Category Archives: Grades 7-12

Big6 Video/DVD: Solving Information Problems The Big6™ Way (2003)

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Using a lively, student-friendly approach, this engaging new video introduces the Big6 Skills to upper elementary and middle school students. Viewers follow a student, Bobby, as he learns and applies the Big6 to complete a school research assignment. With the help of his mentor and friend, Travis, Bobby’s attitude and abilities change from reluctance and confusion to confidence and proficiency in information problem solving. Through Bobby’s experience along with video clips of Mike Eisenberg teaching the Big6 to a class, viewers learn the overall Big6 process and each of the Big6 Skills. Continue reading →

Feature Section: Evaluation

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How do you know if the assignments you turn in will be just what your teacher wants? Most students just finish an assignment and turn it in without checking their work to see if they have done everything needed to get the best grade. Therefore, they may leave off an important part of the assignment or be content to turn in average work. Continue reading →

Feature Section: The Big6™ Writing Process for Grades 7 – 12

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This feature section will help you get organized and complete an assigned written paper or report. Writing can be a lot of fun if you approach it in an organized way. Here you will find links to the writing process and some great tools.

1. Big6 Writing Process Organizer
Use this handy organizer to develop your written paper from beginning to end! This is a helpful tool that takes you from prewriting to evaluating your work and publishing your paper.

2. Helpful Writing Process Links (links used with permission)


Avoiding Plagiarism
Worried about plagiarizing? The Online Writing Lab at Purdue University explains what it is an how to avoid it.

Big6 Research Paper Organizer
Plan and organize your research approach with this form. Contains links to search engines, writing support, how to develop good questions, and how to cite sources.

A Guide for Writing Research Papers Based on Modern Language Association (MLA) Documentation
The Capitol Community College in Hartford, Connecticut hosts this marvelous web site that is more than just how to document sources based on MLA guidelines. This site helps you get started on your paper, provides information about taking notes and plagiarism, assists with formatting your paper, and much more!

Guide to Grammar and Writing
From Capitol Community College in Hartford, Connecticut, this handy tool answers your questions about usage of word, sentence, and paragraph, in addition to useful information about essays and research papers. Have a question about grammar that isn’t answered on the site? Go to the Ask Grammar form and get a personal response.

Ideas About Note Taking and Citing Sources
Confused about note taking and making a bibliography? Read this for help on note taking and citing sources.

Quoting, Paraphrasing, and Summarizing
Are you confused about quoting, paraphrasing, and summarizing? Don’t know when to use one or the other? The Online Writing Lab at Purdue University explains and gives examples of each. There is also a link on how to write an effective paraphrase.

Writing Center Writer’s Web
Designed and maintained by faculty and students at the University of Richmond, this web site allows you to explore topics by stages of the writing process. The ideas for prewriting will get you going in no time!

For Teachers and Parents

Big6™ Writing Process Organizer for Grades 7-12

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Big6 #1: Task Definition

1. Prewriting is the first step of the writing process. What does your teacher want you to do? Make sure you understand the requirements of the writing assignment. Ask your teacher to explain the assignment if it seems vague or confusing. Restate the assignment to your teacher in your own words and ask if you are correct. Write the assignment here in your own words:

2. What information do you need to include in your writing assignment? Write a list of questions to which you need to “find answers.”

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3. Put a check mark beside any questions on the list that require you to find information in an outside source such as a library book or an online database.

Big6#2: Information Seeking Strategies

1. List all of the possible sources of information that will help you answer the questions you checked in Big6 #1 Task Definition. Consider library books, encyclopedias, and web sites to which your library subscribes (ask your librarian!), people who are experts in your subject, observation of your subject, free web sites and surveys.

Make a list here:
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*

*

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2. Put a check mark beside each item to which you have access and are able to use. If you need help, ask your librarian.

Big6 #3: Location & Access

1. Figure out where you will find these sources. Write the location of each source beside each item on the list in Big6 #2 Information Seeking Strategies. If it is a web site, list the web address. Try to use those online databases to which your school subscribes. Ask your librarian about these to save time. If your source is a person, figure out how you will contact him or her and make a note of this.

2. Find the sources. You may need to get and use some sources one at a time. If so, come back to this step after you locate and use each source.

3. Once you have the source in hand, you must find the information within the source. If you need help, ask your librarian, teacher, or parent.

