Incorporating Notebook Organization … a N.O. brainer Kendia Herrington, Buchanan High School, Clovis, California  2020-21 Purpose & Background Data Collection Over my teaching career, I have implemented hands-on The collection methods center around the idea of looking at how students can pull ideas together from different activities and write them down learning, academic discourse, NGSS, and a growth mindset. The to be able to make more connections. The treatment group will be given a different graphical organizer outline than the traditional graphical current struggle I see in my students is their differing abilities to organizer that is routine in class. learn from activities and retain that knowledge. Table 1: Research Matrix Need Data Collection • Take reflective notes Observation Time • Connect to previous knowledge Interviews Student Surveys Pre & Post GO Notebook Scores Assessment Scores Question Sheet • Allow for future connections Notebook Organization A # ∆ # # ∆ A # A # synthesize Students continue to grow thei r science understanding within chemistry the Next Generation Science Standards (NGSS) by making Reflections & connections from previous concepts to a new storyline, different A # ∆ # # ∆ A # ∆ summaries phenomenon, and building on their practices and concepts. Discourse support A # ∆ # # A # A Progressing student practices > self-regulation increased confusion in evaluating multiple models GO support in science-learning science environment A # ∆ # # A # self-reflection (Hardman, 2017) Teacher # Impact Adding diagrams with written explanations Key: A = qualitative data; # = quantitative data; ∆ = change over time improved student usage of their notes (Manalo, 2013) Created claim from expe riences and interactions Results Student Interviews with phenomenon retai ned more (28.2%) with addition of visual art integration The additional organization to turn the graphical organizer into a class Comparison student: “It helps. I mean showing that I (Rosen-O’Leary, 2019) routine showed a student attitude shift and significant increase in improved understand it is what I see when I can complete it quality. Figure 1 shows the treatment (red) had a lower disagreement in their (reflection).” ability to reflect on their own (question 11), help in discourse (question 13), Treatment student: “The part of the notes that makes Refer ences and that the graphical organizer will help them (question 16). Over the unit, me feel more confident is seeing how I understand Hardman, MA. (2017). Models, matter and truth in doing and learning science. School the treatment group showed a strong disagreement that the journal helped what I learn and being able to write it down with lots Science Review, 98 (365) pp. 91-98. Manalo, Emmanuel. (2013). Science and Engineering Students' Use of Diagrams during organize their thoughts (question 3), helped to show their confusion of colors and models. The reflections of activity help Note Taking versus Explanation. Educational Studies., 39(1), 118-123. (question 9) and, ask for help after reflecting (question 10). After conducting me see where I’m still lost.” Rosen-O’Leary, R., & Thompson, E. G. (2019). STEM to STEAM: Effect of Visual Art interviews, the guiding questions for their graphical organizer made students Integration on Long-Term Retention of Science Content. Journal for Leadership and Instruction, 18(1), 32–35. feel confident in their work without needing additional help. Figure 2 shows the significant (3.5425 p-value beyond the 2.0010 value with 59 degrees of freedom) improvement of the treatment group’s graphical organizer. COVID Lessons The unit within this research was completely taught Research Questions online during the COVID-19 pandemic. The importance of reflecting in a journal was seen This action research was designed to ascertain the effectiveness everyday by the teacher, strong students, and ignored of creating a routine of using a graphical organizer to combine a by lower students. The daily physical support by a student’s knowledge from different activities. teacher on refocusing, redirecting, and clarifying was Focus Question shown on the lack of reflection in student’s journals. At the end of the school year, students saw the How does organization in a notebook help students make importance of their journal reflections from need and connections in their chemistry understanding? in person supports. How can implementing reflections and summaries from activities impact knowledge connections? Future Notebook Students need a routine to support them in making How will scientific discourse support self-regulation on Figure 1: 5-week Survey results (blue-comparison and red-treatment) reflections from an activity so they connect the idea their chemistry understanding? to a phenomenon. At the beginning of the year, there will be a lesson on the importance of keeping up in their journal. This will be continued with routine guiding questions at the beginning of class and time How will using graphical organizers support self- to make a section of their graphical organizer. When reflection of students? a student feels that there is support in their learning, the majority of students do that work. Future unit examples from students will be shown and a current What is the impact of these strategies on their teacher? unit teacher support will be shared. This research has Figure 2: Difference between Pre & GO; (N blue-comparison = 20; N red- shown that without support, lost students will not treatment = 41) participate in discourse and fall further behind. Changes in Score