Inquiry Learning and the Big6

A Presentation for Middle school teachers By Sheila DeLattre-Carter Sherry Woolam Inquiry-Based Learning Processand The Big6 Image Source: Microsoft PowerPoint Clip Gallery

Crucial Skills for the 21st Century Learner Inquiry-Based Learning Process What is inquiry-based learning? What are the benefits of the inquiry-based process? How do you apply inquiry-based learning?

What is inquiry-based learning? A process that teaches research skills in any subject or content area Promotes critical thinking skills Information gathering process related to life Students work cooperatively in groups to solve problems and answer questions (Carnesi and DiGiorgio 32)

The Benefits of Inquiry Learning Encourages cooperative learning Takes one project through major content areas Caters to different learning styles Multiple-intelligence friendly (Carnesi and DiGiorgio 32)

Applying Inquiry-Based Learning The Six Step Inquiry Process Questioning Planning Collecting and Crediting Organizing Synthesizing Communicating (Carnesi and DiGiorgio 32-36)

Step 1: Questioning Word Splash by Wordle.net

Step 2: Planning Students devise a plan or schedule Students gather resources for project Review and revise plan Image Source: Microsoft PowerPoint Clip Gallery

Step 3: Collecting and Crediting Students collect information Document information Cite their sources Image Source: Microsoft PowerPoint Clip Gallery

Step 4: Organizing Graphic organizers are a must Image Source: Microsoft PowerPoint Clip Gallery

Step 5: Synthesizing Completing the final product Image Source: Microsoft PowerPoint Clip Gallery

Step 6: Communicating The art of presenting Addressing your audience Image Source: Microsoft PowerPoint Clip Gallery

The Inquiry Process Image Source: Carnesi and DiGiorgio 32

Six Step Inquiry Process in Action, Part 1 Image Source: Carnesi and DiGiorgio 35

Six Step Inquiry Process in Action, Part 2 Image Source: Carnesi and DiGiorgio 35

Inquiry Process in Action Image Source: Harada and Yoshina 23

Role of the SLMS Image Source: Harada and Yoshina 24

Conventional vs. Inquiry-Focused Image Source: Harada and Yoshina 25

The Big6 Research Model What is the Big6 Research Model? What is the Big6 process? What are the benefits of the Big6? How does the Big6 align with Texas Standards? What resources are available? www.big6.com The “Big6™” is copyright © (1987) Michael B. Eisenberg and Robert E. Berkowitz. For more information, visit: www.big6.com

What is the Big 6 Research Model? “The Big6 is a proven approach to information problem-solving. It helps you succeed in school and life. Use the Big6 to find, use, apply, and evaluate information for specific needs and tasks” (Graphic Source: www.big6.com/ kids/7-12.htm). The “Big6™” is copyright © (1987) Michael B. Eisenberg and Robert E. Berkowitz. For more information, visit: www.big6.com

Combines critical thinking, problem solving and manipulation of information for a meaningful solution Provides a systematic approach to information problem-solving relying on critical thinking skills Provides a basic framework for teaching and promoting information literacy Tried and true method to answer a question, complete an assignment or create a unique product The information problem-solving process steps are not necessarily sequential and may be repeated as needed What is the Big 6 Research Model? (London)

What is the Big 6 Research Model? Task Definition1.1 Define the information problem1.2 Identify information needed Information Seeking Strategies 2.1 Determine all possible sources2.2 Select the best sources Location and Access3.1 Locate sources (intellectually and physically)3.2 Find information within sources Handout created by: Barbara J. Shoemaker, School Media Specialist, Mill Road Elementary, K-2 Red Hook Central School District, Red Hook, NY

What is the Big 6 Research Model? 4. Use of Information4.1 Engage (e.g., read, hear, view, touch)4.2 Extract relevant information 5. Synthesis5.1 Organize from multiple sources5.2 Present the information 6. Evaluation6.1 Judge the product (effectiveness)6.2 Judge the process (efficiency) Handout created by: Barbara J. Shoemaker, School Media Specialist, Mill Road Elementary, K-2 Red Hook Central School District, Red Hook, NY

What is the Big 6 Research Model? The Big6 process is not just a linear process. Steps may be completed in any order as well as repeated as frequently as necessary to successfully complete the project (Eisenberg, "Information Literacy:”). Graphic source: http://uweoconnect.extn.washington.edu/publicmbeinfolit/ The “Big6™” is copyright © (1987) Michael B. Eisenberg and Robert E. Berkowitz. For more information, visit: www.big6.com

Step 1: Task Definition Facilitates information problem solving process by helping students focus on specific elements Promotes a preliminary understanding of the topic and the expected outcome or end result Starts the resource identification process. (Lowe, 2008) AASL Standards for the 21st-Century Learner in Action 1.1.3 Develop and refine a range of questions to frame the search for new understanding (13). 1.2.1 Display initiative and engagement by posing questions and investigating the answers beyond the collection of superficial facts (13). The “Big6™” is copyright © (1987) Michael B. Eisenberg and Robert E. Berkowitz. For more information, visit: www.big6.com

Step 2: Information Seeking Strategies Teaches students to become discretionary users of internet resources AASL Standards for the 21st-Century Learner in Action 1.1.4 Find, evaluate, and select appropriate sources to answer questions (13). 1.1.5 Evaluate information found in selected sources on the basis of accuracy, validity, appropriateness for needs, importance, and social and cultural context (13). The “Big6™” is copyright © (1987) Michael B. Eisenberg and Robert E. Berkowitz. For more information, visit: www.big6.com

