Teaching elementary information literacy skills with the Big6:
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
Columbus, Ohio
Linworth Publ.
2009
|
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | Includes bibliographical references and index |
| Beschreibung: | XVI, 310 S. graph. Darst. |
| ISBN: | 9781586833268 158683326X |
Internformat
MARC
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| 020 | |a 9781586833268 |c pbk. |9 978-1-58683-326-8 | ||
| 020 | |a 158683326X |c pbk. |9 1-58683-326-X | ||
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| 100 | 1 | |a Needham, Joyce |e Verfasser |4 aut | |
| 245 | 1 | 0 | |a Teaching elementary information literacy skills with the Big6 |c Joyce Needham |
| 264 | 1 | |a Columbus, Ohio |b Linworth Publ. |c 2009 | |
| 300 | |a XVI, 310 S. |b graph. Darst. | ||
| 336 | |b txt |2 rdacontent | ||
| 337 | |b n |2 rdamedia | ||
| 338 | |b nc |2 rdacarrier | ||
| 500 | |a Includes bibliographical references and index | ||
| 650 | 4 | |a Information literacy |x Study and teaching |z United States | |
| 650 | 4 | |a Electronic information resource literacy |x Study and teaching |z United States | |
| 650 | 4 | |a Information retrieval |x Study and teaching |z United States | |
| 650 | 4 | |a Information technology |x Study and teaching |z United States | |
| 650 | 0 | 7 | |a Informationskompetenz |0 (DE-588)4614795-0 |2 gnd |9 rswk-swf |
| 650 | 0 | 7 | |a Informationsvermittlung |0 (DE-588)4161680-7 |2 gnd |9 rswk-swf |
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| 689 | 0 | 1 | |a Informationskompetenz |0 (DE-588)4614795-0 |D s |
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Datensatz im Suchindex
| _version_ | 1804138019885678592 |
|---|---|
| adam_text | TABLE
OF CONTENTS
Table of Figures
..................................................................viii
Table of Lesson Plans
.............................................,.................
χ
About the Author
..................................................................xi
Acknowledgments
................................................................xii
Introduction
...................................................................xiii
The Purpose
..................................................................xiii
The Organization and Content
...................................................xiii
The Big6 Problem Solving Process
................................................xv
Application of the Big6
.........................................................xv
Works Cited
..................................................................xvi
PART
1 :
Getting Started—Focusing on the Student
.............................1
Chapter
1 :
What? Helping Students Understand the Task
..............................3
What Is Information Literacy?
.....................................................3
What Are Problems?
.............................................................4
How Can the Big6 Problem Solving Process Help?
....................................4
Tips and Strategies to Introduce and Teach Students the Big6 Problem Solving Process
........5
Works Cited
...................................................................7
Chapter
2:
Why? Motivating Students to Become Better Problem Solvers
................9
Why Do Students Need to Develop Problem Solving Skills and Become Lifelong Learners?
... .9
Our Rapidly Changing World
...............................................9
Examples of Impact on Occupations
.................................10
Examples of Devices and Activities
..................................11
The Desire to Become Independent
.........................................11
Why Focus on Mastering a Problem Solving Process Such as the Big6?
...................13
Why Consciously Use the Process?
.........................................13
Problems and Practice
............................................13
learning Both Content and Process
..................................13
Can the Process Be Used to Improve Our Problem Solving Skills?
................13
Can the Process Help Solve Difficult Problems?
...............................14
Works Cited
..................................................................14
PART
2:
Making It Work
—
Focusing on Fundamentals of Learning
............15
Chapter
3:
Empowering Students Through Knowledge of the Learning Process
...........17
How Do We Learn?
............................................................17
How Does the Big6 Connect to the Learning Process?
................................19
Step
1:
Task Definition. What is my problem or task? What information do I need?
.. .19
Step
2:
Information Seeking Strategies. What sources can I use to gather information?
.. .19
Step
3:
Location and Access. Finding the source and the information within the source
.. .21
Step
4:
Use
ofinformation.
Engaging and extracting, and Step
5:
Synthesis. Organizing and presenting information
............................21
Step
6:
Evaluation. Assessing product and process
..............................21
Tips and Strategies to Help Students Become Better Learners
...........................21
The Big6 Problem Solving Process
.........................................21
Task Definition
.........................................................22
Location and Access
&
Use of Information
...................................23
Evaluation
.............................................................26
Works Cited
..................................................................26
Chapter
4:
It s All About Process—About Teaching Process
...........................27
What Is Process?
...............................................................27
Do We Have Time to Teach Process?
...............................................28
Table of Contents III
TABLE
OF
CONTENTS
continued
Are We Using the Process or Teaching the Process?
...................................29
How Do We Teach Process?
