Using Big6 to support other teachers’ material (Max Fischbach, Carroll, Iowa)

Posted on October 12th, 2008 in Big6, Carroll Iowa Schools, Education, Secondary Schools, Special Education, Teaching the Big6 by Mike Eisenberg

Max L. Fischbach – At-Risk Coordinator, Carroll High School asked:

“I am the at-risk teacher and I work with kids during their study halls. I teach organizational skills, study skills, test taking and then work on homework completion. That is a big part of my time and re-teaching what was taught in class. How do I incorporate the Big6 when I am teaching another teacher’s lesson? Thanks.”

Mike Eisenberg responds: “Max, this is a PERFECT context for using the Big6. You are trying to accomplish much the same things that we are with Big6. You note that you teach organizational skills, study skills, and test taking. Do you have a set list of these skills? How do you decide to teach a certain skill to a certain student?

That is, how do you decide that a particular student needs to work on a particular study skill? Formally or informally, you must be diagnosing what the student is having difficulties with and selecting a set of skills to develop to help that student. We are doing the same – figuring out why the student is having problems – from a Big6 perspective.

-Is it up front – in understanding the components of the assignment (Task Definition)?

- Is it in finding information (Location & Access)?

- Is it in recognizing what is relevant to the homework or test (Use of Information)?

- Is it writing or presenting the answer (Synthesis)?

So, if you look at the various skills, tools, and techniques that you use – can you connect them to the Big6 – can you put them in a Big6 context? I think it will help you to diagnose more specifically a student’s problems – again, are they task definition problems or use of information problems? And even if they are both, the Big6 can help you to focus on each. Also, the Big6 can help the STUDENTS to organize the various tools, techniques, and approaches that you want them to learn and use.

If you can share some of these tools, techniques, skills, and approaches, I can help to “Big6″ them.

In many ways, you are already a “Big6 teacher.” You are applying process skills to content and lessons from other teachers. That’s what we recommend. The only major difference is to link your various lessons and teaching to the Big6 process.

Please let me know if this makes sense.

Mike

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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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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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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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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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Guidance and the Big6 (Kristi Peters, Carroll, Iowa)

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

Kristi Peters said, on September 15:

“I am a school counselor at the elementary and middle school level. I teach guidance lessons at the elementary level. I feel I incorporate the Big6 concepts and some of the 21st Century Skills into my lessons (to some degree), but I would like to hear your recommendations as to how the 21st Century Skills and the Big6 can be infused into guidance lessons at the elementary level. Thanks.”

Mike E responded: Kristi – re guidance at the elementary level, what decisions or tasks do you want the students to be able to do? Do you have them explore careers? Do they make choices about courses and areas to pursue? Both of these can be considered Big6 tasks that require –

1 – defining the task.
2 – determining an information seeking strategy
3 – locating resources and information within resources.
4 – engaging the content and extracting what’s relevant
5 – reaching a decision or synthesizing a result
6 – reflecting on the result and the process itself.

Since guidance involves every student, it’s an EXCELLENT context for Big6.

Lastly, if you can share a specific task or assignment, I will gladly “Big6″ it.

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Fads in education (Doug Leiting, Carroll, Iowa)

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

Doug Leiting said, on September 15, 2008

I am the Industrial Technology teacher at Carroll High School. After hearing the presentation on the Big6 last Wednesday, I am really looking forward to learning more this program. After being a teacher for 20 years , I’ve seen several education fads come and go with little help to the educator. This Big6 program looks to be something that will help us in the near future as well as years to come.

Mike E responded: Doug – thanks for your comment. In Big6-land, we are almost a broken record – these skills are universal and relevant in any curriculum or personal situation. We are definitely not a fad. Thanks.

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