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A strong foundation is important to any structure. It is where all good things begin. It may seem like it takes a painstakingly long time to get it just right but it is well worth the effort. It is certainly not the time to take shortcuts. A strong foundation is one from which all things beautiful can grow.
As Needham’s Chapter 4 heading states “teaching process” is where we as educators can help our students the most. If we want them to develop good problem solving skills we need to show them how to become more metacognitive (knowledge of your own thoughts and the factors that influence your thinking). This week’s readings are essential to understanding the research behind the Big6 and how we can incorporate the strategies of the Big6 into our own teaching styles.
Discussion Points to be shared on the blog:
(1) Needham suggests that “posing problems and integrating process within content” are two powerful Bi6 strategies” for helping students make connections. What are some other strategies you noticed that will encourage students to start thinking about how they think? Which strategies lend themselves to scaffolding instruction and/or learning?
(2) As our focus shifts to creating authentic problems for successful problem-solving we need to be mindful of a couple of things. I mentioned on the blog last week the importance of engaging students through real life situations. Students will only engage when they feel the lesson is relevant to them. How do we create that level of engagement when our students come to us with so many different life experiences? Needham shares some examples of how learning goals can be presented as problems designed to engage students (p50). What are some other learning goals that could be used to create an authentic problem for the students to solve?
(1) We all know that teaching skills in isolation is usually not as impactful as if taught within content. I have found that through scaffolding instruction students begin "thinking" the process. As we model the process it important to use the vocabulary, thereby prompting students to think through the process. Eventually the process will become natural. It is difficult sometime to allow students to do their own thinking, instead of providing them with the solution for the sake of time. Instead we need to be more concerned with students being able to "show us" with a little guidance, and not be so pinned into time frames.
ReplyDelete(2) I recently used the "Doggy in the Window" PPT with my students. Using high interest real-life problems to spur their thinking naturally and allow them to see the relevance of the process. Recently during an activity a student shared his response, which was incorrect because he has not fully read the question. This "teachable moment" about using the task definition step of the Big 6 allowed students to see how the Big 6 can connect to daily school work, homework, and even test-taking. Again, making the process relevant to them. My 4th graders are getting ready to address the PH goal of learning about significant Missourians in our history. The teachers have agreed to allow the students to drive the research with their own curiosities using the Big 6 process. While this may take a little longer than if a teacher provided the task, sythesis requirements and evaluation, I think it will allow students to reach the learning goal because they have greater ownership.
Vicki has provided some excellent examples of connecting Big 6 to our teaching. I think the main idea is to do what has always been considered good teaching--making learning relevant to the learner. In some cases we can connect the learning to a need they will encounter as a adult--ie how to learn about an issue so you can be an informed voter. I always get big eyes from the kids when I explain that the Big 6 will help them now, in middle school, in high school, in college and when they are adults because it is a plan for life.
ReplyDelete1. What are some other strategies that will encourage students to start thinking about how they think? What came to my mind when thinking about strategies to get students to think about how they think was Debbie Miller's Teaching With Intention. When I read her book and watched her video, I noticed just how calculated every single statement was and how every single step in her teaching was very deliberate...almost painfully slow at first. The end result was that her students were really thinking about how they were choosing books to find information, how they were going to locate specific information in those books, and how they would create new knowledge from that found information. She would model the entire thinking process, even the things that seamed self-explanatory. I find that I often assume that students know something or should know something and then my assumption is wrong and that hinders the student reaching the goal or getting to the big picture. We've got to teach students how to think and using lots of repetition, using the lingo, and modeling real-life examples all help solidify those thinking skills.
ReplyDelete2. How do we create that level of engagement when our students come to us with so many different life experiences? What are some other learning goals that could be used to create an authentic problem for the students to solve? I think engagement can happen by allowing students to have their own unique voice in the process. The Big6 steps can be the framework, but allowing students to present their findings in multiple ways or allowing students to use a personal resource like a family member who is a veteran to get information increases that investment. I find that my 1st graders who get to select their animal for their "zoo research projects" are much more excited than the ones who are assigned an animal. One learning goal that comes to my mind for my classroom is students selecting a "just right" book. Looking at the Doggy in the Window presentation, one could easily parallel that to selecting a book. What do I need to do? Find a book that is just right for me. What can I use to find that just right book? etc. I could start that modeling even with younger kiddos and set the stage for the process even before actually teaching the process once they are older.
1)I like the Problem Solving Worksheet that is provided on page 32 in Needham, I think it could be really beneficial to use that worksheet to teach the steps to my little kids. Only instead of them writing out the process I could have them draw the different steps in the Big6 process. If we did the steps to finding a book and they drew the steps we could also hang the pictures of the steps somewhere in the library. This would not only reinforce the Big6 steps, but also guide the students in finding their books. My only question is do we teach the K-1 kids the Super3 or the Big6? Last year I was teaching them the Super3, but if we want to use common language do I need to switch to teaching all K-5 students the Big6 steps.
ReplyDelete2)My fourth graders do projects on Famous Missourians, and I know the fifth graders talk about Explorers. I agree Nicole that finding “just right books” would be a great learning goal. My students really struggle with selecting books, but I am having issues with some of the teachers not giving their students their reading levels. Another learning goal could be selecting the best resource for a task. Which could be aligned with teaching any of the resources like encyclopedia, atlas, almanac, etc. in isolation or in relation to something the class is doing.
