Information+Problem+Solving+Prewriting

A.2.3 Trisha Goins and Shelly Paschal

Storyboard

Final Product

Big 6
Look at each stage and determine what skills can be taught at each step.
 * **Know** || **What to Learn** || **Learn** || **Further Questions** ||
 * Research model for students is based on 6 steps. || What are the 6 steps? || The Big6 stages and substages.
 * 1) Task Definition I would definitely use task cards to start this process.
 * 2) Information Seeking Strategies
 * 3) Location & Access
 * 4) Use of Information
 * 5) Synthesis
 * 6) Evaluation

Take several weeks to teach all of the individual steps using curriculum integration. Time constraints are a big issue in my school. || What is actually being taught at each step in this process?

How is what is being taught at each step benefiting students?

Is this the most common type of research in schools? ||
 * || What is the benefits for student learning using this model? || After reading the article by James Carey, I have to wonder if this is the best model for students. This was an interesting perspective about how the 6 steps are really more than 6 steps. Each step is really broken down into further steps. This is true and according to Eisenberg the steps don't have to go in order and can be repeated as much as needed.

One statement even says, the Big6 model is not developmentally appropriate for elementary age students. I agree with this statement; Step 4 is Use of Information; students are expected to identify the main idea, key facts and quotes. This is an ongoing process for students that can be confusing with 6th graders.

Another statements asks if using the Big6 model is truly action research. Positive advantages with synthesis:
 * organization of information
 * the use of technology
 * builds presentation skills || Is this a good strategy to use with students? Good strategy for older students; here are some advantages for teachers: This process works with any subject and it moves teacher to facilitator and students are taking an active role in their learning.

How would I implement this with students in the library? Great question! As I looked over this I thought the same thing. My first step would be to help students with the technology that would be used for the assignment. Collaborating with the teacher would also help. Agreeing with what the students need to learn and the outcomes would make it easier for me to guide the students. I would definitely want to be involved as the rubric is being written. I think this would help me the most.

How does action research compare to the Big6 model.

How does this align with TEKS? This does align with TEKS, but it is geared toward older students. Middle school would be fine but anything younger would be too hard. ||

PBL - Project Based Learning
Yes, the question is what will drive them to find the research and motivation to create a project to share with others. || How does the PBL process move students forward in their research? || According to the Chu, Tse, & Chow article, PBL has research that supports students learning is "more effective in promoting learning outcomes such as deep thinking, the ability to apply knowledge, and reasoning skills when compared to the traditional didactic approach."
 * **Know** || **What to Learn** || **Learn** || **Further Questions** ||
 * Research model for students is based on a driving question, hopefully created by the students.

Students are actively building their own learning while the teacher is the facilitator.

Student are personally involved in selecting the topics; therefore, they have more of an interest to find answers through thinking, analyzing, and applying,

Collaboration increases student achievement.

Information Technology skills can allow students to interactive with experts and function at a high level to take their knowledge deeper, but they need the IT skills to achieve this. This will be an important role for the librarian to introduce and guide the students with the needed technology skills. || How does the librarian fit in this process?

Will my teachers be excited to learn this new process or feel that they don't have the time? || There are more authentic experiences for research and problem solving; therefore, making learning more authentic for the learners. I thought the graphic below helped to explain the steps of PBL. Clicking each principle will explain the principle in more depth. |||| What order do the steps come in during the process exactly?
 * || What are the steps in PBL? || The steps for PBL are:
 * Driving Question
 * Need to Know
 * Voice and choice
 * In-depth inquiry
 * Revision and reflection
 * Public Audience

The driving question always comes first. The driving question needs to be more general than specific in order to provide the option for open ended possibilities for students. Although, the question needs to be specific enough to lead students down the correct path of the big picture. At first the teacher will supply the driving question. Once students are more familiar with the process they can come up with their own driving questions. This is so great because students are naturally curious; as they become more accustomed to this type of learning they will be asking these questions

This is followed by the Need to Know stage where students discuss prior knowledge. Students will also have a Voice and Choice as to how they want to pursue their solution.

The next stage is the actual stage of inquiry. This part of the process is nonlinear. There can be a lot of going back and forth between asking questions and finding answers. There will be a lot of going back and forth between questions and answers.

Students then revise and reflect on their work. This stage is where students can make improvements on their ideas and solutions. This is also how mapping the project is so important because the librarian and teacher are investigating what they need to do to help the students prepare for the final product.

Students then prepare their final product and share with an appropriate audience. ||
 * ||  || Collaborative teaching is a vital part to making PBL successful. Classroom teachers need help in order to fully support students' needs and help students grow from their PBL experience. Let each teacher involved share their expertise so students have the opportunity to learn from all.

According to the Chu, Tse, and Chow article there is more collaboration with elementary teachers and teacher librarians and technology specialists than at other levels of instruction. Learning about project based learning, I can really see the importance of the teacher and librarian working together. This is quite a process that does take a lot of planning, but when these two collaborate a lot can be accomplished.

This process would fit with 3rd grade levels and up because the students will be driving the questions. ||  ||