In reading chapters 16-19, you probably had some of the same ah-ha moments I did about integrating the Big 6 into content areas. Prior to reading this book and taking part in Needham's workshop I had not considered how the Big 6 tied to classroom management or math. Science and social studies were more likely to tie in because of the research opportunities with both of those content areas. The sample lesson forms in figures 17.1-17.3 made the use of the Big 6 in math make more sense to me. The framework of the Big 6 helps make "solving the problem" in math a no-brainer. Math truly provides students a first-hand opportunity to see how problem solving without Big 6 versus problem solving with Big 6. Math is difficult for me, but using the Big 6 actually makes math make sense--kind of... The bottom line is use of the Big 6 in content areas lead to a deeper understanding of not only problem solving, but content as well. Assuming the problems are authentic, students essentially are killing two birds with one stone--learning content and how to solve problems.
You know I can't go without saying that as we develop our lessons we need to consider how to integrate technology into the picture. Berger has given us some valuable Web 2.0 tools to use, all we have to do is challenge ourselves to learn more about them and allow students to extend their learning beyond the walls of their schools.
The final discussion question is:
1. Now that the book study nears its end, identify some of the things we were unable to cover but which you would like to know more about.
REMINDER: Post your search engine chart, if you have not already done so. Also, check the "Lessons" page of the website as Corliss will be posting a sample Revolutionary War lesson. Finally, put the finishing touches on your lesson to share with others. Please have it posted by next Monday so that everyone can access it at our face-to-face meeting.
Some questions that came to my mind during this week were:
ReplyDelete1. What do you do if students don't view assignments as "tasks" or "problems?" How do we motivate kids to get excited about solving a task when sometimes we have kiddos who are apathetic and lethargic? In one of Needham's scenarios, she talks about encouraging kids to agree with her that adults have to follow directions to be successful in their jobs...I see this as a great example, but I don't think that will reach every student. How do I get those students who are really struggling to care and to get on board?
2. Another question, especially as I read about integrating Big6 into classroom management- Do I need to completely embrace this strategy into every aspect of my classroom for it to be effective? From Needham's perspective it seemed like she favors using the language, the process, and the strategy in every single classroom situation. I don't know if that is a reasonable goal or if that must be the goal for students to be successful with the strategy. Those of you who are already teaching a lot with the Big6-does it just naturally meld into other areas of you classroom, or do you have to consciously think about teaching it?
1. Nicole brings up some very valid points. I have found that the use of technology will spark kids who otherwise "don't care". Perhaps we can also tap into their hobbies or outside interests. I have added "what do you want to learn about?" as a question on their first of year scavenger hunt. I have found that having them plan a lesson/activity for a younger group can be motivating and promotes collaboration as well.
ReplyDeleteAs far as my own technolgy progress goes--I need to start just using it more with kids! I think I will ask the leadership club-or journalism sponsors if I can borrow a few kids to be my guinea pigs for a few projects. I want to work out possible (probable :)kinks before I have big fat diaster and waste of time with an entire class!
Using the big six language can become second nature, but explaining it constantly can become tedious --for us as well as the kids. Variety of presentation is probably the answer. I think I need to use the Big 6-Little 12 matching game to reinforce vocabulary. I know the kids enjoy the Big 6 Rap / book that I have and I plan to use it again this year.
Nicole, getting kids to "buy in" is sometimes difficult. I think a key here is to develop an authentic problem for them to solve. We often get hung up weighing the fun factor vs. curriculum value. There is no reason it can't be both. Find a teacher or grade level willing to let you take an "old" project and make it "new". They appreciate the offer and kids appreciate the new approach. Helen's suggestion of integrating technology is a great was to get kids to buy in. I have been doing a famous Missourian project with 4th graders that mirrors what teachers expected the project to be, but I told the kids they could drive the bus this time. Knowing they are developing the project has given them ownership and therefore is improving the quality of their work. Hopefully, the lessons we will be sharing at the final session will allow you to see what others are doing to help you get started.
ReplyDeleteFinal Discussion Question:
ReplyDeleteEven though I have left my comfort zone, I do wish that we would have had an opportunity to create together a Wiki--now I am really leaving my zone. I would have liked to have met face to fact at least one, if not two more times to have continued creating, or at least experimenting with together other tools or sources.
I do think it could be tedious to continually define Big 6 language, however, it can be easier than you might realize to introduce into our daily lessons after we have once defined the steps and students have used each step of the process. Every day when we write our learning goals for students, we are identifying the task of the day. We can touch that briefly without hopefully dwelling to the glazed over point. I know that I do not often enough state the language and I am embarassed to say, that as I started this process this week with all of my students and introduced the Big 6 with step one, it just hit me that every day I could have already been writing and saying instead of today our learning goals are, today our "task" is------. WE have been so encouraged to use the words learning goals, we need to incorporate and encourage the use of the Big 6 language, modeling the use for our colleagues.