........................................·.............29
Name the Process
.......................................................29
Teach the Steps in the Process, Including the Vocabulary
........................29
Use Vocabulary as a Strategy
..............................................29
Scaffold Instruction
.............................................................31
Move from Simple to Complex
............................................32
Provide Many Opportunities for Practice
.....................................32
Include Student Evaluation or Feedback
.....................................34
Works Cited
..................................................................36
Chapter
5:
Connecting Processes:
Bigó
Problem Solving, Reading, Listening,
Speaking, Writing, and Technology
..............................................37
What Do Reading, Listening, Speaking, Writing, and Problem Solving Have in Common?
.......37
Where Does Technology Fit?
.....................................................40
Where Does Reading Fit Within the Big6 Problem Solving Process?
......................40
Where Does Writing (Including
6 + 1)
Fit Within the Big6 Problem Solving Process?
........41
Sample of an Integrated Lesson
...................................................43
Works Cited
..................................................................43
Chapter
6:
Making Problems Work for Us
..........................................47
Why Use Problems?
............................................................47
How Do I Create Good Student Problems?
..........................................48
Suggestions for Creating Engaging Problems
.................................48
Getting Started Creating Good Student Problems
..............................48
What Is the Desired Level of Learning?
.............................................50
Letting Students Be the Problem Solvers
............................................51
Works Cited
..................................................................52
PART
3:
Focusing on Mastering the Six Steps
.................................53
Chapter
7:
Task Definition (What Is My Task?)
......................................55
What Is Task Definition?
........................................................55
Why Is Task Definition Important?
................................................56
Tips and Strategies to Help Students Identify Their Task
...............................58
Works Cited
..................................................................62
Chapter
8:
Information Seeking Strategies (What Source Can I Use?)
......................67
What Are Information Seeking Strategies?
..........................................67
Possible Sources of Information
...................................................67
Prior Knowledge or Schema
...............................................68
The Internet
............................................................68
Why Are Information Seeking Strategies Important?
..................................68
What Factors Determine the Best Source?
...........................................69
Tips and Strategies to Help Students Determine Sources
...............................70
Strategies for Identifying and Selecting Sources
...............................70
Sample Lessons to Improve Source Selection Skills
............................85
Teaching Internet Skills
..................................................85
Awareness of the Need for Internet Skills
..............................85
Knowledge of the Variety of Sources on the Internet
.....................86
Internet Reliability: Awareness of and Development of Skills
..............87
Works Cited
..................................................................88
Chapter
9:
Location and Access (Where Is the Source and the Information?)
............89
What Is Location and Access?
....................................................89
IV Teaching Elementary Information Literacy Skills with the Big6™
TABLE
OF
CONTENTS
continued
Why Is Location and Access Important?
............................................89
What Does Accessing Information from a Source Look Like?
...........................91
Components of Accessing Information from Text
..............................91
Scanning and Skimming
...........................................91
Scanning
.......................................................92
Skimming
......................................................93
Keywords
.......................................................93
Text Aids, Features, or Conventions
..................................93
Location and Access on the Internet
.........................................94
Locating the Source or Navigating on the Internet
......................94
Accessing Information from the Internet
.....................................96
Scanning and Skimming
...........................................96
Keywords
.......................................................96
Text Aids, Features, or Conventions
..................................96
Tips and Strategies to Help Students Find Information More Quickly
.....................96
Location and Access Strategies
...................................................97
Strategies to Assist in Location of Source
....................................97
Strategies to Assist in Location of Information Within the Source
.................98
Strategies for Teaching Scanning
....................................98
Strategies to Increase Scanning Speed
................................99
Strategy for Teaching Skimming
....................................105
Strategies for Teaching Keywords
..................................105
Strategies for Teaching Text Aids, Conventions, or Features
..............106
Strategies for Teaching Internet Skills
...............................106
Culminating Lesson
....................................................112
Works Cited
.................................................................112
Chapter
10:
Use of Information
..................................................113
What Is Use
ofinformation?
....................................................113
Why Is Use of Information Important?
............................................114
Tips and Strategies to Help Students Develop Use of Information Skills
..................116
Tips and Strategies to Develop Engaging and Extracting Skills
..................116
Tips and Strategies to Improve Engaging Skills
...............................117
Tips and Strategies to Improve Extracting Skills
..............................117
Citation Tips and Strategies
..............................................117
Preventing Plagiarism
...........................................117
Why Do Sources Need to be Cited?
.................................120
Works Cited
.................................................................122
Chapter
11 :
Synthesis
......................................................... .123
What Is Synthesis?
............................................................123
Why Is Synthesis Important?
....................................................124
Tips and Strategies to Help Students Synthesize More Effectively
.......................124
Strategies to Improve Synthesis
...........................................124
Strategies for Organizing
................................................126
Strategies for Communicating
............................................127
Determining the Form of Synthesis
........................................128
Works Cited
.................................................................129
Chapter
12:
Evaluation
.........................................................131
What Is Evaluation?
