The Super3 contains the same basic elements as the Big6, but makes the language and the concepts a little simpler and easier for younger students to understand. The Super3 are:

1. Plan – (Beginning)
2. Do – (Middle)
3. Review – (End).

This information problem-solving motto is easy to remember, fun to say, and helps young students get a handle on information problem-solving.

Think Process!
The importance of the Super3 lies in the fact that it gets the youngest students to start thinking in terms of process. Many students are not able to see past the Do component of the process when thinking about the work that they do in school or any other information problem-solving activity. While Do is an important step in creating a product or solving a problem, it cannot exist on its own. Do works the best when it falls between plan and review.

To get your young students thinking in terms of process, have them imagine themselves as the main character in a story about completing the task at hand. This is a concept that every student will be able to grasp, since students hear stories all the time. Now have them explain the plot line of the story; how do they prepare to tackle the assignment, problem, or task? After they describe finishing the task, have them consider whether or not this was a good story. Did the central character do a good job? Once students become comfortable with identifying the elements of the Super3, make a habit of regularly asking students to identify the Supter3 steps in every story that you read together as a class. You will be surprised by how quickly they will “get” it!

Step One: Plan
Plan (Beginning) is the important first step of the Super3, and it is a step that students do not always take naturally. More often, they jump right into the middle and begin doing their assignments. The key is getting them to understand its importance. When kindergartners are given a picture to color, spend a moment with them discussing the step that they take in choosing colors. What are they doing when they choose a blue crayon for the sky? They are planning how they will tackle the assignment to achieve the desired effect. This is really no different from a twelfth grader planning which resources she will consult first when writing her term paper about Hamlet. Helping your students begin to think in terms of process creates the foundation for educational success throughout their school career.

Young elementary students do a great deal of planning in their daily routine. This includes:

- Choosing teams for a kickball game
- Picking blocks to use to build a castle
- Selecting a picture book to check out from the library media center
- Deciding where to place his or her mat for naptime.

Planning is a natural function of human thought. It is your responsibility as an educator to help students see the importance of the planning process.

Remember to Review
Review (End) is a more difficult concept for most students to remember. Many kids feel that once they complete a task or assignment, the job is done. However, to truly build a foundation for academic success, young students must not forget to evaluate what they have produced. Just as Big6 #6 – Evaluation – asks students to evaluate both process and product, Review is a multi-faceted concept as well. When asking students about their work, do not just ask them if they created a quality product. Ask them about the path that they took to complete the assignment whether or not they would do it differently next time.

One way to get your students into the Review habit is to make it a part of your assignments. When planning an activity, build in evaluation time. Have students look over their work before they turn it in, and put their initials on the back of the paper if they believe that what they created meets the assignment. Be very specific and clear about your expectations when assigning work to your students since this will give them a better foundation for reviewing the work that they have done.

Parents Can Help Too
Encourage parents to make evaluation a part of home life, too. Talk to parents about the importance of Review on open house night. Occasionally send students home with a piece of paper for their parents, explaining what the students learned and did in class that day. Have parents ask their children specific questions about what they learned in class and whether or not they feel they did a good job on their assignment. This will avoid the—What did you learn at school today?—Nothing syndrome at the dinner table and will help reinforce the importance of Review outside of the classroom.

Super3 in Action
To see the Super3 in action, consider an example of an assignment given to a kindergarten class. Students are to work with a partner to draw a picture showing five winter activities. See how the Super3 could be applied. Are partners talking about which winter activities to include (Plan)? What about actually working on the project (Do)? How about looking over their picture before they turn it in (Review)? The Super3 is super easy and will put your little ones on the road to success!