Information Literacy – Big6 – Super3
We continue the work on Project Information Literacy see -
http://projectinfolit.org/
and for the videos see -
http://www.youtube.com/user/ProjInfoLit
Also, Bob, our trainers, and I have done many workshops and webinars over the summer. As educators focus on hands-on implementation of information literacy skills, the Big6 approach is more relevant than ever. We emphasize a consistent, systematic, and documented approach to information literacy learning. Please consult the many resources on the www.Big6.com website.
Also, please raise questions here!
– MIKE
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Using Big6 to support other teachers’ material (Max Fischbach, Carroll, Iowa)
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)
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.
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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Driver Education (Russ Steinkamp, Carroll Iowa)
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)
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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Aren’t we doing this already? (Becky Boes, Carroll, Iowa)
Becky Boes said on September 18th, 2008 at 9:28 am
“As we continue with this, I notice so many people saying we already do this. This leads to my question, what is the greatest difference(s) between the Big 6 and some more of the traditional methods that we are using already? Noting those differences could have a big impact on effective implementation.”
Great question:
- While people may be “doing this,” they likely are only doing part of the Big6. This helps to fill in the gaps.
- By focusing on the Big6 across the school, we are able to coordinate efforts and ensure that all students gain the skills.
- Faculty may be “doing this,” but they probably aren’t using a common vocabulary. Words are powerful – and by using the Big6 terminology, students are able to self-reflect on their skills and process, and faculty are able to quickly explain things to students.
- By linking efforts to the Big6, there are many materials and specific approaches that can now be applied across the curriculum.
- Any and all effective “traditional” approaches in specific subjects can be linked to the Big6. The Big6 helps to coordinate across subject areas.
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Big6 on Twitter-Weekly Tweets for 2008-09-14
- IMPT note – comments on the blog are not picked up by Twitter. So … all the really good Carroll HS stuff isn’t noted. #
- Take a look – Carroll High School! http://www.big6.com/blog/?p=77 #
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Carroll (Iowa) Schools
Carroll High School and Carroll Middle School in Iowa are very involved with infusing 21st century skills into their curriculum. I’m working with them on Big6 interventions across the curriculum as well as Big6 connections to IT literacy and financial literacy. I spoke briefly to the faculty this morning, and I hope to carry on an interactive discussion here on the Big6 blog.
If any other school would like to participate, please do!! For Carroll faculty – please post your questions here and I will do my best to answer them in a timely way.
NOTE on Sept 20: As stated in another post, I will be answering comments in separate posts from now on.
– Mike E.