...........................................................131
Why Is Evaluation Important?
...................................................133
Example One
...................................................133
Table of Contents V
TABLE
OF
CONTENTS
continued
Example Two
..................................................133
Why Self-Evaluation?
..............................· ·...................134
Tips and Strategies to Help Students Become More Effective and Efficient Evaluators
.......135
Evaluating Product and Process
...........................................135
Evaluating Product
.....................................................137
Evaluating Process
.....................................................138
Works Cited
.................................................................142
PART
4:
Plugging in the Big6 Problem Solving Process
—..................143
Chapter
13:
Applying the
Bigo
to Research Problems
...............................145
How Do I Introduce the Big6 as a Research Strategy?
................................145
What Might Big6 Research Look Like with Primary Students?
.........................149
Research Topics
.......................................................149
Use of Mnemonics
.....................................................149
Sample Research Project
................................................149
What Might Big6 Research Look Like with Intermediate Students?
.....................157
Modeling and Guiding
..................................................157
Incorporating Choice
...................................................157
Sample Research Project
................................................158
Tips and Strategies to Strengthen Students Research Skills
............................158
Works Cited
..................................................................162
Chapter
14:
Note Taking
.......................................................163
What Is Note Taking?
..........................................................163
Why Is Note Taking Instruction Important?
.........................................164
Tips and Strategies for Teaching Successful Note Taking
..............................165
Accessing Information from Print and Oral Sources
..........................165
Identifying and Extracting Important Information
............................165
Recording the Important Information
.......................................168
Write Phrases
..................................................169
Notes Which Can Be Read
___....................................169
Organize Notes
.................................................169
Scaffold for Teaching Note Taking
................................................169
Modeling
.............................................................170
Guiding
..............................................................170
Independent Practice
....................................................171
Works Cited
___.............................................................172
Chapter
15:
Answering Questions from the Text and Test Taking
.....................173
Should Students Answer Questions from Text?
......................................173
Can the Big6 Be Applied to Answer Questions?
.....................................174
What About the Big6 and Test Scores?
............................................177
How Can Students Be Taught to Utilize Big6 in Test Taking?
..........................180
Task Definition
........................................................180
Reading Selection Questions
.............................................180
Maximum Use of Limited Knowledge
.....................................183
Works Cited
.................................................................183
Chapter
16:
Classroom Management and the
Bigó
................................185
How Can Classroom Management Be Used as an Opportunity to Teach the Big6?
...............185
What Does Classroom Management Look Like Using the Big6?
.........................186
How Important Are Consequences and Consistency?
.................................186
How Do I Implement the Big6 into Classroom Management?
..........................190
VI Teaching Elementary Information Literacy Skills with the
Bigo *
TABLE
OF CONTENTS continued
Establish Concrete Behavior Expectations
...................................190
Make the Process Visible
................................................191
Scaffold Instruction
.....................................................191
Scaffolding Classroom Routines and Procedures
......................191
Modeling Classroom Routines and Procedures
........................191
Guiding Classroom Routines and Procedures
.........................191
Independent Practice of Routines and Procedures
.....................192
Scaffolding Behavior
...................................................192
Modeling Behavior
..............................................192
Guiding Behavior
...............................................192
Independent Practice of Behavior
..................................193
Pose Problems
.........................................................193
Provide Opportunities for Student Evaluation
................................193
How to Begin Integration of Big6 into Classroom Management
.........................200
Works Cited
.................................................................200
Chapter
17:
Math and the
Bigo
.................................................201
What Does the Big6 Look Like Applied to Math Word Problems?
.......................201
What Basic Math Concepts Can Develop Through the Use of Big6?
.....................206
How Can I Guide My Students to Use Big6 to Solve Math Problems?
...................207
Strategies That May Be Used to Address Specific Weaknesses
..........................210
When Students Have Difficulty Breaking the Process into Small Steps
............210
When Students Have Difficulty Identifying the Task or Information Needed
..............211
When Math Strategies Are the Weakness
....................................213
When Students Need to Strengthen Their Evaluation Skills
.....................214
When Students Are Ready to Move to the Next Level
.........................217
Works Cited
.................................................................218
Chapter
18:
Science and the
Bigo
...............................................221
Where Does the Big6 Fit into the Science Curriculum?
...............................221
Sample Lessons Integrating the Big6 Problem Solving Process and Science Content
........223
Works Cited
.................................................................261
Chapter
19:
Social Studies and the
Bigo
..........................................263
Where Do Problems and the Big6 Fit within Social Studies?
...........................263
Creating Integrated Social Studies Lessons
.........................................265
Integrating Problem Solving into Existing Lessons
...................................267
Sample Lessons Integrating Big6 and Social Studies
.................................268
Motivators
............................................................268
Skills
................................................................268
Time Requirements
.....................................................269
Works Cited
.................................................................269
Chapter
20:
Parting Thoughts
...................................................297
Why Teach Problem Solving?