Step 3: Location and Access Guides students through the process of finding, sorting and applying relevant, credible information Facilitates understanding of benefits of both print and non-print resources Develops information search and retrieval skills (Eisenberg, "Big6™ Skills Overview“) AASL Standards for the 21st-Century Learner in Action 1.1.8 Demonstrate mastery of technology tools for accessing information and pursuing inquiry (13). 1.3.2 Seek divergent perspectives during information gathering and assessment (13). The “Big6™” is copyright © (1987) Michael B. Eisenberg and Robert E. Berkowitz. For more information, visit: www.big6.com

Step 4: Use of Information Identify the main idea, key facts and quotes Differentiate between fact and fiction Understand requirements and importance of citing resources (Eisenberg, "Big6™ Skills Overview“) AASL Standards for the 21st Century Learner in Action 1.1.7 Make sense of information gathered from diverse sources by identifying misconceptions, main and supporting ideas, conflicting information, and point of view or bias (13). 2.1.1 Apply critical thinking skills (analysis, synthesis, evaluation, organization) to information and knowledge (14). 1.3.3 Follow ethical and legal guidelines in gathering and using information (13). The “Big6™” is copyright © (1987) Michael B. Eisenberg and Robert E. Berkowitz. For more information, visit: www.big6.com

Step 5: Synthesis Students learn how to organize and prioritize information from multiple sources Facilitates interpretation, analysis and evaluation of information Builds presentation skills and expertise AASL Standards for the 21st-Century Learner in Action 2.1.4 Use technology and other information tools to analyze and organize information (14). 3.1.4 Use technology and other information tools to organize and display knowledge and understanding in ways that others can view, use, and assess (15). The “Big6™” is copyright © (1987) Michael B. Eisenberg and Robert E. Berkowitz. For more information, visit: www.big6.com

Step 6: Evaluation AASL Standards for the 21st-Century Learner in Action 3.4.1 Assess the processes by which learning was achieved in order to revise strategies and learn more effectively in the future (15). 3.4.2 Assess the quality and effectiveness of the learning product (15). Self-assessment of not only the completed project to defined criteria but also during each phase of the process The “Big6™” is copyright © (1987) Michael B. Eisenberg and Robert E. Berkowitz. For more information, visit: www.big6.com

Advantages of the Big 6 Research Model Integrates information needs, search strategies, presentation skills, and evaluation skills, along with technology tools. A successful, tested approach that incorporates information and technology skills to strengthen your curriculum. Helps students to evaluate information, track their own progress during assignments and reflect on their completed work before it’s graded. Big6 stages allow students to develop information problem-solving skills as well as become organized, proficient users of information technologies. Ensures that students learn the fundamental approach for success in an overwhelming information and communication age. Develops the problem solving capacity of learners, including students who do not fit a traditional image of "successful learners.” (Big6 Associates, LLC)

Big6 Benefit to Students Learn transferable planning and organizing skills they will be able to apply for a lifetime School: homework, tests, decision-making, writing, research, projects Life: workplace, selecting entertainment, pursuing hobbies, friendship issues, making reservations, job hunting, apartment hunting Find, sort, and apply relevant, credible information to creatively solve a problem. Prepare a solution based on reliable information, and give proper credit to information sources. Achieve results using any individual learning style. Students will consider if their current style and approach works well for problem solving. Understand general problem-solving concepts and then refine each skill to learn and perfect specific details. (Big6 Staff, Benefit to Students)

Benefit to Educators Adaptable:Current units and lessons can be framed within the Big6 context. Big6 compliments standards-based curriculum, and has terminology to fit student learning in grades K-12 and beyond. Flexible: Emphasize one Big6 skill or all Big6 skills throughout a school year, based on needs in school, time and resources available, and library/classroom partnership. Collaboration: Big6 facilitates communication among administrators, classroom teachers, and teacher-librarians. The Big6 is useful when you need to coordinate cross-curricular projects. (Big6 Staff, “How Will Educators Benefit”)

Big 6 Educator Resources Word Cloud by Wordle.net

Big 6 Alignment to TEKS ELAR Curriculum (19.b.22) Research/Research Plan. Students ask open-ended research questions and develop a plan for answering them. Students are expected to: (A) brainstorm, consult with others, decide upon a topic, and formulate a major research question to address the major research topic; and (B) apply steps for obtaining and evaluating information from a wide variety of sources and create a written plan after preliminary research in reference works and additional text searches. (19.b.23) Research/Gathering Sources. Students determine, locate, and explore the full range of relevant sources addressing a research question and systematically record the information they gather. Students are expected to: (A) follow the research plan to collect data from a range of print and electronic resources; (B) differentiate between primary and secondary sources; (C) record data, utilizing available technology in order to see the relationships between ideas, and convert graphic/visual data; (D) identify the source of notes and record bibliographic information concerning those sources according to a standard format; and (E) differentiate between paraphrasing and plagiarism and identify the importance of citing valid and reliable sources. ,[object Object]

Evaluation(Division of Policy Coordination, “Chapter 110”)

Big 6 Alignment to TEKS ELAR Curriculum (19.b.24) Research/Synthesizing Information. Students clarify research questions and evaluate and synthesize collected information. Students are expected to: (A) refine the major research question, if necessary, guided by the answers to a secondary set of questions; (B) evaluate the relevance and reliability of sources (19.b.25) Research/Organizing and Presenting Ideas. Students organize and present their ideas and information according to the purpose of the research and their audience. Students are expected to synthesize the research into a written or an oral presentation that: (A) compiles important information from multiple sources; (B) develops a topic sentence, summarizes findings, and uses evidence to support conclusions; (C) presents the findings in a consistent format; and (D) uses quotations to support ideas and an appropriate form of documentation to acknowledge ,[object Object]

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