Over time I have read many articles and blog posts about the use of Left Side and Right Side working in an Interactive Notebook. Some of you may be looking at me right now asking yourself, “What the frak is Jenn talking about now?” Check out a few views on Left Side/Right side here, here and here.
A basic synopsis is that the different hemispheres of our brain are used for different functions. Based on this research it is suggested that the Right Side of an Interactive Notebook be used for Teacher Directed instruction as that flows with the Right Side of our brains which is more analytic and takes the input and forms it all into an organized manner. On the flip side, the Left Side of the Interactive Notebook is used for the Output as we use our more creative and free thinking side to use what was put into our brain and then think reflect on what we have learned.
For many people this works and I am proud that they are able to make it work. But if you have been reading my blog, watching my You Tube videos or even have been able to see me present, you will have heard me say time and time again, “You have to do what WORKS for YOU and YOUR STUDENTS!” There is not right or wrong way to do Interactive Notebooks as ONLY YOU know what is best for your group. {I’m down off my soap box, I promise.}
So what does that mean in my personal classroom? Well, we flip it! Growing up anytime I used a resource {textbook}, the meat of the lesson was on the left hand side and then anything I practiced was on the right. Reflection was done externally. Ready for some pictures? Will that help?
{Remember, we don’t do Bell Ringers in my class and instead use those first three minutes to prep our notebook for the days lesson. I simply have the visual placed under my document camera or a picture of the first stages projected on my screen.}
As you can see on the left side of this lesson on Problem Solving Strategies, the students have attached a chart about the Technical Reading Strategies that we use in our classroom. Basically this is UPS Check broken down into smaller steps. Now, just because this chart is already done for them doesn’t mean they are done. Typically with this lesson I have charts up around the room with the underlined word on each. Each table is given about 10-15 minutes to collaborate anything and everything they know about that one step in the Problem Solving Process and create a “down and dirty” visual so that we can remember what each step is symbolic of.
Then we spend NO MORE THAN 15 minutes going through each poster. You see, we are now up to 25-30 minutes of that 42 minute class have been used. AHHH!
Quick gather back and it’s time to process what we have learned. And you know what, we may not finish and that is okay. Let’s start with quickly, “What is a Problem Solver?” Students give ideas, write down three of them. Good! We have under stood what it takes to be a Problem Solver and you know what, if you have issues where your class can’t tell you, this gives you a clue of where you need to STOP and think on your feet to adapt and change what you are doing to get all on the same page!
Remember I talked about using those first few minutes for prep time rather than using class time to prep materials? When my students walk in on this class day, they would have picked up the Problem Solving Strategies Poster (grab the freebie here), a 3 Flap Mini Book (part of my INB Starter Pack set) and a set of 4 pre-typed Word Problems. The rules are the same for all… cut on the dashed lines, fold on the solid lines.
At this point it’s time to glue in our 4 pre-typed Word Problems. Students have already cut them out, they just need to know where to put them. Wham bam, that’s done! Now, modeling how to use the strategies effectively with the first problem. Going through step by step and talking about it together. This might take longer than expected on the first go round and that is okay because during that first week of school it is important that they get the skills down and understand how to effectively use their Interactive Notebooks.
At this point, you need to judge a few things. Were your students with you? Are they lost and need more practice? Are they ready to move on and show you what they know? Can they do this on their own? Use the last few minutes to let them try the next problem (heck, let them choose on of the the three remaining). Work together as a table group and see if they can at least get all the way to the computation.
You may be screaming at me right now, “But Jenn, they didn’t finish!” Well, do you ever just teach a topic one day and no spiral back to it over and over? Of course not! Tomorrow, grab the class back together after their Magic Minute of prepping for the next lesson. So what did we learn yesterday? Let’s work together as a class and see what we can complete on our Problem Solving Practice and see what we came up with. {At this point, I would then assign whatever is NOT complete as homework that may or may not be checked at a later time.} Don’t let this take more than 10 minutes because you have your next lesson or activity to work on. Psst: My next lesson after this is Wonderful Word Problems.
Now at the end of Day 2 is when I would give an Exit Ticket based off the material of Problem Solving. You can either do it in true Exit Ticket Style or Post It, Prove It Style as either one will work and BOTH have their benefits.
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Jen,
Excellent post. Your graphics are very helpful. I find that I have used my INB’s in many ways. I found that telling the students they could only do the right side/ left side caused a LOT of confusion because there was rarely enough room. I used the concept input/output but didn’t limit the pages they used. They just had to keep really a really detailed table of contents and label their pages well. It worked for me. Thanks for all the inspiration, continuing to read your posts about INBs is making me work harder and want to do an even better job with my students.
Sidney,
That sounds like a great plan! I found that by using the spirals over using a composition book helped with not having to worry about pages as well. We also have added paper on top of it and just taped it to create a hinge.