...................................................297
Why the Big6 and Not Another Problem Solving Process?
.............................298
Teaching the Big6: Are You Ready to Tackle the Problem?
............................299
Helping Our Students Succeed
...................................................299
Works Cited
.................................................................302
Appendix A: Picture Books and Information Literacy Skills
...............................303
Appendix B: Historical Fiction Picture Books, American History
..........................304
Appendix C: Science Content and Picture Books
.......................................305
Index
..........................................................................306
Table of Contents
VII
TABLE
OF
FIGURES
Figure
1.1:
Bigo Problem
Solving Process with the Little
12..........................4
Figure
1.2:
Using the Big6 to Solve an Authentic Problem
...........................6
Figure
2.1:
Problem Solving Continuum
........................................12
Figure
3.1:
A Functional Model of Information Processing
..........................18
Figure
3.2:
A Functional Model of Information Processing through the Big6 Lens
.......20
Figure
3.3:
Comparing the Dictionary and Encyclopedia
............................24
Figure
4.1:
The Big6 Organizer
................................................33
Figure
4.2:
Planning Form
....................................................35
Figure
5.1:
Connections between the Big6 Process and Communication Arts (CA)
.......39
Figure
5.2:
Technology Integrated into Big6
......................................40
Figure
5.3:
Integrating Big6 Process with the Writing Process and
6 + 1
Traits of Writing
..................................................42
Figure
6.1:
Examples of Good Student Problems
..................................50
Figure
7.1:
Web of Questions
.................................................60
Figure
7.2:
List of Questions
..................................................61
Figure
7.3:
List of Sorted Questions
............................................61
Figure
7.4:
Strategies to Help Know or Identify Task (Bloom s Knowledge Level)
.......64
Figure
7.5:
Strategies to Help Students Understand the Task and Identify
Information Needed (Bloom s Level Two)
..............................65
Figure
8.1:
Comparison of Book Publication and Internet Publication
.................86
Figure
9.1:
Internet Index or Menu
.............................................94
Figure
9.2:
Word Search
.....................................................99
Figure
9.3:
Guide Word Champ
...............................................100
Figure
9.4:
Differentiating Between Scanning and Skimming
.......................104
Figure
9.5:
Keyword Organizer
...............................................105
Figure
10.1:
Teaching Extracting Skills
..........................................118
Figure
10.2:
How Do We Cite Sources?
.........................................121
Figure
11.1:
Synthesis Forms
..................................................128
Figure
12.1:
Accurate Evaluation
..............................................132
Figure
12.2:
Suggested Evaluation Questions
.....................................139
Figure
13.1:
Compare Student Research Process with Big6 Process
...................146
Figure
13.2:
Comparison of Faulty Research Process with Big6 Process
................147
Figure
13.3:
Opportunities for Choice
...........................................157
Figure
14.1:
Nonlinguistic Representation of Note Taking
...........................164
Figure
14.2:
Wilson s Creek Battle
......................................___.. .166
Figure
15.1:
Answering Questions from Text
...................,.................175
Figure
15.2:
Social Studies Test Item
...........................................177
Figure
15.3:
Connecting Electronic Testing to Paper and Pencil Testing
................179
Figure
15.4:
Comparison of Answering Questions from Text to Answering
Questions on Tests
................................................181
Figure
15.5:
Sample Reading Selection Questions
.................................182
Figure
15.6:
Sample Test Item
................................................ .182
Figure
16.1:
Comparison of Directing to Questioning
..............................187
Figure
16.2:
Telling vs. Questioning
............................................194
Figure
16.3:
Establishing a Classroom Management System Utilizing Big6
.............197
Figure
16.4:
Addressing Faulty Behavior
........................................198
Figure
17.1:
Big6 Organizer for Math Problems
...................................202
Figure
17.2:
Big6 Math Organizer—How Many More Dogs Than Snakes
..............203
Figure
17.3:
Big6 Math Organizer—Marbles
.....................................204
Figure
17.4:
Math Concepts
..................................................206
Figure
17.5:
Big6 Math Organizer
..............................................209
VIU
Teaching Elementary Information Literacy Skills with the
Bigõ1M
TABLE
OF
FIGURES
continued
Figure
17.6:
Mnemonics
.....................................................210
Figure
17.7:
Rotation
..................___..................................211
,
Figure
17.8:
Following One Problem through the Process
...........................212
Figure
17.9:
Using Drawing and Visualization
....................................213
Figure
17.10:
Math Strategy Bank
...............................................215
Figure
17.11:
Creating a Math Strategy Bank
.....................................214
Figure
17.12:
Student Evaluations
..............................................217
Figure
17.13:
Sample Diagnostic Practice
.........................................219
Figure
18.1:
Problem Solving and Science
.......................................222
Figure
18.2:
Scientific Inquiry and the Big6 Planner
...............................223
Figure
18.3:
Science Content Standards
.........................................224
Figure
19.1:
Social Studies Skills and the Big6 Skills
..............................264
Figure
19.2:
American Revolution Journal Entry
..................................266
Figure
20.1:
Task: Teaching Big6
..............................................300
Table of Figures IX
|
| adam_txt |
TABLE
OF CONTENTS
Table of Figures
.viii
Table of Lesson Plans
.,.