Big6 #4: Use of Information

1. Read, view, or listen to the sources you located during Big6 #3 Location & Access. Take notes to answer the questions you wrote in Big6 #1 Task Definition.

2. Take notes on note cards, a data chart, a word processing document, or notebook paper. Try to paraphrase or summarize ideas instead of just copying information word-for-word from your sources. Be sure to cite (give credit to) your sources.

Big6 #5: Synthesis

Now it is time to complete the writing process. You should talk to your teacher or librarian if you need help with this.

1. Prewriting: You have already completed the note taking part of this step. Brainstorm other ideas you will include in your paper. Write your ideas on note cards, a data chart, a word processing document, or notebook paper. (You may want to use the same type of organizer that you used for your note taking in Big6 #4 Use of Information.)

2. Drafting: Write the first draft of your paper. Include the notes you took from your sources. Give credit to all the appropriate sources.

3. Conferencing: Ask your teacher for a content conference. Prepare at least two questions you would like answered about your paper. Focus on the content of your work rather than the grammar and spelling at this step.

4. Revising: During this part of the process, you will re-enter your writing. This is an opportunity for you to “re see” (reVISION) your writing in a different way. Your paper should be more than just a summary of other people’s ideas or what you found on the Internet. It should represent mostly your ideas and conclusions. It should be a thoughtful response to the assignment. Make changes to improve your work.

You may want to combine short sentences and begin to look at your use of grammar. Revising makes good writing even better.

Think about scheduling another content conference with your teacher after you revise your paper. Again, have one or two questions ready to ask about your paper.

5. Editing: This may be the most important part of the writing process. Your teacher or other trusted adult should give you ideas about ways to improve your grammar and spelling, if needed. You need to correct all errors. You may choose to have a peer edit your paper. Choose someone who is a good writer!

6. Publishing: Use a word processor to publish your final paper. Include footnotes or parenthetical references, a bibliography, and any other parts of the paper as assigned. The bibliography should be arranged in alphabetical order by author’s last name. Ask your teacher or librarian for information about how to write a bibliography.

Does your assignment include a product to go with your paper? If so, now is the time to make the product.

**Even though there are several steps to the writing process, it is very important to ask for feedback. You may repeat any step at any time during the process.

Big6 #6: Evaluation

Before you show your paper (and product) to an audience, be sure it is as perfect as you can make it. You should be proud to put your name on your paper.

You should be able to answer “yes” to these questions before you turn in your paper:

1. Is your final paper a thoughtful response to the assignment?

2. Does your final paper represent your ideas and conclusions?

3. Is your paper more than just a summary of other people’s ideas?

4. If you paraphrased or summarized information found in books or magazines, on the Internet, or from other people, did you cite the source at point of use in your paper (using a footnote or parenthetical reference)?

5. Did you give credit to all of your sources in a bibliography?

6. Did you do everything in the assignment?

7. Does your bibliography follow the MLA format? Find out if your teacher requires a format other than MLA.

8. Is your paper word processed (or very neatly typed or hand-written if you do not have access to a computer)?

9. Is your paper complete and does it include a title page with heading information (title, your name, your teacher’s name, date, etc.)

10. If your teacher requests these, did you include your notes, copies of each draft, and an annotated bibliography?

11. Would you be proud for anyone to read this paper?

12. Do you understand each step of the Big6 and writing processes? If not, who can you ask for help?
For Teachers and Parents
Bibliography:
1. Carroll, Joyce Armstrong and Edward E. Wilson. Acts of Teaching: How to Teach Writing. Englewood, CO: Teacher Idea Press, 1993.
2. McGhee, Marla W. Assistant Professor. Educational Administration & Psychological Services Southwest Texas State University, San Marcos, Texas. Telephone interview. November 7, 2002.

Helping With Homework: A Parent’s Guide to Big6 Information Problem-Solving

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This ERIC Digest is based on the book, Helping With Homework: A Parent’s Guide to Information Problem-Solving, by Michael B. Eisenberg and Robert E. Berkowitz

Introduction

Parents can play an important role in helping their children succeed in school, but they need an effective approach in order to do this well. The approach taken in the book, Helping with Homework: A Parent’s Guide to Information Problem-Solving, is based on the Big6 Skills problem-solving approach. The Big6 Skills apply to any problem or activity that requires a solution or result based on information. An abundance of information is available from many sources, and the Big6 can help parents effectively deal with that information to guide their youngsters through school assignments.

