The “Big6™” is copyright © (1987) Michael B. Eisenberg and Robert E. Berkowitz. For more information, visit: www.big6.com

The Big6The Big6• Developed by educators Mike Eisenberg and Developed by educators Mike Eisenberg and

Bob Berkowitz, Big6 is a problem solving Bob Berkowitz, Big6 is a problem solving method and is the most widely-known and method and is the most widely-known and widely-used approach to teaching widely-used approach to teaching information and technology skills in the information and technology skills in the world. world.

• Big6 is not an add on – it should be woven Big6 is not an add on – it should be woven into existing classroom instruction.into existing classroom instruction.

• It will aide in preparing students to be It will aide in preparing students to be lifelong learners and problem solvers.lifelong learners and problem solvers.

Mrs BlackMrs Black

The Big6The Big6

Has anyone made a Has anyone made a new purchase new purchase

lately?lately?

The Big6The Big6

Big6 can be used to solve problems Big6 can be used to solve problems everywhere everywhere

@ school@ school

@ home@ home

@ work@ work

The Big6The Big6Number Connecting ExerciseNumber Connecting Exercise• Use a pen to connect the numbers in order, beginning Use a pen to connect the numbers in order, beginning

with number one, then two, then three, and so on. You with number one, then two, then three, and so on. You should work as fast as you can because your goal is to should work as fast as you can because your goal is to connect as many numbers as possible.connect as many numbers as possible.– Begin with number one and you cannot skip any numbers. Begin with number one and you cannot skip any numbers.

Thus you cannot connect 10 to 11 until you have already Thus you cannot connect 10 to 11 until you have already connected the previous 9.connected the previous 9.

– Lines can cross. There will not be a picture of anything.Lines can cross. There will not be a picture of anything.

• You will have 30 seconds per page. You will be told You will have 30 seconds per page. You will be told when time is up.when time is up.

Information Age ProblemsInformation Age Problems

• Information access, overload, qualityInformation access, overload, quality

• Gaining essential information knowledge Gaining essential information knowledge and skillsand skills

• Providing meaningful learning Providing meaningful learning opportunitiesopportunities

• Providing opportunity for our children to Providing opportunity for our children to succeed at the highest possible levels.succeed at the highest possible levels.

Information OverloadInformation Overload

More than 2/3 of teens said within the last year that they use the Internet as their major resource when doing a big project for school . . .

In a study of 500 sites used by Colorado high school students to do research, only 27% of the sites were judged to be reliable for academic research!

Information OverloadInformation Overload

New web-search formulas have huge implications for students and society

http://www.eschoolnews.com/2011/08/10/new-web-search-formulas-have-huge-implications-for-students-and-society/

Solutions?

• Speed things up?• Pack in more and more content?• Add more technology?• Discourage web use?• Pre-select resources?• Filtering?

Alternative Solutions

• To have students use information and technology effectively and efficiently for success in school, work, and their personal lives.

• To focus on process as well as content.• For students to be lifelong learners and

independent thinkers.

Information LiteracyInformation Literacy

““To be information literate, a person To be information literate, a person must be able must be able to recognize when to recognize when

information is needed information is needed and have the and have the ability to ability to locatelocate, , evaluateevaluate, and , and use use

effectively effectively the needed information.”the needed information.”

American Library Association, 1989American Library Association, 1989

Information LiteracyInformation Literacy

““Information literacy, the ability to locate, Information literacy, the ability to locate, process and use information process and use information

effectively, equips individuals to take effectively, equips individuals to take advantage of the opportunities inherent advantage of the opportunities inherent

in the in the global information societyglobal information society.”.”

Assoc. for Supervision and Curriculum Dev., 1991Assoc. for Supervision and Curriculum Dev., 1991

http://www.techlearning.com/article/8670

21st Century Skills 21st Century Skills & Big6 – A Great Match& Big6 – A Great Match

How do we address these issues?How do we address these issues?

• Help students become discriminating Help students become discriminating users of information users of information

• Help students use essential information Help students use essential information and technology skills in contextand technology skills in context

• Use The Big6 and The Super3 Use The Big6 and The Super3 informational problem-solving methodsinformational problem-solving methods

Mrs GladdenMrs Gladden

What is Big6 and Super3?What is Big6 and Super3?