χ
About the Author
.xi
Acknowledgments
.xii
Introduction
.xiii
The Purpose
.xiii
The Organization and Content
.xiii
The Big6 Problem Solving Process
.xv
Application of the Big6
.xv
Works Cited
.xvi
PART
1 :
Getting Started—Focusing on the Student
.1
Chapter
1 :
What? Helping Students Understand the Task
.3
What Is Information Literacy?
.3
What Are Problems?
.4
How Can the Big6 Problem Solving Process Help?
.4
Tips and Strategies to Introduce and Teach Students the Big6 Problem Solving Process
.5
Works Cited
.7
Chapter
2:
Why? Motivating Students to Become Better Problem Solvers
.9
Why Do Students Need to Develop Problem Solving Skills and Become Lifelong Learners?
. .9
Our Rapidly Changing World
.9
Examples of Impact on Occupations
.10
Examples of Devices and Activities
.11
The Desire to Become Independent
.11
Why Focus on Mastering a Problem Solving Process Such as the Big6?
.13
Why Consciously Use the Process?
.13
Problems and Practice
.13
learning Both Content and Process
.13
Can the Process Be Used to Improve Our Problem Solving Skills?
.13
Can the Process Help Solve Difficult Problems?
.14
Works Cited
.14
PART
2:
Making It Work
—
Focusing on Fundamentals of Learning
.15
Chapter
3:
Empowering Students Through Knowledge of the Learning Process
.17
How Do We Learn?
.17
How Does the Big6 Connect to the Learning Process?
.19
Step
1:
Task Definition. What is my problem or task? What information do I need?
. .19
Step
2:
Information Seeking Strategies. What sources can I use to gather information?
. .19
Step
3:
Location and Access. Finding the source and the information within the source
. .21
Step
4:
Use
ofinformation.
Engaging and extracting, and Step
5:
Synthesis. Organizing and presenting information
.21
Step
6:
Evaluation. Assessing product and process
.21
Tips and Strategies to Help Students Become Better Learners
.21
The Big6 Problem Solving Process
.21
Task Definition
.22
Location and Access
&
Use of Information
.23
Evaluation
.26
Works Cited
.26
Chapter
4:
It's All About Process—About Teaching Process
.27
What Is Process?
.27
Do We Have Time to Teach Process?
.28
Table of Contents III
TABLE
OF
CONTENTS
continued
Are We Using the Process or Teaching the Process?
.29
How Do We Teach Process?
.·.29
Name the Process
.29
Teach the Steps in the Process, Including the Vocabulary
.29
Use Vocabulary as a Strategy
.29
Scaffold Instruction
.31
Move from Simple to Complex
.32
Provide Many Opportunities for Practice
.32
Include Student Evaluation or Feedback
.34
Works Cited
.36
Chapter
5:
Connecting Processes:
Bigó
Problem Solving, Reading, Listening,
Speaking, Writing, and Technology
.37
What Do Reading, Listening, Speaking, Writing, and Problem Solving Have in Common?
.37
Where Does Technology Fit?
.40
Where Does Reading Fit Within the Big6 Problem Solving Process?
.40
Where Does Writing (Including
6 + 1)
Fit Within the Big6 Problem Solving Process?
.41
Sample of an Integrated Lesson
.43
Works Cited
.43
Chapter
6:
Making Problems Work for Us
.47
Why Use Problems?
.47
How Do I Create Good Student Problems?
.48
Suggestions for Creating Engaging Problems
.48
Getting Started Creating Good Student Problems
.48
What Is the Desired Level of Learning?
.50
Letting Students Be the Problem Solvers
.51
Works Cited
.52
PART
3:
Focusing on Mastering the Six Steps
.53
Chapter
7:
Task Definition (What Is My Task?)
.55
What Is Task Definition?
.55
Why Is Task Definition Important?
.56
Tips and Strategies to Help Students Identify Their Task
.58
Works Cited
.62
Chapter
8:
Information Seeking Strategies (What Source Can I Use?)
.67
What Are Information Seeking Strategies?
.67
Possible Sources of Information
.67
Prior Knowledge or Schema
.68
The Internet
.68
Why Are Information Seeking Strategies Important?
.68
What Factors Determine the Best Source?