Final Discussion Question:
ReplyDeleteI would like to know more about zoho, cloud computing. The site is like google docs, etc. and allows for collaborative communication in many forms, such as email, wikis, production features, etc......As stated in the Berger book, "Zoho Suite is far more robust than Google Docs, in both the number of applications and features available; however, Google docs is more widely used because it has name recognition due to its hughely succesful start in the Internet searching arena. The questions is more about what to do with it, rather than which to use. Zoho is a new tool that I've learned from this class that I may not have been exposed to. I will research the site more in the near future and hopefully introduce it in one of my lessons as a new resource and technology tool for teachers and students.
Linda I agree with you, I would love to have seen everyone's ideas on how to use a wiki. I really liked getting to try out all these new things, and getting the opportunity to see which will work out well for my students.
ReplyDeleteI reviewed the Author Study lesson plan for K-2 on page 152. I like the way Big 6 was used to explore the author, his works and location in the library. It just goes to show you that big 6 is a great problem solving model. The only issue I had with the lesson is the task identification portion. I felt like what was listed under task identification was really anticipatory set. I have found, in using the big6,that task identification must be very exact. I instruct my students, after beginning discussion, to verbalize what they want (or I want them) to learn. We then write this statement: "My task is to..." I think if there is more than one task, the students should write more than one task statement. In the use of information, the lesson plan indicates that another task was mentioned about writing ideas. If that is going to researched, it should be identified in the task questions. Also, when I reviewed the evaluation, I felt that the information asked for and gathered was unrealistic to the time frame and age group I work with.
ReplyDeleteBoy, I have learned alot but find it confusing; like posting a comment for #6 on 2 erroneious places before figuring it out(see my comment at 1:24 pm)
ReplyDeleteI have a question about planning a personal information space. Do you think we will ever arrive at this point in the lower levels? I have a hard time getting my head around it. I texted my college age niece to see if they use this technology yet...they are so comfortable with the social pages, I want to know if that transfers over to work and study. I will let you know when(if)I get a response. I feel like Berger's book is a treasure that I will read and re-read. I dont know how many of the ideas I will be able to incorporate this year, but I do know that I will use a lot more than I figured. I do know that I will continue to focus on trying to bring web 2.0 into my classroom as well as web 3.0 which has to be around the corner....
I have really had my eyes opened to the possibilities with Web 2.0 Tools. The possibilities are endless. Now, more than ever, I wish all of our students had their own computers. With current economic trends, I don't know if this will ever happen. There is so much to utilize, I think I need to narrow the focus of the things I want to try new each year. Last year was voicethread for me. This year, a classroom blog. I'm trying to decide the next new tool I will add to my curriculum. Focusing on one or two at a time is a much easier bite to chew.
ReplyDeleteI also know students react more energetically when they can use technology to synthesize the information.
I think the biggest question I still currently have is about Wikis and using digital storytelling. I would like to do more with this, but fear the time to learn and organize will be too much. I realize there are many tutorials to find to learn quickly and I think I need to start utilizing them a lot more. I have learned a great deal and will definitely continue to use the information to learn and use new tools.
Nicole, I think the answer to your concern is to talk with the students about the fact that a math problem or and class assignment (or home chore for that matter) is a task. A job that needs to be completed. As far as how to motivate the unmotivated... let's face it some students will never engage in learning to earn the points or the grade. What we need to focus upon with these students is that doors can be opened with information literacy skills. They can explore any topic of interest with the proper skill set and resources. That is what I feel the Big6 provides. I know that I "Big6" things all the tme. It is not always the long drawn out process these lesson plans exhibit but remember these are the tools we are using to teach the process. Often my Big6 process looks more like a quick checklist. Example: What do I need at the grocery store? Do I have my keys, drivers license, and money. Where did I leave my keys???
ReplyDeleteWhat's my strategy in the store, grab and get or stroll and roll? Did I get everything I went after? Did I spend more than I wanted?
I think Big6 for me is a life skill.
I agree with Linda that a few more face-to face meetings would have been helpful for everyone. I am certainly willing to expand on the resources that Linda (Wiki's) and Dana (Zoho) mentioned. I think expanding this book study into a class would be a great way to continue our exploration of Web 2.0 and support one another in professional development.
Final Question. I don't think I have too much to add at this point, but agree with so much that everyone has mentioned. I think I would have done better with more face to face meetings as I tend to let myself get a little to overwhelmed a little too easily. I hope that Vicki, Diana and Corliss know how much I appreciate the incentive and help to get out of our comfort zones and try all this new adventures that I did not even realize existed.
ReplyDeleteAs far as the use of the Big6 language in all aspects of instruction I go back and forth. It is definitely a great strategy for problem solving and thinking things through and I can see as Diana said how once you internalize the process and can almost become like a check list. But with student I have also seen that if we run some language (such as our PBS terms) into the ground some of them tend to tune us out at some point. Just thinking.
I would like to continue to work on these projects and get comfortable before I add to much more. I wouldn't mind getting together in the Spring to maybe work on some new aspects of Web 2.0, but I would still rather do it in person.