The Big6 Approach

The Big6 approach has six components: task definition, information seeking strategies, location and access, use of information, synthesis, and evaluation.

* Task Definition: In the task definition stage, students need to determine what is expected from the assignment.
* Information Seeking Strategies: Once students know what”s expected of them, they need to identify the resources they will need to solve the task as defined. This is information seeking.
* Location & Access: Next, the students must find potentially useful resources. This is location and access‹the implementation of the information seeking strategy.
* Use of Information: Use of information requires the students to engage the information (e.g., read it) and decide how to use it (e.g., in text or in a footnote).
* Synthesis: Synthesis requires the students to repackage the information to meet the requirements of the task as defined.
* Evaluation: Finally, students need to evaluate their work on two levels before it is turned in to the teacher. Students need to know if their work will meet their teacher’s expectations for (1) quality and (2) efficiency.
The Big6 steps may be applied in any order, but all steps must be completed.

Parents’ Role and Students’ Role

The Big6 approach requires parents and students to assume different roles. The parent assumes the role of a “coach” and the child assumes the role of “thinker and doer.” As a coach, the parent can use the Big6 Skills to guide the student through all the steps it takes to complete the assignment. Parents can help by first asking their children to explain assignments in their own words. This is “task definition”–a logical first step. Parents can also help by discussing possible sources of information. This is “information seeking strategies.” Parents can then help their children implement information seeking strategies by helping their children find useful resources. This is the Big6 step called “location and access.” Location and access may have to be repeated during an assignment because some children may not identify everything they need right at the beginning. Parents can facilitate by brainstorming with their children alternate places where information might be available. In the “use of information” stage, parents can discuss whether the information the child located is relevant and if so, help the child decide how to use it. In the “synthesis” stage, parents can ask for a summary of the information in the child”s own words, and ask whether the information meets the requirements identified in the “task definition” stage. The end of any assignment is the final check‹an evaluation of all the work that has been done. Parents can help their children with the “evaluation” stage by discussing whether the product answers the original question, whether it meets the teacher”s expectations, and whether the project could have been done more efficiently.

As children work through each of the Big6 steps, they need to think about what they need to do, and then they need to find appropriate ways to do it. This is their role–”thinker and doer.” Children should be encouraged to be as independent as possible, but they will often have difficulty beginning an assignment because they are confused about what is expected of them. Whatever the reason is for their inability to get started, students have the ultimate responsibility for getting their work done. When parents act as coaches, they can help their children assume this responsibility by engaging them in conversation about what is expected of them, and then by guiding them throughout the assignment using the Big6 Skills.

Why Assignments?

Assignments provide students with an opportunity to review and practice new material, to correct errors in understanding and production, and to assess levels of mastery. Every assignment is an information problem that can be solved using the Big6. For instance, the goal of many assignments is to have the students practice a skill taught in class. If a child is having a problem understanding an assignment, the parent may help by encouraging the child to explain what it is he or she does not understand. The parent can use information seeking strategies to help the child identify information sources by asking questions such as: “Is there another student in your class, who can help you understand how to do this?” or, “Did the teacher give any other examples?” The parent can help the child identify information sources and suggest ways to get them. For instance, the public television network may have a homework hotline, the public library may have study guides, or a neighborhood child may be in the same class.

Technology and The Big6

The Big6 approach recognizes the benefits of technology in education because computers are tools that help organize information. Software programs do a variety of functions such as edit written work, check grammar and spelling, chart and graph quantities, and construct outlines. Computers can also help with time management, setting priorities, and evaluating efficiency.

Using the Internet, students can connect to many non-traditional sources of information and are not limited to information contained on library shelves. They can use e-mail to talk directly with specialists and experts who can add a personal dimension to an assignment.

Conclusion

It is an axiom of American education that parents are partners in their children’s education. Parents have traditionally participated by helping their children with homework. The Big6 approach can help parents effectively guide their children through assignments and at the same time help their children become independent learners and users of information.

