After hearing about INBs (Interactive Notebooks) from Megan Hayes-Golding this summer at TMC, I'd decided I wanted to give them a try in my Algebra 1 classes. I was looking forward to the organization that it would provide the kids.
So now we're a full week in, and I'm sorting through my thoughts.
1. I think that after we all get the hang of what to put where (and how to number pages), keeping the INB will be good for the kids. We just all need to get "on the same page". (Ha!)
2. The tape that I bought before school started is going fast. Geesh! Who knew that a bunch of freshmen would use up a roll of tape in no time?! I got the cheap ones from Walmart when all of the school supplies came out, and they're obviously teeny little rolls. I'll need to do a little research to see what I should get.
3. The kids are enjoying the hands-on aspect of the INB. (They call it "arts and crafts".) But they've been pretty good about keeping their space nice and neat and cleaning up after themselves.
4. Things take a lot longer to get through when you have to cut, tape, and write in the table of contents. But for someone who had trouble filling a class period at times, that can be a good thing.
5. I still need to get more into foldables. I've done a few with my Honors Alg1 class but none with my Integrated. It would probably help them more, but I feel like I'm rushing with them. I think I just need to get my feet under me first.
6. I've been keeping an INB for both classes but keep losing track of what's going where in the table of contents. So today I made some big posters to hang on my whiteboard so I can keep track of everything (and help the kids keep a list, too). This is just yellow paper from the big rolls that are around that I laminated, wrote on with dry erase marker, and hung on the board. Hoping that'll help us all.
Julie who said that was the hardest part of keeping the INB. I didn't get that until now.
8. A boy in my Honors Alg1 class hasn't made it to class yet; apparently he has some anxiety issues and doesn't want to come to school. I've been told he's very bright, so the material we've covered (which most of the kids knew anyway) shouldn't be a problem. My issue was what to do with his INB. I'm thinking that I'll go ahead and print out copies of my notes and tape stuff in for him so he can jump right in with the rest of the class. But what happens if someone moves in halfway through the year? Just pick up where they come in?
9. I have a special ed aide in my class with me every day 7th period who is so on board with the INBs it's ridiculous. She's coming from an elementary school and I think this is right up her alley (but I'll take all the support I can get!). She said she met with some supervisor yesterday at the Admin Building just to talk about how things were going and told the person all about me and my class and the notebooks.
I've had problems in the past with keeping up with things. I get an idea, jump in, and then it fizzles after a bit. I'm determined not to let this go.
I've been trying to figure out why I've felt so unprepared the past few days after working so much this summer on school stuff... and then I realized that I'm prepping warm ups, notes, and exit slips for my Algebra 1 classes (in addition to keeping the INBs ready to go). Last year I just had the notes.
And so now it all makes sense.