critical reading process) for your students.
4) 10-24-7 model
How might you embed these strategies support your lesson planning? How will making the process an integral part of learning increase students interactions with their notes.

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I am really struggling with getting my kids to complete their TRFs."

Tell me about your procedures for students turning their TRF's? How oftern are you holding tutorials? How are you using the TRF as a tool for students learning? What are your expectations for students in completeing TRF"s? Tell me about the consistency of the expectations you have for students.

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I am really struggling with getting my kids to complete their TRFs.
Depending on how much i know about the teacher and the environment will contribute to what questions I begin asking to understand their specific situation.  Some questions I would ask would be: Grade level of students?  How many students are new to the program?
Once I had an understanding of the situation, I would ask what activities have the students engaged in to understand the tutorial process (ie some form of tutorial bootcamp)? I want to assess how much knowledge the students have about the process and the purpose of tutorials. Then I would reassure the teacher that even the best trained and experienced students struggle with turning in their TRFs. Then i would ask the teacher what strategies have they done thus far to get students to turn TRFs? Then I would ask if there are any strategies they have wanted to try but hesitant to try? Depending on how the collaborative conversation progresses, at some point I would pose my idea by saying, "have you ever thought of doing this?" Throughout the conversation, I would add statements of encouragement to try new things or that what they have done previously are good ideas.

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I am really struggling with getting my kids to complete their TRFs.

First thing I want EVERYONE to understand is that all teachers struggle with this. 40% of your week deals directly with TRFs. So, first, know that you are not alone in this struggle. Lets talk through this as a group?
Group - What are some of the reasons that students give you for not completing their TFS?

Ok, great!
Now, lets list out at least one way to go through the each of the things we came up with 12 different barriers to TRFs. Of the 12, come up with 6 solutions.

I have added all of those in padlet.
Add your solutions to 3 of what you think are you best solutions.

In 10 minutes, read through the solutions and provide at least 2 replies.

The final piece is 1 "POWER STATEMENT" of what you think will be your go to response when you encounter TRF resistance.

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"When you are working with your students and focused notes, my mind goes to the five steps and how detailed you can drill down in the content to make it THE TOOL.  Steps 4 and 5 are so important in re-enforcing and applying!  That's where you see the lift  - in the metacognition.  Can you describe a step in the process that find most challenging?

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#1 I am really struggling with getting my kids to complete their TRFs

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#1 I am really struggling with getting my kids to complete their TRFs

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What activities or assignments do your students tend to complete? What motivates your students? Why do you think they are more likely to complete those assignments? How can you enhance the TRF process by using some of those same features? We know that students are motivated by competition or collaboration. Is there a way we can utilize one of those to engage your students in the TRF process? Have your students connected the TRFs to real-world situations and/or their success in other classes?  How can you help them see those connections?
L(isa) M (since there are two LMs)

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#1 I am really struggling with getting my kids to complete their TRFs. EM

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#1 I am really struggling with getting my kids to complete their TRFs. EM

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Can you tell me of a time that students did complete their TRF's? What supports were put in place for students? Which content do they struggle most with? Has a model been used whole-class to guide students on how to complete the TRF?

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#4 Do you have a WICORized lesson on cells ready for my science class that I could use tomorrow?

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#4 Do you have a WICORized lesson on cells ready for my science class that I could use tomorrow?

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"Well, sure, we could WICORize that lesson on cells pretty quickly and in ways that will support your learning targets.  What do you want students to know/be able to do by end of lesson?  Would you like students to engage in all elements of WICOR?  Or which elements would best support the learning targets you have identified? What elements of WICOR do you think fit best with the how students will demonstrate their learning?  What type of note-taking will you present/could students use to support the learning targets--could this be how they are writing to learn? What are points you'd like students to discuss/hash out around these targets? What are some collaborative structures do your students already know that could support these targets?"  From here, I would judge how quickly the teacher is catching the drift of WICORizing and support as needed from there.
KM

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#5 Most of my class just failed the last test, and I am already far behind the rest of the teachers. What should I do?

