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The Big6 . By Jessica Gearon. What is the Big6?. The Big 6 was created by Mike Eisenberg and Bob Berkowitz . It is a six stage model that can help you make decisions and solve problems by using information.
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The Big6 By Jessica Gearon
What is the Big6? • The Big 6 was created by Mike Eisenberg and Bob Berkowitz . It is a six stage model that can help you make decisions and solve problems by using information. • “In the Big6 information literacy process, you will identify information research goals, seek, use, and assemble relevant, credible information, then to reflect— is the final product effective and was my process efficient. The Big6 information literacy process is completely transferable to any grade level, subject area, or workplace. Big6, state and national instructional standards, and your curriculum all work together hand-in-hand.”
How does Big6 Benefit Students? • The benefits to the Big6 for students are that it helps them to complete and understand all assignments, as well as break assignments into parts. It also makes students use specific terms to discuss and make sure they covered all of the information process, review and assess their work before submitting to teacher, and use and cite credible sources.
Did you know? • “The Big6 is the most widely-known and widely-used information literacy approach to teaching information and technology skills in the world. The Big6 is an information and technology literacy model and curriculum, implemented in thousands of schools – K through higher education. “ • Stop and think if your school use the Big6?
6 Stages • Within the Big6 there are 6 stages with 2 sub-stages. The following slides will explain the 6 stages and the sub-stages
1. Task Definition • 1.1 Define the information problem • 1.2 Identify information needed
2. Information Seeking Strategies • 2.1 Determine all possible sources • 2.2 Select the best sources
3. Location and Access • 3.1 Locate sources (intellectually and physically) • 3.2 Find information within sources
4. Use of Information • 4.1 Engage (e.g., read, hear, view, touch) • 4.2 Extract relevant information
5. Synthesis • 5.1 Organize from multiple sources • 5.2 Present the information
6. Evaluation • 6.1 Judge the product (effectiveness) • 6.2 Judge the process (efficiency)
To sum it up… • Looking back now and each of the stages, have you used these stages and sub-stages to help you solve a problem? • The stages do not necessarily have go in order and a lot of time does not have to be spent in each stage. • The creators of Big6 have found that the most successful problem solving situations go through these stages.
My 2 cents… • I had not heard of the Big6 in quite some time now but once I reread what the Big6 is I wondered why I haven’t been using it more, especially in my profession. • In the following slides I will give an example of how I personally can use the Big6
Big6 Stages 1-2: • 1. Task Definition – The problem is I want to help my student to skip counting by 5’s. I know the student can identify numbers to 100 but they need help learning to count just by 5’s and create the pattern 0,5,0,5 and so on to 100. • 2. Information Seeking Strategies – I know my student learns best using visual aids and music. I can use visuals, such as a model to practice skip counting. I can use auditory learning styles and strategies, such as a song that will help the student to remember how to skip count by 5’s.
Big6 Stages 3-4: • 3. Location and Access – I will use online websites that give examples and allow students time to practice matching and/or placing the numbers in the correct order when skip counting by 5’s. I could also use a song from School House Rock that teaches students to skip count by 5’s. • 4. Use of Information – The student will hear the correct order to skip count, they will see and read the correct order when looking at a model, and the student will use their touch to move numbers in the correct sequence when skip counting.
Big6 Stages 5-6: • 5. Synthesis - Once I have all of this information gathered I will start presenting the materials to the student to show them the correct way to skip count by 5’s correctly.I will first go over a visual and verbal model and then have students match numbers and then move on to putting the numbers in the correct sequence. • 6. Evaluation - By using these strategies I will collect data and determine if this is an effective way for my student to learn and skip count by 5’s independently. I will also ask myself if there is something else I can add that will help my student to learn to skip count by 5’s.
Evaluation and Reflection of a lesson found at the Big6 site. • I choose to do my evaluation and reflection on Surprise! What’s in the Box? (Grades 3 – 6) • I will provide the information I found for each of the steps and add any information I think it may be missing.
1. Task Definition • The problem is that students have no prior consistent tool or strategy to help them successfully learn how to research. They need information that will show them a tool to use to help them learn how to and to effectively conduct research. • I think this lesson clearly identifies what the problem for this lesson is.
2. Information Seeking Strategies • The teacher knows they need to use strategies that will help students learn how to research and use a tool when conducting research. The best source for this lesson chosen by the teacher is to use boxes as a hands on/visual aid to help curiosity and guide research throughout lesson. • I think there could be more information provided on the types for strategies that can be used when teaching student how to use a tool to conduct research. I also think they could have clearly stated the strategy they intended use in this lesson.
3. Location and Access • The teacher located sources (the box and sub boxes, as well as information from either online or a book they have on the Big6) to explain each of the stages within the Big6. • I think the sources the teacher chose to use in the lesson are very appropriate and will help students learn and apply how to conduct research.
4. Use of Information • This activity minimizes student anxiety and uses the elements or surprise and mystery. It also has students use all learning styles and gets them engaged and motivated throughout lesson. Information presented will help them to learn about the stages within the Big6, as well as teaching them how to conduct research. . It provides the students with a chance of making informal guesses and predictions throughout activity and compare to what the outcomes are. • I feel that this stage definitely gets student engaged in a variety of ways - it gets them involved, has students use read, hear, view and touch the boxes and listen to what each of the boxes stand for and how they build upon on each other.
5. Synthesis • 5. Synthesis- As the information is presented it also builds upon one another and shows the student the purpose for what they are learning, as well as how to apply each of the stages. • For my own curiosity, I would have like to have known what sources the teacher decided to use and why they felt those would be the most effective in teaching students how to conduct research.
6. Evaluation • To evaluate the effectiveness of this lesson the teacher connected the concepts from the box metaphor to the Big6 process model, and had students brainstorm how students can use the Big6 strategy successfully in the future. They also discussed which box intrigued them the most, and why. • Some other suggestion to evaluate the lesson would be ask the students questions to assess their learning process. The students could share what really helped them to get engaged and understand the material. The teacher could also have the students recall the boxes to check for understanding and their attention throughout the lesson.
Ta – da!!! • The Big6 stages can help anyone to solve any type of problem and really helps you to look at your problem from different ways and come up with different strategies to use. • I hope this helps you to understand the Big6 process and you will go forth and use it in your own life and profession!
Resources • Pierce, Lonna. (January 30, 2003) Surprise! What’s in the Box? Grades 3-6. The Big6. Retrieved October 20, 2011 from http://www.big6.com/2003/01/30/surprise-what’s-in-the-box-grades-3-6/ • Wurster, Sue ( April 18, 2011) What is the Big6? The Big6. Retrieved October 20, 2011 from http://www.big6.com/about/