An informational problem-solving and An informational problem-solving and decision making model which decision making model which

utilizes a systematic process to find, utilizes a systematic process to find, use, apply and evaluate information use, apply and evaluate information

for specific needs and tasks.for specific needs and tasks.

Super3 and Big6 SkillsSuper3 and Big6 Skills

1.1.Task DefinitionTask Definition

2.2. Info Seeking Info Seeking StrategiesStrategies

3.3.Location and AccessLocation and Access

4.4.Use of InformationUse of Information

5.5.SynthesisSynthesis

6.6.EvaluationEvaluation

1.1.PlanPlan

2.2.DoDo

3.3.ReviewReview

Big6 Skills

Task DefinitionTask Definition

1.1 Define the information problem1.1 Define the information problem

1.2 Identify information needed (to 1.2 Identify information needed (to solve the information problem)solve the information problem)

What is the task? What types of information do I need? What am I doing? What is the assignment? How much time will be given? What is required? What am I supposed to do? What will it look like if I do a really good job?

Information SeekingInformation SeekingStrategiesStrategies

2.1 Determine all possible sources 2.1 Determine all possible sources (brainstorm)(brainstorm)

2.2 Select the best sources2.2 Select the best sources

What are possible sources? Which are the best? What will have the answers? What can I use to find what I need?

Location and AccessLocation and Access

3.1 Locate sources (intellectually and 3.1 Locate sources (intellectually and physically)physically)

3.2 Find information within sources3.2 Find information within sources

Where is each source? Where is the information in each source? Where can I find the resources? Where can I find what I need?

Use of InformationUse of Information

4.1 Engage (e.g., read, hear, view, touch)4.1 Engage (e.g., read, hear, view, touch)

4.2 Extract relevant information4.2 Extract relevant information

How can I best use each source? What information in each source is useful? How will I organize my information? What information can I use?

SynthesisSynthesis

5.1 Organize from multiple sources5.1 Organize from multiple sources

5.2 Present the information5.2 Present the information

How can I organize all the information? How can I present the result? What will I make? What can I make to finish the job?

EvaluationEvaluation

6.1 Judge the product (effectiveness)6.1 Judge the product (effectiveness)

6.2 Judge the process (efficiency)6.2 Judge the process (efficiency)

Is the task completed? How can I do things better?

Did I do a good job? How will I know if I did my job well?

Super 3

Plan – (Beginning)Plan – (Beginning)

When students get an assignment or a When students get an assignment or a task, BEFORE they start doing anything, task, BEFORE they start doing anything, they should think-they should think-

What am I supposed to do?What am I supposed to do?What will it look like if I do a really good job?What will it look like if I do a really good job?What do I need to find out to do the job?What do I need to find out to do the job?

Big6 steps – Task Definition & Information Seeking Big6 steps – Task Definition & Information Seeking StrategiesStrategies

Do – (Middle)Do – (Middle)

In the middle the students DO the In the middle the students DO the activity. This is where they read, view, activity. This is where they read, view, tell, make a picture, etc.tell, make a picture, etc.

Big6 steps – Location and Access & Use of Big6 steps – Location and Access & Use of Information & SynthesisInformation & Synthesis

Review – (End)Review – (End)

Before finishing the product and turning it Before finishing the product and turning it in students should stop and think – Is in students should stop and think – Is this done?this done?

Did I do what I was supposed to do?Did I do what I was supposed to do?

Do I feel OK about this?Do I feel OK about this?

Should I do something else before I turn it in?Should I do something else before I turn it in?

Big6 steps – Synthesis & EvaluationBig6 steps – Synthesis & Evaluation

Developing Big6 UnderstandingsDeveloping Big6 Understandings

Indicate which of the Big6 skills students are using when they perform each of the following activities:– Chooses between an encyclopedia and a magazine

for information on the political situation in the Middle East.

• Information Seeking Strategies– Creates a weekly classroom newsletter about

freedom movements in the world.• Synthesis

– Interviews a long-time community resident about local history.