.69
Tips and Strategies to Help Students Determine Sources
.70
Strategies for Identifying and Selecting Sources
.70
Sample Lessons to Improve Source Selection Skills
.85
Teaching Internet Skills
.85
Awareness of the Need for Internet Skills
.85
Knowledge of the Variety of Sources on the Internet
.86
Internet Reliability: Awareness of and Development of Skills
.87
Works Cited
.88
Chapter
9:
Location and Access (Where Is the Source and the Information?)
.89
What Is Location and Access?
.89
IV Teaching Elementary Information Literacy Skills with the Big6™
TABLE
OF
CONTENTS
continued
Why Is Location and Access Important?
.89
What Does Accessing Information from a Source Look Like?
.91
Components of Accessing Information from Text
.91
Scanning and Skimming
.91
Scanning
.92
Skimming
.93
Keywords
.93
Text Aids, Features, or Conventions
.93
Location and Access on the Internet
.94
Locating the Source or Navigating on the Internet
.94
Accessing Information from the Internet
.96
Scanning and Skimming
.96
Keywords
.96
Text Aids, Features, or Conventions
.96
Tips and Strategies to Help Students Find Information More Quickly
.96
Location and Access Strategies
.97
Strategies to Assist in Location of Source
.97
Strategies to Assist in Location of Information Within the Source
.98
Strategies for Teaching Scanning
.98
Strategies to Increase Scanning Speed
.99
Strategy for Teaching Skimming
.105
Strategies for Teaching Keywords
.105
Strategies for Teaching Text Aids, Conventions, or Features
.106
Strategies for Teaching Internet Skills
.106
Culminating Lesson
.112
Works Cited
.112
Chapter
10:
Use of Information
.113
What Is Use
ofinformation?
.113
Why Is Use of Information Important?
.114
Tips and Strategies to Help Students Develop Use of Information Skills
.116
Tips and Strategies to Develop Engaging and Extracting Skills
.116
Tips and Strategies to Improve Engaging Skills
.117
Tips and Strategies to Improve Extracting Skills
.117
Citation Tips and Strategies
.117
Preventing Plagiarism
.117
Why Do Sources Need to be Cited?
.120
Works Cited
.122
Chapter
11 :
Synthesis
. .123
What Is Synthesis?
.123
Why Is Synthesis Important?
.124
Tips and Strategies to Help Students Synthesize More Effectively
.124
Strategies to Improve Synthesis
.124
Strategies for Organizing
.126
Strategies for Communicating
.127
Determining the Form of Synthesis
.128
Works Cited
.129
Chapter
12:
Evaluation
.131
What Is Evaluation?
.131
Why Is Evaluation Important?
.133
Example One
.133
Table of Contents V
TABLE
OF
CONTENTS
continued
Example Two
.133
Why Self-Evaluation?
.· ·.134
Tips and Strategies to Help Students Become More Effective and Efficient Evaluators
.135
Evaluating Product and Process
.135
Evaluating Product
.137
Evaluating Process
.138
Works Cited
.142
PART
4:
Plugging in the Big6 Problem Solving Process
—.143
Chapter
13:
Applying the
Bigo
to Research Problems
.145
How Do I Introduce the Big6 as a Research Strategy?
.145
What Might Big6 Research Look Like with Primary Students?
.149
Research Topics
.149
Use of Mnemonics
.149
Sample Research Project
.149
What Might Big6 Research Look Like with Intermediate Students?
.157
Modeling and Guiding
.157
Incorporating Choice
.157
Sample Research Project
.158
Tips and Strategies to Strengthen Students' Research Skills
.158
Works Cited
.162
Chapter
14:
Note Taking
.163
What Is Note Taking?
.163
Why Is Note Taking Instruction Important?
.164
Tips and Strategies for Teaching Successful Note Taking
.165
Accessing Information from Print and Oral Sources
.165
Identifying and Extracting Important Information
.165
Recording the Important Information
.168
Write Phrases
.169
Notes Which Can Be Read
_.169
Organize Notes
.169
Scaffold for Teaching Note Taking
.169
Modeling
.170
Guiding
.170
Independent Practice
.171
Works Cited
_.172
Chapter
15:
Answering Questions from the Text and Test Taking
.173
Should Students Answer Questions from Text?
.173
Can the Big6 Be Applied to Answer Questions?
.174
What About the Big6 and Test Scores?
.177
How Can Students Be Taught to Utilize Big6 in Test Taking?
.180
Task Definition
.180
Reading Selection Questions
.180
Maximum Use of Limited Knowledge
.183
Works Cited
.183
Chapter
16:
Classroom Management and the
Bigó
.185
How Can Classroom Management Be Used as an Opportunity to Teach the Big6?
.185
What Does Classroom Management Look Like Using the Big6?
.186
How Important Are Consequences and Consistency?
.186
How Do I Implement the Big6 into Classroom Management?