Hello all,
ReplyDeleteI am excited to join your study. I am a fifth grade teacher with Corliss at English Landing.
The Big6 strategy for problem solving has a lot of potential as far as helping students gain and learn their maximum.
What are some other strategies you noticed that will encourage students to start thinking about how they think?
Just as in reading, students need many modeling examples to hear the thought processes involved in learning how to think for themselves. They need to hear the thoughts that are supposed to happen in their heads when they are trying to solve problems. Analyzing their own data and creating a learning goal for themselves is really allowing students to take ownership of their own learning. Figuring out how to help themselves really makes them think about what they need to learn. Providing the time for students to reflect on what has worked in their learning helps them to be more aware of how they think.
How do we create that level of engagement when our students come to us with so many different life experiences?
I think the answer is to create something that is meaningful for them personally. Every kid loves electronics or feels that "life isn't always fair to them." Aren't there themes that relate to kids in general?
What are some other learning goals that could be used to create an authentic problem for the students to solve?
In fifth grade, learning about the Revolutionary War and the rights the new American Citizens wanted and earned could easily be attached to children's rights and other current issues in the media. It is relatively easy to attach authentic problems to social studies and science curriculum, integrating reading and writing strategies, but I find it more difficult to attach it to math. I do a "Trading Spaces" unit on using area and perimeter, where students are asked to design their dream room, figuring out the amount of materials needed. They love this assignment and love the idea of creating their "perfect room." It is very motivating and could easily be adapted to be in the Big6 format.
1.) At the high school level it is important that students gain confidence through information literacy instruction so that they know they have the ability to think critically. By incorporating this into purposeful lessons and projects, student will be more prepared to assess information they encounter on the Internet, databases, and in the mailbox! I think this type of instruction will encourage students to understand how they think, and they will believe they are smart and capable enough to conquer challenging problems and projects. Of course, here at the high school we have a percentage of students who don't really care how they think, so possibly some of the new technologies will help reach this type of student. We sometimes have a tendancy to revert back to the old "sit and get" empty vessel methods of instruction---that aren't all bad, but sometimes stifle students ability to use their own critical thinking skills. Continued exposure to use of technology that takes students beyond the classroom walls will help us prepare students for the real world more effectively. I am looking forward to some fresh new ideas from this course.
ReplyDelete2. One of the most engaging student projects I have experienced in collaboration involves problem based learning in the form of a study. Students work in groups, identify a problem in the building they would like to solve or improve upon, conduct literature reviews, and then conduct their own study in the student population. This is done by survey, observation, etc. The learning goals involved are numerous. The project includes a presentation component also.
ReplyDeleteQuestion 1. I think we need to make sure that we discuss and model thinking. Doing a lesson on metacognition can be a start using ourselves as an example. Reading to the students a paragraph can be used to demonstrate this. We can sound "good" when we read, but we may not be thinking when we read and not be able to discuss what we read--it is fake reading. Demonstrate real reading--point to the text when reading, and point to your head when thinking. Go over with the students that we should be thinking about our thinking and introduce thinking stems: I'm thinking...; I'm noticing: I'm wondering; I'm seeing; or I'm feeling. Students may be given text and thinking cards to raise when you just read, and when you discuss. This makes the connection easier. At Graden, our CA vertical team has done a lesson using the "text, thinking" cards to create a "salad", using different colored cards and a real salad bowl--just an example.
ReplyDelete2. Moving into the second discussion question, it follows that students need to understand schema. All of us have prior knowledge that allows us to make connections--and it our job to model this as well, opening the possibilty of engagement for our students. Sharing with the students some of our experiences, then allowing them to turn and share with one another has worked to help students understand schema and how it can engage them. Another tool is to have students close their eyes and pretend to visually record or photograph new information until they can see it--then, when it is there, to open their eyes. I used that this week with students when discussing Dewey categories.
Linda W.
Reading Nicole and Meta's "just right" book thoughts reminded me that I did a photo story using the Big 6 as a method to select a just right book--I need to use that next week! I'll let you know how it went...
ReplyDeleteI thought I posted to this page... must have previewed... then forgotten to post it...sprry ladies... I will get back on the horse.. wanted to read your comments before I saw you tonight...
ReplyDeleteGreat comments one and all. I have enjoyed watching the scaffolding that took place on this week's blog. You all started out with taking ideas or lessons that you have used in class and then talked about making connections to other content and lessons. We all seem to agree that making lessons relevent is very important. At the elementary level using the purchase of a new pet is a way to model Big6. At the middle school we review using an activity such as going to the movies with a group of friends of buying a new car. It is amazing the amount of detail they consider when choosing options for their new cars. Who knew "fuzzy dice" were so "in"?
ReplyDeleteMeta asked about whether we should be teaching Super 3 or Big 6 to the younger grade levels. I think that is an excellent question and one that I hope we use to focus on as we look at a possible Scope and Sequence for our program. What are your thoughts?
Sharon brings in a new perspective as she talks about how the Big6 can be used across different subjects in the classroom. Her point about having students take ownership is well stated. Sadly, as Dana pointed out, some lose that motivation and desire along the way. I truly believe by teaching students to use Big6 strategies that even those who lose their way for a while ultimately have the tools to find their way back.