• Use of Information

Mrs BlackMrs Black

Developing Big6 UnderstandingsDeveloping Big6 Understandings

– Assesses the presentations of other students• Evaluation

– Uses appropriate commands in World Book Online• Location and Access

– Selects a specific topic for a science fair project• Task Definition

Developing Big6 UnderstandingsDeveloping Big6 Understandings

Big6 Skills Identification Exercise• Use the Big6 Skills as headings• Place the student activities under the

appropriate Big6 Skill

Mrs SherrillMrs Sherrill

Task Definition• Write a thesis statement• Students select an area of the US as the focus of its report.• The students and teacher brainstorm to identify some

examples that live in a nearby area. Students may use one from this list but must decide on two others on their own.

• Joe realizes that the task involves writing a coherent and organized essay with a specific comparison between his life and Buck’s life.

• Students are working in groups to make a test for others.

Information Seeking Strategies• Brainstorm possible sources of information and

decide to use magazines, books, their parents, and the World Wide Web.

• Students decide that a visit to a local nature center would be helpful.

• Joe determines that it will be necessary to use a copy of The Call of the Wild, but a critical analysis would also help.

• The Media Coordinator leads the students to the music books.

Location & Access

• Find word definitions in a dictionary.• Group three uses the online catalog to find

books while group four is using the periodical index.

• Joe scans through the book to find the section where Buck first hears the “call of the wild.”

• The Media Coordinator helps the students find the books and magazines about animals in the Media Center.

Use of Information• Answer questions using a textbook.• Print out a magazine article.• Joe marks appropriate sections in the book with

paper clips then enters relevant quotations in a WP document.

• The Media Coordinator shows students how to write notes about their animals on index cards.

• Students take notes from the dictionary before writing the definition in his or her own words.

Synthesis

• Uses PowerPoint to create a multimedia show about holiday celebrations in other cultures.

• Students deliver its report in the form of a TV show.• Joe prepares a chart of events in his life and in

Buck’s life, and then uses WP to write and print his essay.

• Students draw pictures of the animals with crayons or paint while other students paste pictures from old magazines.

Evaluation• Reflects on personal information skills that need

improving.• Evaluates the effectiveness of different specific media

(political ads, car commercials, video vs audio, etc)• Students discuss which web sites were useful and why.• A student earned an A on his essay because he referred

to specific examples in the book.• The teacher debriefs with the class. What was the most

difficult part of the assignment?• The class discusses which of the tests were hard and

why.

Developing Big6 UnderstandingsDeveloping Big6 Understandings

Nutrition Poster Exercise – Elementary

• Using the curriculum context list and explain one or two activities for each Big6 Skill.

Mrs BlackMrs Black

Nutrition Poster ExerciseBig6 Skill Student Activities

Task Definition *Brainstorm food*

Information Seeking

Strategies

*books, grocery stores, food ads, home, cafeteria, textbooks*

Location & Access

*Destiny, Internet, Public Library*

Use of Information

*Interview cafeteria staff, print, take notes*

Synthesis *Create poster, record what they eat for one day*

Evaluation *Display posters, discuss what foods they liked, discuss what they learned*

Developing Big6 UnderstandingsDeveloping Big6 Understandings

Curriculum Integration Exercise• Create a typical, integrated curriculum

situation.• Describe one or two activities that relate to

each Big6 Skill

Themes of the Big6Themes of the Big6• The Big6 process can be applied in all subjects, with The Big6 process can be applied in all subjects, with

students of all ages, and across all grade levels (K-20).students of all ages, and across all grade levels (K-20).

• The Big6 is adaptable and flexible; it can be applied to The Big6 is adaptable and flexible; it can be applied to any information situation.any information situation.

• Technology skills take on meaning within the Big6 Technology skills take on meaning within the Big6 process.process.

• Using the Big6 is not always a linear, step-by-step Using the Big6 is not always a linear, step-by-step process.process.

• The Big6 process is necessary and sufficient for The Big6 process is necessary and sufficient for solving problems and completing tasks.solving problems and completing tasks.

• The Big6 is an ideal approach for integrating The Big6 is an ideal approach for integrating information literacy learning with all subject area information literacy learning with all subject area curricula at all grade levels.curricula at all grade levels.