Bibliography

Eisenberg, M. B. & Berkowitz, R. E. (1990). Information problem solving: The Big Six Skills approach to library and information skills instruction. Norwood, NJ: Ablex. Ablex Publishing Corporation, 355 Chestnut St. Norwood, NJ 07648 ($22.95). Document not available from EDRS. (ED 330 364)

Eisenberg, M. B. & Berkowitz, R. E. (1992). Information problem-solving: The Big Six Skills approach. School Library Media Activities Monthly, 8(5), 27-29,37,42. (EJ 438 023)

Eisenberg, M. B. & Berkowitz, R. E. (1995, August). The six study habits of highly effective students: Using the Big Six to link parents, students, and homework. School Library Journal, 41(8), 22-25. (EJ 510 346)

Eisenberg, M. B. & Spitzer, K. L. (1991, Oct.) Skills and strategies for helping students become more effective information users. Catholic Library World, 63(2), 115-120. (EJ 465 828)

Granowsky, A. (1991). What parents can do to help children succeed in school. PTA Today, 17(1), 5-6. (EJ 436 757) Indiana State Department of Education. (1990). Get ready, get set, parent’s role: Parent booklet. [Booklet]. Indianapolis, IN: Author. (ED 337 264)

Konecki, L. R. (1992). Parent talk: Helping families relate to schools and facilitate children”s learning. Paper presented at the Annual Meeting of the Association of Teacher Educators (Orlando, FL, February 17, 1992). (ED 342 745)

Lankes, R. D. (1996). The bread & butter of the Internet: A primer and presentation packet for educators. (IR-101). Syracuse, NY: ERIC Clearinghouse on Information & Technology. (ED number pending)

Scarnati, J. T. & Platt, R. B. (1991, Oct.) Lines and pies and bars, oh my! Making math fun. PTA Today, 17(1), 9-11. (EJ 436 759)

Van, J. A. (1991, Oct.). Parents are part of the team at Hearst Award Winner’s school. PTA Today, 17(1), 7-8. (EJ 436 758)

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This ERIC Digest was prepared by Robert E. Berkowitz, K-12 coordinator of library programs at Wayne Central School District in Ontario Center, NY, and adjunct instructor at Syracuse University”s School of Information Studies.

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ERIC Digests are in the public domain and may be freely reproduced and disseminated.
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ERIC Clearinghouse on Information & Technology, 4-194 Center for Science and Technology, Syracuse University, Syracuse, NY 13244-4100; (315) 443-3640; Fax: (315) 443-5448; e-mail: eric@ericir.syr.edu; or URL: http://ericir.syr.edu/ithome

This publication was prepared with funding from the Office of Educational Research and Improvement, U.S. Department of Education, under contract no. RR93002009. The opinions expressed in this report do not necessarily reflect the positions of OERI or ED.

Activate a Big6™ Tool to Improve Learning (Grades 7 – 12)

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Here is a recipe for improvement. It’s a twist on an old idea. Maybe you have used a “KWL” graphic organizer before, but one Big6 modification links a series of questions to your research goal. To the old “KWL” Chart, simply add an “H”. That one change can turn an old idea into a new, best strategy when you need to make sense of your task and organize a lot of information — its now a “KWHL” Chart.

K – Stands for what you KNOW about the subject.

W – Stands for determining what you WANT to learn.

H – Stands for HOW you can learn more (sources where additional information on the topic can be found).

L – Stands for identifying what you LEARN as you read.

The KWHL Chart is a simple, yet effective organizer that you can use for planning and gathering information. Specifically, the KWHL Chart is useful when you need to access prior information on a topic or theme, identify needed primary and secondary resources, develop a plan for accessing resources, identify attributes and characteristics to research, and taking notes on what you are learning.

The KWHL Chart is an excellent tool to you can use as a plan for investigation. A KWHL inquiry chart can include questions about predictions and/or implications. Additionally, these charts can be used as a basis to formulate a hypothesis, or research question, with confirmation or refutation as your research progresses.

Throughout the research process add information to your KWHL Chart. One trick you may want to try is to use different color marking pens each time you add information to the chart. This technique will give you a visual representation of the knowledge acquired throughout your research experience.

An example of a KWHL Chart has these headings:
“What we know about _______”,
“What we want to learn about _____,”
“How can I find information about ______”,
“What we learned about _____,” and
“How This Relates to Us.”

Other questions you can ask in a matrix format are shown in the example below.
<table border=”1″>
<tr>
<td><strong>What do I already know? </strong></td>
<td><strong> What do I want to find out?</strong></td>
<td><strong>How am I going to find out? </strong></td>
<td><strong> What did I learn? </strong></td>
</tr>
</table>