Classroom Procedures and Rules

CLASSROOM PROCEDURES AND RULES

RULE: The laws or regulations given to guide an action, results in consequences if broken

PROCEDURE: A consistent and particular way /sequence of accomplishing a purpose

My son/daughter has reviewed these Rules and Procedures with me

Signature:

COOPERATIVE LEARNING TEAM ROLES – SPRING 2012

1. Get the team focused & begin the assignment immediately
2. Make sure everyone is equally involved & working at the same pace (no one is to be ahead/behind the team)
3. Manage time to ensure the assignment is done in the allotted time
4. Ensure every team member is fulfilling their role/job & correctly address those who don’t
5. Appropriately handle academic/social conflicts (cheating/not working) by assessing

1. Make sure everyone is equally participating in the academic dialogue – no talk hogs
2. Ensure everyone has an opportunity to hear

1. Clarify any question the team has and then express it to the instructor in an academic manner, by stating, “My team wants to know…” or “my team doesn’t understand….”
2. Clearly explain/repeat directions from the teacher back to the team
3. Relay correct and incorrect answers back to the team when work is being checked

1. Study all material before coming to class to be prepared to support the learning of others
2. Reference the notes & textbook to support the thinking & application of the assignment
3. Prepare the team for the Verbal Assessment Questions by using the notes to review
4. Teach/guide the learning process for those students who need extra support
5. Make certain the team knows the unit ECQs and where to find them

1. Make sure the table is organized & clean at the beginning of class. Report any problems to the teacher. Ensure table & floor is clean
2. Keep the materials basket updated with necessary supplies. Keep basket clean of trash
3. Empty the trash basket at the end of the period
4. Return all lab materials
5. Neatly stack books & organize the materials & trash can before leaving.

Cooperative Learning Team Rules

1. Speak only to students in your team (no inter-team mingling) & all discussion must be content related.
2. All discussion must be content related (no loud noises/excessive laughing)
3. All team members must remain seated unless given permission to do so

POST-LAB Output Directions

1. Title the page, Post-Lab Ouput.
2. On the first line write, Results and highlight.
3. Doing quality work, draw the results of the lab. Include all labels, and “before” and “after” drawings that may have been included in your data. Your drawing should essentially be an accurate and complete “picture” of your findings.
4. Next, write Hypothesis Reflection and highlight.
5. Reflect by determining whether you accept or reject your original hypothesis based on the results you obtained from running the lab. In a complete sentences state whether you accept your reject your hypothesis and explain why. Your reasoning must be BASED ON DATA!
6. Next write, Connection to ECQs and highlight.
7. In a five sentence paragraph, write what you learned from this lab and how it connects to the ECQs. Include any discussion of experimental error, data, results, and concluding thoughts.
8. Highlight and number the periods.

POST-LAB RUBRIC

PRE-LAB Input Directions

1. Title the page, Pre-Lab Ouput.

2. On the first line, write Lab Title and then write the name of the lab (highlight the words, Lab Title).

3. On the next line write, Purpose and highlight. Read the introduction or background information of the lab, and then write the purpose of the lab in a complete sentence.

1. Next write, Connection to ECQs and highlight. Based on what you read in the introduction, write a sentence explaining how the lab is related to the ECQs (in other words, how is this activity related to what you learned in lecture).
2. Next write the word, Hypothesis and highlight. Write a hypothesis for this lab by writing an “if…and then…” statement. NOTE: This is a CRITICAL THINKING task that requires you to apply what you learned in lecture and connect it to this new activity. Use your notes, take the time to THINK, and write a hypothesis that makes sense.
3. Next, write the word materials and highlight. List the materials you will need for this lab.
4. Finally, write the word, Procedures and highlight.
5. Read the procedures of the lab.
6. Based on instructions from your teacher you will do one of the following tasks…

OPTION A (Draw Steps): For each step of the lab, draw a picture showing exactly what will happen in this step. Keep the following in mind…

1. Do quality work
2. Use color
3. Number each of the steps
4. For each step in the instructions, there should be a drawing.

OPTION B (Summarize Steps) Read the steps of the lab, and in no less than 8 sentences, in detail, summarize how you will run the lab. Number and highlight the sentences.

PRE-LAB RUBRIC

CORNELL NOTE-TAKING PROCEDURES

Cornell Notes will be taken only on Input pages in the Science Notebook.

You will take two sets of notes: text notes and lecture notes. Set-up your page using the format at the bottom of the page. Use the following guidelines while taking notes:

Text Notes: Highlight all red titles

Highlight all blue subtitles (a different color)

Highlight all vocabulary (a different color)

Lecture Notes: You will start each set of lecture notes with your SNB and three different

color highlighters. Take notes carefully and precisely; for full credit your notes must resemble my notes exactly.