.190
VI Teaching Elementary Information Literacy Skills with the
Bigo"*
TABLE
OF CONTENTS continued
Establish Concrete Behavior Expectations
.190
Make the Process Visible
.191
Scaffold Instruction
.191
Scaffolding Classroom Routines and Procedures
.191
Modeling Classroom Routines and Procedures
.191
Guiding Classroom Routines and Procedures
.191
Independent Practice of Routines and Procedures
.192
Scaffolding Behavior
.192
Modeling Behavior
.192
Guiding Behavior
.192
Independent Practice of Behavior
.193
Pose Problems
.193
Provide Opportunities for Student Evaluation
.193
How to Begin Integration of Big6 into Classroom Management
.200
Works Cited
.200
Chapter
17:
Math and the
Bigo
.201
What Does the Big6 Look Like Applied to Math Word Problems?
.201
What Basic Math Concepts Can Develop Through the Use of Big6?
.206
How Can I Guide My Students to Use Big6 to Solve Math Problems?
.207
Strategies That May Be Used to Address Specific Weaknesses
.210
When Students Have Difficulty Breaking the Process into Small Steps
.210
When Students Have Difficulty Identifying the Task or Information Needed
.211
When Math Strategies Are the Weakness
.213
When Students Need to Strengthen Their Evaluation Skills
.214
When Students Are Ready to Move to the Next Level
.217
Works Cited
.218
Chapter
18:
Science and the
Bigo
.221
Where Does the Big6 Fit into the Science Curriculum?
.221
Sample Lessons Integrating the Big6 Problem Solving Process and Science Content
.223
Works Cited
.261
Chapter
19:
Social Studies and the
Bigo
.263
Where Do Problems and the Big6 Fit within Social Studies?
.263
Creating Integrated Social Studies Lessons
.265
Integrating Problem Solving into Existing Lessons
.267
Sample Lessons Integrating Big6 and Social Studies
.268
Motivators
.268
Skills
.268
Time Requirements
.269
Works Cited
.269
Chapter
20:
Parting Thoughts
.297
Why Teach Problem Solving?
.297
Why the Big6 and Not Another Problem Solving Process?
.298
Teaching the Big6: Are You Ready to Tackle the Problem?
.299
Helping Our Students Succeed
.299
Works Cited
.302
Appendix A: Picture Books and Information Literacy Skills
.303
Appendix B: Historical Fiction Picture Books, American History
.304
Appendix C: Science Content and Picture Books
.305
Index
.306
Table of Contents
VII
TABLE
OF
FIGURES
Figure
1.1:
Bigo Problem
Solving Process with the Little
12.4
Figure
1.2:
Using the Big6 to Solve an Authentic Problem
.6
Figure
2.1:
Problem Solving Continuum
.12
Figure
3.1:
A Functional Model of Information Processing
.18
Figure
3.2:
A Functional Model of Information Processing through the Big6 Lens
.20
Figure
3.3:
Comparing the Dictionary and Encyclopedia
.24
Figure
4.1:
The Big6 Organizer
.33
Figure
4.2:
Planning Form
.35
Figure
5.1:
Connections between the Big6 Process and Communication Arts (CA)
.39
Figure
5.2:
Technology Integrated into Big6
.40
Figure
5.3:
Integrating Big6 Process with the Writing Process and
6 + 1
Traits of Writing
.42
Figure
6.1:
Examples of Good Student Problems
.50
Figure
7.1:
Web of Questions
.60
Figure
7.2:
List of Questions
.61
Figure
7.3:
List of Sorted Questions
.61
Figure
7.4:
Strategies to Help Know or Identify Task (Bloom's Knowledge Level)
.64
Figure
7.5:
Strategies to Help Students Understand the Task and Identify
Information Needed (Bloom's Level Two)
.65
Figure
8.1:
Comparison of Book Publication and Internet Publication
.86
Figure
9.1:
Internet Index or Menu
.94
Figure
9.2:
Word Search
.99
Figure
9.3:
Guide Word Champ
.100
Figure
9.4:
Differentiating Between Scanning and Skimming
.104
Figure
9.5:
Keyword Organizer
.105
Figure
10.1:
Teaching Extracting Skills
.118
Figure
10.2:
How Do We Cite Sources?