4mulaFun
Thank you for saying this. I am starting ISNs this year because I like the organization and engagement it will provide to students, but I have always been confused about the left vs right structure. Doing it opposite makes more sense to me! As was said by Sidney, I also worry that limiting students to a certain amount of space is not best. I’m happy to know that I won’t be the only one doing things backwards.
Don’t worry about limiting them! Problem solve as you go along. No one says you can’t add in an extra page here and there with notebook paper, copy paper or an extra flap! 🙂
awesome post! very well written and so clear.
Its seriously about what works for you and your class!
Thanks
Elizabeth
Hodges Herald
Thank you for being so detailed. Great post! Love all that you do. Thanks for the freebie, too! You’re amazing!
Najda (@gardenfullofknowledge)
Excited to begin INBs this year. I like your version of Right Side, Left Side. It makes more sense to me and it is easier than trying to write on the back of something that has glue on it. I see that you use a spiral notebook and not a composition book. What are the pros or cons to using the spiral vs. composition book? Not sure which one is a better idea and I don’t want to invest $ into something that won’t work as well. Thoughts?
Brook-
It really is a personal preference and there are pros/cons about each. I use spirals purely for more space and less time to prepare materials. I was always having to shrink things with a comp book and just didn’t have time for that when it came down to it. Also, if it a student happens to tear out a sheet in a comp book (even if you tell them NOT to do so), it goes against the stitching and will make other pages fall out as well. The cons that I have had with spirals are if you need storage space you need to make sure you direct your students to flip the notebooks back and forth so spirals aren’t all on the same side.
Hope this helps.
Jenn
Thanks!
I do my input/output “backwards” like you do! Glad to hear you do it that way too!!!
Jessie Hester
MrsHester.blogspot.com
Left = learning, right = reflection
Also, it was easier for the kids to do their reflections on the “front” of a page and glue my handouts on the “back”
Love that way of remembering it as well! 🙂
I always say left is for learning, right is for reflection. Thanks for the post.
Do you use glue or glue sticks to paste?
Tammy,
Thanks for your question. I have used both for my Interactive Notebooks. Overall I do find that white glue does work better to keep things adhered over time. You really have to be patient and teach the use of white glue with your students. “Just a DOT, not a lot” is the phrase I always used with my students.
Hope this helps!
Jennifer
Thank you for sharing this. I’ve been journaling for a while, following the prescribed way because my old district insisted on it. This year I’m in a new district with freedom to make changes and this is one I’ve been SERIOUSLY considering because MY brain just doesn’t organize information that way. I’m glad to see I’m not the only one heading off the beaten path!
Yours are one of the few things I read all the way through and save. Your materials and ideas have completely revilotionized my teaching and my kids love it and are more successful than ever. Please keep it coming… :). I get so excited when I see new items and ideas and explanations! Thanks!!
So glad that I could help out Diedra! 🙂
I used this page when I was starting my interactive notebook journey.. I have since deviated from it a little bit because it worked better for my students. BUT I wanted to give you credit and told people on my blog to come here to get started since you have lots of info. I gave credit under the picture!! Thanks for starting my journey!!!
The great thing about INBs is that you can modify them to fit the needs of your teaching AND your students learning.
Hi, In your blog you mention Right brain as more logical and analytical, while Left is more creative. I have always been taught it is the opposite. Would you be able to explain this more. When I do quick research, i again continue to find Right at Creative, Left more logical. Trying to understand how the Left and Right sides of the pages in the interactive journal match up. THANKS! Enjoying reading your blog.
HI!
thanx for the post. i plan to start using INbs with my high school kids this year… have a few questions, please…
do u have separate class notebooks( for class notes, questions, etc) alongwith these INbs?
is it mandatory to have a left side and a right side in an INb.. cant we just have a teacher instruction page & then all the related foldables/activities and then over to the next topic and so on?
In my class we used our notebooks for all of our notes and practice each day. I did not put homework on our notebooks but some teachers do.
The great thing about Interactive Notebooks is that they are meant to be for the students and I allow my students to make them their own in whatever way that takes. As long as their table of contents reflects their lessons and materials that is what matters to me!
Jennifer
Thnx for sharing.
I’m a bit confused as I’ve always understood that the left side of brain was more logical/antalytical and the right side more creative. That’s why I use the Left for Learning & Right for Reflecting model. I explain it to my students that was as well. Either way, I do enjoy using INBs. Have a great year.
The brain has a right and left hemisphere. The right hemisphere controls the left side of the body. The left hemisphere controls the right side of the body. The left hemisphere works with logic; thus the right side of the notebook is controlled by the logic hemisphere. The right hemisphere works with creativity; thus the left side of the notebook. It is confusing.