Mrs SherrillMrs Sherrill

Better Understanding of Better Understanding of Each Big6 SkillEach Big6 Skill

Mrs BlackMrs Black

Task DefinitionTask Definition

1.1 Define the information problem1.1 Define the information problem

1.2 Identify information needed (to 1.2 Identify information needed (to solve the information problem)solve the information problem)

Strategy:Strategy:

List questions to answer about your project.List questions to answer about your project.

(who, what, when, where, which, why, and how)(who, what, when, where, which, why, and how)

Consider a student working on a writing project: How is global warming affecting the Earth? Imagine if the student does an excellent job on all stages of the Big6 except for Task Definition.

What might be the possible impact on the quality of the project?

What evidence might indicate this problem and impact?

Essential Question

• What is an Essential Question?

http://questioning.org/mar05/essential.html

Mrs SherrillMrs Sherrill

Types of QuestionsTypes of QuestionsFact Questions• Usually these questions

start with the wordsWho…What…Where…When…

• Some examples of Fact Questions are:Who is the president of the United States?What do sea turtles eat?Where is the Pecos River?When were most fossils formed in this area?

Why Questions• Usually these questions start with

the wordsWhy…How…In what ways…

• Some examples of Why Questions are:How do insects differ from reptiles?How do plants use the sun?Why do you need to learn to use a map?Why should you eat from the food pyramid?In what ways do scientists think dinosaurs became extinct?In what ways are life cycles of the chicken and frog similar?

Types of QuestionsTypes of QuestionsIdea Questions• Usually these questions start with the words

Imagine…Suppose…Predict…If…, then…How might…Can you create…What are some possible consequences…

• Some examples of Idea Questions are:Imagine that you could travel to another planet. Can you tell about that planet and why you would like to go?Suppose that you lived in Mexico. Can you tell about which holiday you would enjoy the most?If (name a European explorer) came back today, what would he think about the changes?How might people from Alaska adapt to life in a southern state such as Florida?What are some possible consequences if people do not recycle?Can you create a new animal that has some of the characteristics of a mammal, a fish, a reptile, an amphibian and a bird? How might it live in our habitat?

Types of QuestionsTypes of QuestionsOpinion Questions• Usually these questions start with the words

Defend…Judge…Justify…What do you think about…What is your opinion about…

• Some examples of Opinion Questions are:What do you think about native people destroying the rain forest so they can farm?How do you feel about the different styles of music we have studied?What is your opinion about having rules in the cafeteria during lunch? Justify your opinion. (Justify means to tell why you think so.)

• Plan, Plan, Plan• Collaborate / Communicate – with Media

Coordinator, Art, Music, Drama, PE – through grade level meetings, email, casual conversation.

ActivitiesActivitiesMrs BlackMrs Black

ActivitiesActivities• Rubric / Evaluation. Provide students with a

checklist at the beginning instead of at the end.

Activities

• Provide Task / Assignment. Students could be given the task or choose from a list of tasks.

• Brainstorm Topic. As a class or group, develop a list of topics.• Complete a K-W-L Chart. It will help identify the information

that is needed.• Concept Mapping. Students can use to refine their inquiry in

terms appropriate to the assignment. They may try to tackle a subject that is too broad or too narrow.

• Graphic Organizers. Kidspiration / Inspiration software.

Memory Minder

Purpose: The purpose of the Memory Minder tool is to aid students in remembering – before they go home at the end of the school day – what information or materials they need to complete their homework. http://www.big6.com/category/1-0-task-definition/

Mrs StilwellMrs Stilwell

ExerciseExercise

At your table, answer the following questions:What would you like on a Banoak Memory

Minder?What title would be on our Memory Minder?Where would you like this to be – Poster in the

classroom, label on student folder or materials, etc.

Information SeekingInformation SeekingStrategiesStrategies

2.1 Determine all possible sources 2.1 Determine all possible sources (brainstorm)(brainstorm)

2.2 Select the best sources2.2 Select the best sources

StrategyStrategy

Use appropriate sources to gather information Use appropriate sources to gather information about your topic.about your topic.

