Character Counts and Super3/Big6 (Garry Hutchinson, Carroll, Iowa)

Posted on September 23rd, 2008 in Big6, Big6 Directory, Carroll Iowa Schools, Education, Elementary Schools, Guidance, Implementation, Super3, Teaching the Big6 by Laura Robinson

Garry Hutchinson said, on September 21st:

“I am an elementary school counselor (K-3) who teacher guidance lessons on Character Counts. We do introduce career lessons during the month of May. I am interested in hearing more about the Big6 and Super3 concepts and how I can incorporate that into our elementary lessons.”

LR Responds: With the Super3 and Big6, we want to help learners- even the youngest students- to become critical thinkers and more adept in their overall problem solving skills. Character Counts is a perfect opportunity for this to happen. With the Super3, students begin to think about the whole process from Plan (Beginning) to Do (Middle) to Review (End).

To begin with, you may want to present various scenarios to your students relating to the different character concepts (trustworthiness, respect, responsibility, fairness, caring, citizenship). Work with the students to solve these “problems/situations” from the beginning to the end using the Super3. This can start out as a whole class activity with a lot of teacher guidance and then students can work in small groups or even individually to progress through the Super3.

Plan: understanding the problem and deciding what to do to solve it and how to solve it.

Do: locating and using appropriate resources in order to solve the problem and actually “doing” it.

Review: reflecting back to the problem (plan) and deciding if the problem is solved, how the process worked, and what could be better next time.

Another activity could be to use the Super3 to define each of the Character Counts terms.

Character Pillar: RESPECT

Plan: What does respect mean? How will I know if I am respectful? What does respect look like? Who can help me understand this concept of respect?

Do: This is where students will actually engage in respectful activities that were defined in the PLAN stage- complimenting another student, using manners, holding the door open for the teacher.

Review: Refer back to Plan and think about Do. Did I accomplish the task of acting respectful? What worked well? What could I do better next time?

I hope this helps. I would be happy to work through a few scenarios using the Super3 if you provide me with a specific examples. Also, I recommend our book, The Super3: Information Skills for Young Learners, which provides detailed information, ideas, lessons, teaching strategies, and resources for aspect of the Super3.

Best- Laura Robinson

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How exciting.

Posted on September 23rd, 2008 in Big6, Big6 Directory, Carroll Iowa Schools, Education, Elementary Schools, Special Education, Teaching the Big6 by Laura Robinson

As an elementary special education teacher and a project manager for Big6, I am amazed and inspired at the real-world implementation of the Big6 in Carroll, Iowa. The dedication of the teachers and staff members for making the Big6 a definite part of their instruction proves that the Big6 is for everyone and can be used by everyone. Kudos to you all…

As educators, we need to think out of the box more and more in order to meet the needs of our diverse learners. I am inspired by all who are attempting the Big6 across the curriculum!

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Overwhelmed by opportunity? (David Faris, Carroll, Iowa)

Posted on September 20th, 2008 in Assessment, Big6, Implementation, Teaching the Big6 by Mike Eisenberg

David Faris said, on September 19th, 2008

“Recently Carroll High has at one point or another seen a push for High Schools That Work, 6 Plus 1 Writing, Co-operative Learning, Protocol Groups, Reading Logs, and Curriculum Mapping. This year sees us continuing those practices and placing a greater emphasis on Reading, the new 21st Century Skills, Big6, and AIW! Add to the list preparing for new classes that haven’t been taught, planning for existing classes, and coaching/directing opportunities throughout the year. Excellent chances to improve our teaching! With such resources at our fingertips, should each of these be mastered before moving on to the next ? And while “infusion” is the new catch word in education, what does that really mean? One new technique per lesson per class, per week, until it becomes easier? More? Less? Do you use The Big6 to teach The Big6? Finally, does the length of a class (ie a blocked 90 minute class vs a 45 minute class) have an impact on The Big6 methods?”

Mike Eisenberg responds:  Dave, I really do understand that teachers can be overwhelmed by new approaches as well as everything else we have to do.  That is one reason that I emphasize that the Big6 does NOT need to be an add-on.  It does NOT require you as a classroom teacher to change your assignments or the baseline content of your instruction. I’m nut exactly sure what others mean by “infusion,” but to me it means using the Big6 terminology, approaches, and techniques as part of what you are already doing.

The Big6 can certainly be eased into your lessons and units, probably best done when you are introducing  new assignments or reflecting on them (with your students) after completion.  Adding one approach or emphasizing one of the Big6 skills per week – tied to a lesson and assignment – would certainly work. I always like to quickly (1-2 min) remind students of the overall process and then let them know which of the Big6 skills or sub-skills (e.g., Big6 4.2 – Extract) we are going to discuss, use, or emphasize.  It’s useful to keep track of which skills/sub-skills and techniques, tools, or approaches you are using in a chart or table.  We offer the “Skills by Unit Matrix” for this.  It should only take a minute or 2 to fill this in every week.