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#5 Most of my class just failed the last test, and I am already far behind the rest of the teachers. What should I do?

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LM
What are some items on the test that were particularly hard for your students? In past school years where have you felt success in those areas? This is a great time for use to really analyze the data together and come up with some ideas for reteaching.

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#4 Do you have a WICORized lesson on cells ready for my science class that I could use tomorrow?

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#4 Do you have a WICORized lesson on cells ready for my science class that I could use tomorrow?

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I'm thrilled to hear you are ready to dive in and use WICOR to teach about cells in your science class. While I do not have a lesson on cells for science, I think that planning together may help you feel supported and prepared. Can you reflect on what level of understanding and use of WICOR your students currently have? Maybe we start with some of the WICOR elements that your students are more comfortable with since they will be learning new content. This balances the structure/content learning.  What are your big outcomes for this lesson (what part of "cells" will you be teaching/grade level)? Where have you looked for resources for this lesson? Often AVID Weekly has lesson plans, and some educators use the curriculum textbook to pull together elements that are already embedded, yet not explicitly labeled!  I'm looking forward to helping you feel prepared to do this work.
ML

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#3 (DM) practice more collaborative inquiry groups...but they can't handle

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#3 (DM) practice more collaborative inquiry groups...but they can't handle

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Sometimes it can be a little scary to let students go and work in groups, so take small steps.  Maybe try collaborative pairs and allow students to build their skills at that level. Then we can come together and create some structure around your learning groups before you begin that process.

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I do not have one created, but how about we create one together.  How about taking one of your current lessons on cells and let's find determine what WICOR strategies to incorporate.

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#7 How can I get my students to go back to their focused notes to review and use as a study tool?

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#7 How can I get my students to go back to their focused notes to review and use as a study tool?

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Letʻs look at the FNT phase together. Great what do you notice what phase we are going through right now? Ok, what phases did we not do and why? I wonder why we did not do that phase, how would that look like for Phase 1-2. Letʻs look at each phase together. - LM

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#1 (LP)I am really struggling with getting my kids to complete their TRFs.

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#1 (LP)I am really struggling with getting my kids to complete their TRFs.

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I would love to help guide you through a process that may help you help your students see the importance of turning in the TRF. Let's look at the procedure that you are currently using and see what ways that we can work together to find a solution.

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#6 (DM) I've got this great idea for tomorrow’s lesson, but I just can’t figure out how to scaffold it for my Excel students.

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#6 (DM) I've got this great idea for tomorrow’s lesson, but I just can’t figure out how to scaffold it for my Excel students.

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Tell me about your great idea for tomorrow. What do you think makes it great? Why are you concerned about your Excel students in this lesson. What do they need scaffolded? How are you going to assess their abilities? What is your learning target? What are your excel students' needs? Are there any scaffolding strategies you have used with this group in the past that have worked?

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Let's look at a lesson you have coming up. Where are some places that you could embed using the INB? What is a question or activity that you could pose at the end of the lesson to get them back into their INBs?

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#2 (MT) - Integrating routines and procedures to use interactive notebooks more after the lesson

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#2 (MT) - Integrating routines and procedures to use interactive notebooks more after the lesson

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I would love to talk through what routines and procedures the teacher already uses in their classroom and how that might apply to the goal - and then brainstorm together ways to purposefully integrate those routines and procedures (and what data to collect to determine success)

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#7 (TM)-Having students use FNT a study tool

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#7 (TM)-Having students use FNT a study tool

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How do your students use their notes for studying now? How do you know they are using them for studying?  How much are they interacting/layering notes?  Are they layering notes alone or collaboratively?  What is your goal?  Can we look at your schedule to build time into classtime to do this?  Let's make a plan together and then reflect on the results as you implement the plan.