Possible ResourcesPossible Resources

• Provide students with Resource options.– Books– Encyclopedia– Atlas– Almanac– Magazine (Print and online)– Brochure– Interview– World Wide Web– Others -

Evaluating WebsitesEvaluating Websites

Because anyone can publish on the world wide web, it is critically important that students learn to evaluate web sites for authority, accuracy, relevance, currency, and objectivity.

Evaluating WebsitesEvaluating Websites

Let’s look at:http://www.allaboutexplorers.com

Resources to use:http://www.det.wa.edu.au/education/cmis/eval/curriculum/ict/webeval/eval12.htmhttp://www3.widener.edu/Academics/Libraries/Wolfgram_Memorial_Library/Evaluate_Web_Pages/659/http://lib.nmsu.edu/instruction/evalsugg.htmlhttp://www.lib.berkeley.edu/TeachingLib/Guides/Internet/Evaluate.htmlhttp://www.ithaca.edu/library/training/think.htmlhttp://kathyschrock.net/slideshows/abceval/frame0001.htmhttp://openc.k12.or.us/citeintro/secondary/evaluate/index.html

Evaluating WebsitesEvaluating WebsitesKathy Schrock - http://kathyschrock.net/abceval/5ws.pdf

5 W’s of Website Evaluation – WHO - Who wrote the pages and are they an expert? Is a

biography of the author included? How can I find out more about the author?

WHAT - What does the author say is the purpose of the site? What else might the author have in mind for the site? What makes the site easy to use? What information is included and does this information differ from other sites?

Evaluating WebsitesEvaluating Websites

WHEN - When was the site created? When was the site last updated?

WHERE - Where does the information come from? Where can I look to find out more about the sponsor of the site?

WHY - Why is this information useful for my purpose? Why should I use this information? Why is this page better than another?

World Wide Web ResourcesWorld Wide Web Resources• World Book Online – www.worldbookonline.com• NC WiseOwl – www.ncwiseowl.org• LearnNC – www.Learnnc.org• Kathy Schrock -

http://school.discoveryeducation.com/schrockguide/• KidsClick - http://www.kidsclick.org/• Google Directory - http://directory.google.com/• Librarians’ Internet Index - http://lii.org/• Homework Center -

http://www.multcolib.org/homework/• Others –

ExerciseExercise

Use the Catawba County Schools Website Evaluation Form to evaluate http://zapatopi.net/treeoctopus/ website.

Google Search for Martin Luther King, Jr. –http://www.martinlutherking.org

Location and AccessLocation and Access

3.1 Locate sources (intellectually and 3.1 Locate sources (intellectually and physically)physically)

3.2 Find information within sources3.2 Find information within sources

StrategyStrategyUse the index and table of contents to determine Use the index and table of contents to determine if the source has helpful information. Skim and if the source has helpful information. Skim and

scan. Read bold headings, and captions.scan. Read bold headings, and captions.

ActivitiesActivities

• Expose students to a variety of resources and teach them how to know when to use them. (Handout)

• Expose students to the Index and Table of Contents of resources.

• Teach students to use Destiny to find available book resources.

• Help students improve their keyword searching skills. (Boolean searching – and / or / + / - / “ “ / etc) (http://www.internettutorials.net/boolean.asp)

• Search Strategies - http://openc.k12.or.us/citeintro/secondary/strategies/strat02.html

ExerciseExercise

*Besides the World Wide Web and books, where can you locate additional resources?

*In your group, complete the handout – What Source Would You Use.

What Source Would You Use?____ to find statistics on the number of working mothers with children under

the age of five____ to locate an in-depth article about the level of absenteeism among

working mothers with children under the age of five____ to find out information about the day care center that XYZ corporation

opened in your home town____ to learn about presentations offered at the National Association for

Family Child Care Conference in July 2001____ to find a current analysis of how working mothers in the 21st century

are coping with child care issues____ to find out how much families are paying for child care____ to read a detailed analysis of child-care options in the workplace____ to learn about companies that are offering child care at the workplace

Use of InformationUse of Information

4.1 Engage (e.g., read, hear, view, touch)4.1 Engage (e.g., read, hear, view, touch)

4.2 Extract relevant information4.2 Extract relevant information

StrategyStrategy

Read, view and listen. Mind-mapping and Read, view and listen. Mind-mapping and notetaking.notetaking.

