Help! My Idea is Using Graphic Notebooks to Help Students Reflect on Their Learning

[Leigh A. Rasmussen]

Calling all NNWP cult members! I am desperate for your advice and will truly appreciate all comments to help me figure out the correct or best approach to my inquiry question. It is all Kim’s fault because she used me as an example of having a question about Journaling. I have not stopped thinking about how to use journaling as a learning tool for students. In my quest for more information I found out several facts, the most influencing fact was that journaling is already used a lot. Corbett and many other fabulous teachers have used journaling and posted their findings all over Writing Fix! So bummer, seen it- been there – old news!

My search now is to find a new twist that is student friendly and beneficial. I am reading a book “Science Notebooks, writing about Inquiry” that explains journals usually contain a student’s writing in response to a prompt or a free write response. Logs are usually a collection of data over time and notebooks are meant to be a tool for students to record their data and thinking as they work with materials. Based on this explanation of student writing types I believe I want to focus on student notebooks. Through observation I have noticed that many students use drawings to help express their thoughts and many times students who have a hard time expressing what they have learned can use a doodle or sketch to express what they have learned or are wondering. I also think that it would be really cool to have students use their notebooks in multiple classes. For example students would write about what they learned in Math and then in Science or Social Studies. They would try and use this information across curriculum and then maybe critique it in their English class. I think I would like to focus on expository writing which would adapt to most content areas.

My essential question (or Action Research) would be: Will graphic notebooks help students reflect and build on their learning and writing skills? So fellow NNWP members after reading the above paragraphs should I stick with that question? Should I add anything else I mentioned above, do you have a better twist on an already established strategy? I would like your feedback and look forward to working with all of you this summer. Thank you for your time.

[Kelly Rubero]

Leigh,

The ideas that you presented in your post made me think of a few things. One, I like your focus on written responses and the idea that they can be personal (free writes and maybe even text connections) and also informational (prompts and notes given by the teacher). I can also see how students could use their written responses as a tool to extend their thinking and learning but what might the expository piece of writing look like? What part of their writing (sentence fluency, voice, idea development, etc.) will improve because they took notes and made connections? Also, If students create visual representations (sketches and doodles) of what they are learning in their classes then how will that translate into a piece of writing? I guess I am looking for a stronger writing connection with the "graphics" part and the notetaking part of your action research question.

This might not be my last reply to your post... I want to keep thinking about this one... I am intrigued by your ideas and would like to help.

Kelly

[Doug Zimmerman]

Leigh,

 

I, too, like Kelly, am intrigued by your desire to combine a multimedia approach (doodles, etc.) with what rhetoricians in the past called commonplace notebooks.  These notebooks contained not only a writer's personal thoughts and/or essays but also listed favorite passages or aphorisms from other authors.  Authors would, therefore, have access to quotes, revision strategies, or rhetorical practices near at hand.  This practice was, of course, necessitated by printing costs as books needed to circulate rather than sit in libraries; no Amazon Prime in those days.  Today, however, with most children having access to laptops, ipads, internet accessible phones, and so forth, you might consider reinventing the commonplace notebook in a digital format.  Students could then keep folders for separate classes but have them collected under a single heading such as Fall 2011.  Students could then look at what writing processes/revision strategies have worked and apply them or rework them for other classes.  For me, the ability to apply problem solving skills within writing across disciplines is a key aspect of critical thinking.  In addition, an organizational habit in conjunction with writing strategies might help them later in their educational career.  In partial answer to your question "Will graphic notebooks help students reflect and build on their learning and writing skills?," I believe the answer is yes if students use their folders full of useful material to reflect on what they have accomplished and how past practices can influence future work.  I feel this can be a viable part of any writer's process and I look forward to seeing your presentation.

 

Doug

[Ashley Hennefer]

I really like the ideas you've presented here. I think that graphic notebooks can help reach students who may be visual, rather than text-based, learners. I especially like the strategy applied to science and math courses; students aren't given enough time to write about those subjects. I personally am more interested in "how" graphic notebooks help students, rather than "will" they - I haven't really researched the topic, but I know that graphic organizers and notebooks can benefit students. I look forward to seeing where you go with this topic!

[Courtney Hurlbert]

Leigh- it was great to work with you on Friday. I'm glad we had the chance to talk with Carol and rephrase your question because ultimately YES I think students will benefit from the work you are doing. I can't wait to see how your presentation shapes up and think that all of us will be able to find ways to adapt your findings into our own classrooms. See you soon. Courtney

[Lucy Elise Peters]

Leigh,

I believe the whole concept of graphic notebooks is great.  Students reteach themselves through personal notetaking and drawing.  It would work great to have them do this in your class, but the carrying it with them is a bit tenuous.  In the Montessori schools, many teachers employ this type of note taking.  Students are encouraged to draw an example of learning as well as writing a response. 

 

I think the Breakthroughs book gives a great example about students writing for an authentic audience. Page 125, the entry about students writing to each other from one of Mr. Berkman's class to another may be a way to have the writing get more meaning for the students. 

I was thinking of having my Culinary students write in a class set of Composition books to one of the Foods classes about differing food concepts each week.  Hoping to inspire the foods students to be intrigued with what is happening in Culinary.  This approach may also help the students of Culinary communicate and relearn concepts that they may need to verbalize to a judge during competitions.  We already re-write recipes, so I would have the students do other things (topics), to interact through writing. 

I think the key would be for your students to have a specific audience so the writing doesn't become an avenue to just write what they think you may want to hear. 

 

--Lucy

[Laurel Topken]

Leigh,

I love the idea of a notebook in which the students would be able to use in other classes and also incorporate drawings.  In my class, during writing time, I allow the students to write, draw, or doodle as long as they are busy with their pencils during that time.  Typically I get more writing than drawing but the drawing helps them decide what to write next when the just don't know what to say.  I can see that working well to get ideas across and put words to visions.  I can see the cross class writing being helpful in many ways especially if they are given time to write more about what notes they have taken.  I'm thinking of preparation for college where we try to get students to look at their notes after class and add or clarify what they wrote earlier.

 

I would suggest to be careful with the idea of having a requirement for digital notes as there are still many students who don't have access to these items.  I know of several students in my son's school who don't have computers and have to do their homework at a friend's house or the public library.  This really limits what they can do.

 

I think you have a great topic.

 

Laurel

 

[Marnie Smith]

Leigh,

I am really looking forward to hearing your presentation. I am always thinking about how to inspire students to own their learning. Sounds like having students write down their connection, whether it's text to text or text to self could be a good start. I am very interested in hearing what research you find as well as adaptations across the grade levels.