Turning back to your point about the other educational practices, I’m sure you find some of these to be valuable and others to be less so.  Also, some are easy to implement and integrate with what you are already doing, while others are more effort- and time-consuming.  Personally, I would keep using those of high value and impact and also hopefully not too much additional effort.  That’s what we aim for with Big6.

For example, I have been doing curriculum mapping since the 1980s.  There is a elaborate, time-intensive way to do it vs. a more streamlined approach that still gets the job done.  I opt for the latter–not aiming to map all of the curriculum, just part, and documenting certain key variables of curriculum in an efficient manner.  The bigger questions are, “why do curriculum mapping? Is it useful? Is it worth  my time and effort?”  I use curriculum mapping for 2 reasons (1) to help identify curriculum units for Big6 integration and (2) to keep track of what teachers are doing (using the Big6) for coordination.  I can do this while thing in less than 1 hour per month.

Regarding the length of a class – the Big6 can be used in any instructional setup.  But, when teachers have a little more time and flexibility, it might be easier.  The 90 min block sometimes can offer that time and flexibility.  I find that short lessons (15-20 min) on the Big6 in context (e.g., focusing on one skill or subskill, say “information seeking strategies” for an assignment on an earth science topic) are very effective.  I often introduce the Big6 skill, give an example or some exercise, let the students try on their own, and then debrief.

Lastly, here’s a simple but powerful “quickie” on Big6 #6 – evaluation, more specifically 6.2 – evaluating the process.

Looking back on a recent assignment or test, ask students, “what was the most difficult part of the assignment or test?” “Where did you have the most trouble?”  “If you could do it again, what would you do differently?”  Listen carefully to their answers – from a Big6 perspective.  Are they talking about problems with understanding the task?  finding sources or information?   comprehension and use of information?  writing, decision-making or other forms of synthesis?  Once you narrow the difficult areas, then brainstorm alternatives with the students.

Hope this helps.

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Financial literacy (Craig Douma, Carroll, Iowa)

Posted on September 20th, 2008 in Big6, Carroll Iowa Schools, Math by Mike Eisenberg

Craig Douma said, on September 12th, 2008

“I am a business teacher at Carroll High School and I am responsible for teaching finance to the Jr. and Sr. students. I am excited about the opportunity to learn more about the Big6 skills and how it will be applied to my content area. It seems like the 21st Century Skills will put an emphasis back into financial literacy at the high school level. What do you think about making a course like Personal Finance a requirement at the high school level?”

ME response: I certainly believe that financial literacy is an essential component of an education for all students.  I’m not an expert on how it should be taught or learned.  A course is possible or part of a course including other life skills such as consumerism.

I would use the Big6 in financial literacy as a way of focusing on the need to find and use information in finances.  For example, suppose students are seeking to determine loan options for buying a car or determining what information is needed when comparing products for purchase?  The Big6 offers a familiar strategy for the “information” side of financial problem-solving or planning.

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Advanced math and science (Scott Duhrkopf, Carroll, Iowa)

Posted on September 20th, 2008 in Big6, Carroll Iowa Schools, Math, Science by Mike Eisenberg

Scott Duhrkopf said, on September 11th, 2008

“I am the Calculus and Physics teacher at Carroll High. Looking forward to exploring new ways to improve my teaching.”

Mike E response: Advanced math and science are problem-solving activities.  The Big6 can help students as they go through their problem-solving process.  We’ve had students use the Big6 to describe the sequence of their actions.  This type of self-reflection is sometimes required on standardized testing in math and science.

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Driver Education (Russ Steinkamp, Carroll Iowa)

Posted on September 20th, 2008 in Carroll Iowa Schools, Education, Secondary Schools by Mike Eisenberg

Russ Steinkamp said, on September 11:

“As a Special Education Teacher, I use different problem solving strategies with my students. The Big 6 has confirmed I am on the right track, and I am very interested in learning more about the concepts used in this program. I am also a Driver Education Instructor, but I am disappointed that this area is never mentioned as part of an in-service. This is a life saving skill students will use just about every day of their lives and needs to be taken very seriously, but it is not. Why is this?”

Mike E response: You are right! Driving is a fundamental skill in our society.  And, the stakes are very high.  I think it isn’t included because in a number of schools, Driver Education is optional or offered only for seniors or in the summer.  Should it be a required course for 15 or 16 year olds?  Is the course relevant to student, parent, and society needs?  Maybe we need to completely rethink driver education.

In terms of the Big6, driving is certainly an activity that is loaded with Big6 elements.  For example, I do a lesson for my college students analyzing a car dashboard as an information system – and how can we improve them?  I suggest you look at various aspects of driver education (e.g., car problems, choosing a car) from a Big6 perspective.

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Physical Education (Kirk Christensen, Carroll, Iowa)

Posted on September 20th, 2008 in Big6, Physical Education, Secondary Schools by Mike Eisenberg

Kirk Christensen said, on September 19th, 2008 at 4:46 am

“As a physical education instructor I am looking forward to finding different ways to enhance our program and improve students’ overall well-being through the Big 6.”

