Up to this point in class we have been exploring the six steps of the Big6. We've learned that each step has required its own skill set and hopefully you have seen the importance of giving the students plenty of opportunities and time to learn them. Remember incredible things can be built once a solid foundation is in place. Now it is time for you to develop an open-ended problem where your students, with your support, can practice using the Big6 problem-solving model. Chapter 13 has some great examples if you are still struggling.
Ideally, the students will quickly identify exactly what their task is and be able to come up with ideas for resources and how to access them. Steps 1-3 should really be done before they ever get on a computer. Step 4 is still going to be a struggle for many of them. Chapter 14 goes into how to help students stay focused when searching for information. Success in this area really comes once students understand good note taking strategies. I will send out a Trash & Treasure Template that was created by a SPED teacher in our district. We found that her students could really identify the "nuggets of treasure" when given this template. Organization is VERY IMPORTANT at this step as well. (A two-pocket, three-pronged folder works well!) Synthesis and Evalution can be completed much more efficiently if your students really "get" how to use information.
Your students may get a little frustrated with the Big6 in the beginning because you are slowing them down and walking them through each step pretty slowly and they just want to jump in and start getting information. I can honestly say that once they understand the process of the Big6 they will see how the problem-sovling method works for so many tasks. It is not always a long drawn out process, sometimes it is a quick check-list. Chapter 15 shows us how to help students apply the Big6 in other areas. This is a chapter I think a lot of core content teachers would appreciate.
Discussion Topics:
1) Needham provides sample lessons in Chapter 13. Select one and discuss some of the strengths and weaknesses of that lesson.
2) After reviewing the Trash and Treasure template I sent to each of you, share your ideas for a note-taking device that would be helpful for your students.
1. After examining the lessons in Ch. 13, I feel like 13.1, Answering a Simple Research Question, Gr. K-2 has more strengths than weaknesses. Students in this age group need the structured modeling and guidance discussed in the lesson when questions arise. Each of the steps are clearly outlined, and I think efforts need to be made to identify the "step" of the process being used. The note provided by Needham regarding her inability to locate the answer within the library, and her inquiry of an expert via the Internet was a great solution. Students need to understand that locating an answer to a question isn't always instantaneous and requires the researcher to take extra steps. Overall, I thought all of the lessons in this chapter offer good models around which you could build a strong lesson.
ReplyDelete2. I like the graphic organizer feel to the template, but elementary students might require more space to record their notes. In the past I have used a form developed by IIM Research and it is practical for all age groups. It requires students to prepare the citation info first, followed by notes in sections that can be cut apart, thereby allowing for quick organization. We used file folders with envelopes stapled inside the folder, each marked with a keyword to help organize the notes. When the note are separated from the citation info, it is then placed into an envelope for use in developing a bibliography.
You may want to visit the following site, which contains a very simplistic 4-step process to ensure a successful experience with the trash & treasure method: http://www.aparima.school.nz/resources/trashntreasure/Trash-n-Treasure.html
1) Looking at Lesson Plan 13.2, I thought some of the strengths were the time frame- one 30 minute session, the easy integration of the lesson into the library classroom setting, and the accessibility of the materials and sources. Reading the lesson, I felt that it was very doable and would be very appropriate for K-2. I often think as I'm reading about the Big6, how could I begin to teach this to my younger kiddos, but this lesson answered that question for me. I thought a weakness of the lesson was the reliance on the Internet for the author information. I think using an author video or a book about the author would help enrich the learning experience for the kids, especially the younger grades.
ReplyDelete2) I have a note-taking worksheet that I use that is very basic and tries to help the student really focus on the important facts. I like the scope of information that would be gathered using the Trash and Treasure Template, but I agree with Vicki, that younger note-takers would need more space just simply to write out their information. I also like Vicki's suggestion of having the students prepare the citation information first. That would be a great habit to help students form at an early age.
I found the sample lessons to be very helpful. The 13.2 author study lesson provided some ideas I will implement for my Big 6 lesson.
ReplyDeleteThis lesson, as well as the others, is described as being implemented by the LMS, without teacher presence but teacher input is evident--a realistic view!!
I imagaine that the content objective would need to be more specific to a GLE if we were to implement the lesson.
The trash/treasure template provides memory devices and spaces that will assit young reseachers. In Lesson 13.3 the file folders with pockets reminds me of the IIM research that Vicki describes. Kids really need that help keeping organized!
I liked the 4 step process site Vicki provided. I think we should contruct a similar process with a simpler topic for younger levels.
The trash/treasure template is so adaptable that it can be used at almost any level. For high school students, it may look elementary in format, but for many students it is the organizational piece that will help them synthesize their sources as well as stay organized. We advocate for the use of Cornell notes here at the high school, and they are an integral part of the AVID program also. Those can be used for classroom lecture,or for a research project.......Students are encouraged to develop their own style and organization since most likely tools such as this may not be provided by college professors. Although I must say at the conference I attended on bridging the gap to college libraries-----the library staff (for example at MU, KU, and KState have staffs of over 100)are used to staring into the wide eyed freshmen and provide plenty of orientations and individualized help in locating materials, conducting research, and citing sources. That is comforting to know!!!