Cornell (2-3 column) 26

Webbing

http://www.iowa-city.k12.ia.us/Library/Curriculum/InfoLit/Lessons/Webbing%20Questions.htm

31-32

Mapping

http://www.nlpmind.com/mind_mapping.htm

29

ActivitiesActivities

• Teach students to summarize information in notes – Cornell Notes, Index Cards, data chart or T-Chart (What I found & Where I found it)

• Use a folder with envelopes• Fact Frenzy Activity -

http://www.readwritethink.org/student_mat/student_material.asp?id=13

ActivitiesActivities

Helpful hints: – Carefully read, view or listen for important

information– Don’t try to write down everything. Use lists or

short phrases. Be sure to use your own words.– Pick out main points, key phrases and only a few

details. Notes do note need to be complete sentences.

– Do I have enough information– Write down citation information for each source

ActivitiesActivities• Teach students the difference between

summarizing, paraphrasing, and quoting. http://www.ohio.edu/linguistics/info/quoting.html

• Research Building Blocks - http://www.readwritethink.org/lessons/lesson_view.asp?id=148

• Use a citation template so students can document sources.

ExerciseExercise

At your table, talk about ways you teach students to use information.

SynthesisSynthesis

5.1 Organize from multiple sources5.1 Organize from multiple sources

5.2 Present the information5.2 Present the information

StrategyStrategyOrganize project, complete a rough draft.Organize project, complete a rough draft.

ActivitiesActivities

• Organize notes to complete project – Outline (Kidspiration) or Write key points in a list. (http://openc.k12.or.us/citeintro/secondary/organize/index.html)

• Encourage the development of critical thinking skills in your Internet research projects.

• Promote Project Based Learning activities.• Encourage activities that will discourage Plagiarism

(http://www.doug-johnson.com/dougwri/plagiarism-proofing-assignments.html) or (http://www.ncwiseowl.org/it/plagiarism/default.htm)(http://www.plagiarism.org/ )

Research Without Copying http://www.nancypolette.com/home.asp

ActivitiesActivities

• Teach students to give credit by citing sources. Use K-6 citation guidelines.

Creating Citations

– Citation Maker - http://elementary.oslis.org/resources/cm

– Citation Maker – http://openc.k12.or.us/citeintro/citeintro.php?Grd=Sec

– EasyBib - http://easybib.com/– Citation Builder -

http://www.lib.ncsu.edu/lobo2/citationbuilder/index.php

ActivitiesActivities• Examples of Synthesis

(http://openc.k12.or.us/citeintro/secondary/present/index.html)

• http://www.uen.org/k12educator/big6/synthesis.shtml – Written Report– PowerPoint– Webpage– Skit– Presentation– WebQuest

ExerciseExercise

Use the sticky notes at your table to list / explain examples of Synthesis activities.

EvaluationEvaluation

6.1 Judge the product (effectiveness)6.1 Judge the product (effectiveness)

6.2 Judge the process (efficiency)6.2 Judge the process (efficiency)

StrategyStrategy

Compare / evaluate project to the given taskCompare / evaluate project to the given task

ActivitiesActivities• Use evaluation tools to analyze project

– http://school.discoveryeducation.com/schrockguide/assess.html

– http://ncsu.edu/midlink/ho.html– http://rubistar.4teachers.org/– http://www.rubrics4teachers.com/

• Provide with students with an evaluation check sheet / rubric before submitting project. It is also good to give this to students when they begin the project.

• Give students an opportunity to share feelings of the project. What was good? How could it be improved? How could the entire process be changed?

How well did I do on my ______________?

ExerciseExercise

• Use the sticky notes to create 6 new student activities – 1 for each skill

• Place each sticky on the correct flow chart paper

Questions / Comments

Big6 Evaluation

HomeworkHomework

• Complete the Curriculum Integration Worksheet with a lesson that you have already completed or plan to conduct.

• Curriculum Context will be the lesson, project, assignment, etc.

• Fill in the student activities for each Big6 skill• Fill in corresponding curriculum standards• Bring to next training on Monday, November

16th