Mike E responded: PE is a terrific area for making the Big6 connection.  Whether it is personal well-being or competitive sports, there are clear tasks and information elements. For example, in any sport – football, soccer, softball – there’s a major information component to success.  What is the other team likely to do?  Who are their best players?  What are there tendencies?  Have the kids problem-solve by going through the Big6 with them in relation to a sporting event.

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Writing Process: writing and rewriting (Kim Klein, Carroll, Iowa)

Posted on September 20th, 2008 in Big6, Carroll Iowa Schools, Writing by Mike Eisenberg

Kim Klein said, on September 17:

“I am an English teacher at CHS and as I am learning more about the Big 6 skills and process it is becoming clear that my students are already using it. Anytime my students have to write a paper they are using this process. The area that I (and my students) seem to struggle with is the synthesis and evaluation. They almost seem to start to give up at this point and take the easy way out. Any ideas how to keep them going through the process of writing and rewriting a paper?”

Mike E responded: Kim – you are right – your students are already using it. In fact, everyone does. BUT – most people are not aware that they are, and they don’t know where they need help or where they can be more efficient.

That’s one way to motivate the kids – to let them know that we are on the same team on this! We want them all to do well – and to do so efficiently, by spending as little time and effort as necessary to do a good job.

Using the Big6 can help! They can self-diagnose: where are they having trouble? What are the most difficult aspects in terms of grade and time/effort?

As I noted above, it may be easier to focus on the synthesis stage separately rather than towards the end of the whole process. So – after defining the task, give them all they need for stages 2 – 4. Give them the raw notes and citiations, etc. Focus on synthesis techniques for improving writing: graphic organizers, outlines, styles, etc.

Work on this over and over. You might team up with social studies or science – so that the material that they are WRITING about is what they need to learn in biology or history. That way, they are reviewing the content again.

But – the main focus is on effectiveness techniques and efficiency. Here’s also a great place for technology to come into play. How does technology help with synthesis – with review and revision?

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Information overload and motivation (Kelli McCaulley, Carroll, Iowa)

Posted on September 20th, 2008 in Big6, Synthesis, Use of Information by Mike Eisenberg

Kelli McCaulley said on September 16:

“I am a teacher at Carroll Middle School. When my students are researching online, and with the Internet having endless sources, I feel the students can get information overload. What is the best strategy, specifically for middle school students, to help with extracting relevant information and not just what website comes up first on a search engine? Thanks for your help.”

Great question, Kelli, regarding information overload.

We like to deal with that in a number of places including:

Big #2 – Information Seeking Strategies – focus on selection of SOURCES and which are the best.
Big6 #4 – Use of Information – focus on sifting out the most relevant information in a source (aka reading comprehension).
Big6 #5 – Synthesis – choosing the most appropriate information to use in the presentation/paper/assignment.

One suggestion – don’t try to teach all of these skills/concepts in one assignment. It’s exhausting! So, as noted in the assignment above, perhaps the actual assignment is focused on #2 – compiling a set of the very best sources on a given topic (e..g., wind power, ethanol, elections).

Or – Big6 #2 – brainstorm all possible sources and select the best. Don’t just include a bibliography for an assignment, ask the students to identify “why” they used a particular source. Also ask them to explain why they didn’t use at least one or two other sources.

Looking at extracting relevant information, that’s Big6 4.2. I would start by giving them a set of questions to answer AND the source(s) to use. The assignment is to highlight the relevant sections in the source(s) related to each question. Let’s see if they can identify the right part of a reading before moving on to synthesis.

Speaking of synthesis, how about giving them a writing task and skipping Big6 #2, 3, 4 by giving them a list of facts (with citations) to possibly use for the task. BUT – give them many more facts then they need. Your real intent is to see which of the facts they choose NOT to use.

Let’s make sure they can do each of these skills separately before putting them all together in one assignment.

We should talk further about motivation as well. How do we motivate them to want to do this??

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Music and the Big6 (Scott Muntefering, Carroll, Iowa)

Posted on September 20th, 2008 in Big6, Carroll Iowa Schools, Misc by Mike Eisenberg

Scott Muntefering said, on September 16:

“I’m not only one of the new teachers at CHS but also the band director so it’s refreshing to have a program to guide our curriculum along. It’s usually difficult to shape our music teaching into the usual educational fads but I’m very optimistic about finding ways to put the Big6 in place. We found in our groups that the band is very well suited for teaching social skills and responsibility. Hopefully using what we learn here we can make other aspects of our “music-making” process more relevant and reflective.”

Mike E responded: RE Scott – band and music – I started playing the trumpet in 4th grade and played baritone horn later, including in the University concert band. One thing I remember is not really seeing the forest, just the trees. That is, we learned and played a given piece, but I never knew why a piece was chosen or what it was about, or other aspects of “context.” So, Scott – you might start at the end – with evaluation of product. Ask the students some of the above questions about a piece of music that they just learned or are learning. Have them come up with some questions that they might have – and that becomes a new task – task definition.

Music is also a VERY big deal on the Web and in their lives. What about brainstorming all possible sources of information about music – Big6 #2 (ISS) and then have them select the best sources, and explain why. You could compile the Carroll High School Web Guide to Music.

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