ReplyDeleteMr. Chris Jacquin has shared a template for a source grid that is used when we collaborate on a research project. This helps me know at a glance, rather than students shuffling scraps of paper, where students are at in their research as I help them individually also. It's a great tool! I will post for everyone!
Week 6 Question 1: I was looking at both the lessons, 13.1 and 13.2 and thought that I felt that the students' involvement in lesson 13.2 allowed the students to "buy into" the lesson. I am always disappointed in myself when "I" talk too much. I know we need to model and allow students to see us as a "learner, a student", but then we need to involve them more, create more conversations. I felt the modeling in lesson 13.1 went too long, something I try hard not to do, and when do I know I have done this--the glazed over look appears. Engagement, engagement, engagement. There was not enough of this in the first lesson--much better with 13.2--and I felt the first lesson could have worked just as well with more student involvement. I have actually done a similar lesson as 13.2 about authors with first and second grade, as probably many of us have done. I liked the book selection and discussion with the students, and the sharing with the teacher. Great use of the Big 6!
ReplyDeleteQuestion 2: I liked the template and will want to use it. I would also recommend the interactive fact frenzy lesson on the readwritethink site. Both sources would work well to engage the student--my word of the night.
1) 13.2 would be one that I will definitely try to incorporate it into my lessons. I think this lesson teaches the students the fundamental skill of the ways we select a book. I would probably do the lesson with my first graders; they are still so excited to be checking out books that sometimes I feel they never take a good look at the book before it is checked out. I do worry if this lesson can actually be completed in one session or if it would be more of a two part deal.
ReplyDelete2) As for my note-taking preferences, I kind of prefer cornell notes. I feel like the students really get it, and find it easy to follow. I may have to try the trash and treasure method with a grade level and see what they think.
I 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.
ReplyDelete#2 As to the template for trash or treasure. I think that it would work for younger kids or those who are in the upper grades and still have trouble reading and deciphering what they read. Graphic organizers like bubble.us would work for notes but I still think that, at least on the elementary level, that notecards work well. I think that if the teacher gives strict guidelines about what goes on the card, the students have better luck arranging cards and organizing the infromation for synthesis. I am still not sold on online notetaking.
Linda brings up some good points. I agree that it seems like I do alot of talking during the lesson. This year, I am making a concerted effort to have things set in place that will let the students teach themselves more and teach each other more. Using the Big 6 as a model for almost everything we learn in our lessons, they are becoming more independent. If I geive them the focus, they are learning to create the task and work through the steps. This has lessened the need for me to talk and given the responsiblity back to the students to learn.
ReplyDeleteI read over Lesson 13.4 on the Civil War Study for 4th and 5th graders. I really liked how the students came up with the research questions. This really helps students take ownership in the inquiry process. I especially thought mentioning which questions directly related to our 5th grade learning topics was great! Students will also appreciate the choice of how to share their information. Differentiation for students is automatically built in. Love the idea of a research buddy for fifth graders. It's difficult to answer and help every child that has a question. Many do know the answers well enough to help a classmate. As far as negatives about this lesson, I really liked the format and ideas. I did have an issue with the opening of the lesson (Problem). I don't think it was enough to get the kids excited about researching the Civil War. There are so many more interesting things out there on the war to grab their interest, Pink and Say by Patricia Polacco, even using a clip from an actual Civil War movie. Other than that, I really liked the way the Big 6 was used with the Civil War project. I really think this is something I could use in my classroom.
ReplyDeleteAs for a graphic organizer for note-taking, I think students would benefit from having the structure of how to begin taking notes. However, as they begin to do it automatically, they should be weaned off as appropriate.
I liked Lesson Plan 13.4 Civil War Study. I like that she includes the 5 questions they must answer and then allows them to make choices with the other suggestions. I like her reminders to Skim and Scan for information during the Location and Acess portion of process. I also like that time is built in for mini lessons so any observed weaknesses may be addressed. I don't really see any weaknesses in this lesson as there is plenty of opportunity to tweak whatever needs tweaking to meet the needs of your students.
ReplyDeleteThe Trash and Treasure worksheet I sent out was a useful tool for a group of Special Ed. students. They found it really helped them focus on the important information in a reading selection. It may certainly be adjusted to meet the needs of any age group. Many expressed that the students would need more writing space thats a pretty minor detail to fix. We found with the older students that if we kept the space small they did a better job of just writing key word/phrases and were less likely to plagarize.
Question 1. I noticed that no one had pick 13.3 and thought I would try it out. But my level of concern went straight up when I saw the 12 30-minute sessions....that would be an entire quarter. We would have several students move during that length of time. I think the method of orgainzation is fantastic and would keep even the most disorganized child in order. I really liked all the lessons and appreciate how well structured they are--walking you step by step through the process which I think is a great inticement to try them--which is just what I need. I can see why this book is so great!
ReplyDeleteQuestion 2. The Trash and Treasure template for note taking and will want to try it. I have always used one I made up but would also like to look at some of the other ones several of you mentioned. I should try different ones each with a different class at the same grade level and see which works best.