.121
Figure
11.1:
Synthesis Forms
.128
Figure
12.1:
Accurate Evaluation
.132
Figure
12.2:
Suggested Evaluation Questions
.139
Figure
13.1:
Compare Student Research Process with Big6 Process
.146
Figure
13.2:
Comparison of Faulty Research Process with Big6 Process
.147
Figure
13.3:
Opportunities for Choice
.157
Figure
14.1:
Nonlinguistic Representation of Note Taking
.164
Figure
14.2:
Wilson's Creek Battle
._. .166
Figure
15.1:
Answering Questions from Text
.,.175
Figure
15.2:
Social Studies Test Item
.177
Figure
15.3:
Connecting Electronic Testing to Paper and Pencil Testing
.179
Figure
15.4:
Comparison of Answering Questions from Text to Answering
Questions on Tests
.181
Figure
15.5:
Sample Reading Selection Questions
.182
Figure
15.6:
Sample Test Item
. .182
Figure
16.1:
Comparison of Directing to Questioning
.187
Figure
16.2:
Telling vs. Questioning
.194
Figure
16.3:
Establishing a Classroom Management System Utilizing Big6
.197
Figure
16.4:
Addressing Faulty Behavior
.198
Figure
17.1:
Big6 Organizer for Math Problems
.202
Figure
17.2:
Big6 Math Organizer—How Many More Dogs Than Snakes
.203
Figure
17.3:
Big6 Math Organizer—Marbles
.204
Figure
17.4:
Math Concepts
.206
Figure
17.5:
Big6 Math Organizer
.209
VIU
Teaching Elementary Information Literacy Skills with the
Bigõ1M
TABLE
OF
FIGURES
continued
Figure
17.6:
Mnemonics
.210
Figure
17.7:
Rotation
._.211
,
Figure
17.8:
Following One Problem through the Process
.212
Figure
17.9:
Using Drawing and Visualization
.213
Figure
17.10:
Math Strategy Bank
.215
Figure
17.11:
Creating a Math Strategy Bank
.214
Figure
17.12:
Student Evaluations
.217
Figure
17.13:
Sample Diagnostic Practice
.219
Figure
18.1:
Problem Solving and Science
.222
Figure
18.2:
Scientific Inquiry and the Big6 Planner
.223
Figure
18.3:
Science Content Standards
.224
Figure
19.1:
Social Studies Skills and the Big6 Skills
.264
Figure
19.2:
American Revolution Journal Entry
.266
Figure
20.1:
Task: Teaching Big6
.300
Table of Figures IX |
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| author | Needham, Joyce |
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| dewey-tens | 020 - Library and information sciences |
| discipline | Allgemeines |
| discipline_str_mv | Allgemeines |
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| spelling | Needham, Joyce Verfasser aut Teaching elementary information literacy skills with the Big6 Joyce Needham Columbus, Ohio Linworth Publ. 2009 XVI, 310 S. graph. Darst. txt rdacontent n rdamedia nc rdacarrier Includes bibliographical references and index Information literacy Study and teaching United States Electronic information resource literacy Study and teaching United States Information retrieval Study and teaching United States Information technology Study and teaching United States Informationskompetenz (DE-588)4614795-0 gnd rswk-swf Informationsvermittlung (DE-588)4161680-7 gnd rswk-swf Schüler (DE-588)4053369-4 gnd rswk-swf USA USA (DE-588)4078704-7 gnd rswk-swf USA (DE-588)4078704-7 g Informationskompetenz (DE-588)4614795-0 s Informationsvermittlung (DE-588)4161680-7 s Schüler (DE-588)4053369-4 s DE-604 Digitalisierung BSBMuenchen application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=016739895&sequence=000002&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Needham, Joyce Teaching elementary information literacy skills with the Big6 Information literacy Study and teaching United States Electronic information resource literacy Study and teaching United States Information retrieval Study and teaching United States Information technology Study and teaching United States Informationskompetenz (DE-588)4614795-0 gnd Informationsvermittlung (DE-588)4161680-7 gnd Schüler (DE-588)4053369-4 gnd |
| subject_GND | (DE-588)4614795-0 (DE-588)4161680-7 (DE-588)4053369-4 (DE-588)4078704-7 |
| title | Teaching elementary information literacy skills with the Big6 |
| title_auth | Teaching elementary information literacy skills with the Big6 |
| title_exact_search | Teaching elementary information literacy skills with the Big6 |
| title_exact_search_txtP | Teaching elementary information literacy skills with the Big6 |
| title_full | Teaching elementary information literacy skills with the Big6 Joyce Needham |
| title_fullStr | Teaching elementary information literacy skills with the Big6 Joyce Needham |
| title_full_unstemmed | Teaching elementary information literacy skills with the Big6 Joyce Needham |
| title_short | Teaching elementary information literacy skills with the Big6 |
| title_sort | teaching elementary information literacy skills with the big6 |
| topic | Information literacy Study and teaching United States Electronic information resource literacy Study and teaching United States Information retrieval Study and teaching United States Information technology Study and teaching United States Informationskompetenz (DE-588)4614795-0 gnd Informationsvermittlung (DE-588)4161680-7 gnd Schüler (DE-588)4053369-4 gnd |
| topic_facet | Information literacy Study and teaching United States Electronic information resource literacy Study and teaching United States Information retrieval Study and teaching United States Information technology Study and teaching United States Informationskompetenz Informationsvermittlung Schüler USA |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=016739895&sequence=000002&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
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