Why:

• Saves time by providing a format that combines text and class notes
• Proves “ready made” study sheet that allows you to quiz yourself & review before tests
• Pushes critical thinking and reflection after each set of notes

When

• Note taking from the text occurs the night before new content is introduced
• Lecture notes are provided the following day—reinforces reading, includes new info,

provides examples, and real world connections that was text notes, clarifies ideas

How

• Carefully examine the sample handout and notice the organization of the concepts and details. Single words and simple phrases are used/develop short hand. The use of spaces

and indentations helps the mind organize information. Page numbers are written in area “B” to save time if you need to refer to the text for further information

• Take notes from the reading assignment in the SNB, referring to the example as often as necessary
• Topics and subtopics are written in area “C”. Notes related to those topics are written in area “D” marked “Text Notes.” Spaces are left between concepts to add additional organization.
• The abbreviation key at the top of the page contains abbreviations of key words used in the lecture. This will enable you to write faster.

CORNELL NOTES EXAMPLE

1. Read the entire section first. DO NOT read a few lines and then copy, then read again and copy another section. THIS IS INEFFECTIVE. If you catch yourself doing this, put your pen out of site and simply read.
2. When you finish reading, decide which concepts are important. Choose from a minimum of 1 to a maximum of 5. This is the hardest step and it may take a little time. You will get better as you practice..
3. Now you can begin to take notes. THIS PAGE IS WORTH 50 POINTS!
4. If you run out of room, DO NOT go to a new page! Attach a sheet of TRIMMED notebook paper to the bottom or the top and fold it up into the book.

Write your notes in a condensed form.

• Avoid using long sentences and complicated sentences
• Bullet or star the main idea and use letters to organize to organize details and use abbreviations when you can.
• Use symbols and short hand

Homework Output Page – 4 Quadrants

ALWAYS COMPLETED ON THE LEFT-HAND SIDE OF THE PAGE

Content Summary Test Procedures

Purpose: Content Summary Tests are to assess what you have learned throughout a given chapter, including ECQs, Labs and activities.

Format: Every Content summary is to include the following:

1. FULL NAME in the Right top corner of the paper2 pts.
2. The CLASS PERIOD under the name1 pt.
3. The DATE Under the class period 1 pt.
4. CONTENT SUMMARY #__, CHAPTER #__: CHAPTER TITLE, Pages __-__ written on the top line of the paper3 pts.
5. An INTRODUCTION that is 1 line long that includes the CHAPTER #, Example: In Chapter 8, we learned about mass wasting. 1 pt

Section 1:

1. Write a body of 15 facts and EXPLAIN EACH FACT and include the (ECQ #) in parentheses at the end of each explanation.

Example: There are 3 basic types of volcanoes which are composite volcanoes that can be mountainous and usually don’t look like a volcano, Shield volcanoes which are low and look like a warriors shield from above and Cinder cones, which are small, steep sided hills (ECQ #1). 1

1. YOU MUST INCLUDE AT LEAST ONE FACT FOR EACH ECQ.
2. At the END of each fact and explanation You MUST number that fact and explanation and highlight JUST the NUMBER. 75 pts

Section 2:

1. In this section you write about the PURPOSE and the OUTCOME of any activities and labs you did during the chapter. 14 pts

Section 3:

1. This section gives you an opportunity to ask any CONTENT related questions or clarifications of a topic. If you do not have any questions, write “I have no questions at this time”. 3 pts.

RUBRIC:

1. Name2 points7. Questions3 points
2. Period #1 pointTotal:100 points
3. Date1 point
4. Title w/ Ch. # & Title3 points
5. 15 Fact w/explain 75 points
6. Lab/Activity discuss14 points

ECQ Output Example

ECQ Output Directions

Homework is an important aspect of the learning Process. It allows for students to review, practice, apply and synthesize the information learned in class. Most of those assignments will be in the form of an Output (OP). Outputs will consist of ECQs (Essential Content Questions), Pre & Post Lab, and Cornell Note activities.

ECQs are questions or concepts that are based on the content that is critical in the chapter and the state standards. The ECQs must be mastered in order to be proficient on California State Standards. Below are the instructions, rubric and on the opposite page, is an example on how to complete an ECQ Output.

STEPS TO COMPLETING AN ECQ OUTPUT:

1. Title the page according to the Output (OP) number.
2. On the next available line, write out the word “ECQ” and its designated number.
3. Place a colon after the ECQ number and write out the ECQ sentence.
4. Highlight the POWER VERBS or what you are supposed to be focusing on when writing and drawing and labeling your ECQ Output
5. You MUST demonstrate your understanding of the content/standards by answering the ECQs in the form of a color illustration. Read the ECQ carefully, study your notes and/or the text, and/or your SNB, to help you develop an answer to the ECQ. Your drawing must clearly show that you understand the ECQ. To help with this do quality work, use color, use a ruler to draw lines and clearly label portions of the illustration (draw arrows and create a key if necessary).
6. Each Output page is worth 50 points, use the Rubric below to help clarify the grading criteria.
7. Below the illustration, provide a written explanation of the ECQ IN YOUR OWN WORDS and explain how your drawing answers the ECQ. This MUST be done in a minimum of 5 sentences and highlight your periods

Homework choices