KWLQ


 * Christie Crocker **
 * Megan Locke **

**The Big 6**
the Inquiry Process? || "The Big 6 is an information problem-solving process that can be used when information is needed to solve a problem or complete a task. It is transferable to school, work, and personal applications."
 * **Know** || **Want to Learn** || **Learn** || **Further Questions** ||
 * Research Model || Are there similarities to

(Jansen & Culpepper 1996, 36)

"The Big6 is an information and technology literacy model and curriculum, implemented in thousands of schools - K through higher education. Some people call the Big6 an information problem-solving strategy because with the Big6, students are able to handle any problem, assignment, decision or task." ([|www.big6.com]) || Do students internalize the process for independent learning in the future? Is is something they take with them? || self-reflection involved? || 1. Task Definition - Define the Task & determine the information needed to do the task. What needs to be done? 2. Information Seeking Strategies - brainstorm sources & choose best sources. What can I use to find what I need? 3. Location & access - locate sources & find information within the sources. Where can I find what I need? 4. Use of Information - Examine sources & extract information from sources. What information can I use? 5. Synthesis - organize information from multiple sources & present information. How can I put my information together? 6. Evaluation - Judge the result (effectiveness) & judge the process (efficiency) How will I know if I did my job well? (Jansen & Culpepper 1996, 33-36) ||  ||
 * There are 6 Steps || Is there any self-directed or
 * Leads step by step || Does it implement 21st century technology tools? || Products/presentations can be teacher selected or chosen by the student.

"Allowing students to choose how to show the results of their information search in Big6 #5 'How can we put our information together?' differentiates instruction by learning profile.Students express their findings through a Kid Pix slide show, journal entry, reader's theater, podcast, a book made with PowerPoint or construction paper, or any number of products or presentations." (Jansen 33, 2009) || What kind of student products are produced? ||
 * Problem-Solving Approach || How does the Big6 differ from other research models? || Gives structure to research and provides a framework so students know what to do and where to go (Jansen & Culpepper 1996, 33) ||  ||
 * process of asking a question to final product || How do teachers know if students learned the information? || A rubric, format, and task commitments can be given to students before they begin so they are aware of the expectations. They are aware of certain criteria that should be met in their projects. A self-evaluation is also completed by the student upon completion of their project. (Jansen & Culpepper 1996, 35) ||  ||
 * || How does the Big6 allow for differentiation? || "While it seems as though all children will be on the same Big6 step at the same time during a unit of instruction, there is no reason students cannot work through steps at an individual pace." (Jansen 32, 2009)

"Big6 allows for differentiation by interest as students, especially those in second and third grades, will want to explore questions of their own as they determine information needed in Big6 #1." (Jansen 32, 2009) || How does it line up with the new TEKS? || ([|www.BIG6.com]) || How much time does it take? || REFERENCES:
 * easily adaptable across grade levels || Can k, 1st, and 2nd graders use the BIG6? || SUPER3- "Based on the original six steps, the Super3 uses Plan-Do-Review, three main steps, to help very young children think about what they need to do in an assignment, how they’ll do the work, and finally to reflect on their work."

//Big6//. Web. 15 Oct. 2009. []

Jansen, Barbara A. and Culpepper, Susan N. "Using the Big Six Research process." //Multimedia Schools// Volume 3, no. 5 (Nov/Dec 96): 32-39.

Jansen, Barbara A. "Differentiating Instruction in the Primary Grades with the Big6." //Library Media Connection// Volume 27, no. 4 (Jan/Feb 2009): 32-33. (accessed October 14, 2009 via Professional Development Collection)

**Inquiry Learning**
Process of learning || How do you plan or prepare for a class lesson? ||  || How easy is it for students to "catch" on? Do they become comfortable with the process? || whereby students find and use a variety of sources of information and ideas to increase their understanding of a problem, topic, or issue. It requires more of them than simply answering questions or getting a right answer. It espouses investigation, exploration, search, quest, research, pursuit, and study. Inquiry does not stand alone; it engages, interests, and challenges students to connect their world with the curriculum. Although it is often thought of as an individual pursuit, it is enhanced by involvement with a community of learners, each community learning from the other in social interaction. However, without some guidance it can be daunting." (Fontichiaro 2009, 17) || Which type of learner is it best for? Do all learning styles benefit from inquiry learning? || Mathematics: problem-solving and reasoning Science: question, hypothesize, and investigate the world Social Studies: people and their interactions with the world Language Arts/Literature: based on interpretation of evidence that includes weighing the social context, determining point of view and author’s purpose, questioning, identifying main ideas and supporting details, making inferences, and synthesizing. || Are students able to take/adapt the process across the curriculum themselves? Do the teachers have to reteach the process in every subject? || "Tap into prior experience, background knowledge ▶Generate intriguing questions or problems that can be investigated ▶Develop a plan for investigation ▶Select resources—select, analyze, and evaluate information that addresses the questions or problems ▶Organize information, find patterns, draw conclusions and new understandings ▶Create demonstration of learning and share with others ▶Reflect on the process and product of learning; generate new questions" (Stripling 2008, 51)
 * **Know** || **Want to Learn** || **Learn** || **Further Questions** ||
 * individualized ||  How do you promote student inquiry in the classroom? This box should be green---sorry! I couldn't get it to turn back! ||   || ​ How do you keep the motivation going? ||
 * encourages self reflection || What are the benefits of inquiry-based learning? ||  || How does it line up with the new TEKS? ||
 * leads to new learning || How similar is it to the "Big 6?" || Some steps are similar. in the beginning stages students generate their own questions (problems) to research, whereas in the Big 6 students have a predefined topic. || Which method do students prefer? ||
 * student-directed rather than teacher-directed || How will students be self-reliant and make choices throughout the process? ||  || How much time does it require? Is it compatible with our busy schedules? ||
 * students take charge of their learning || How do teachers know if students learned the information? ||  || What types of student products are produced? ||
 * asking questions/questioning || What exactly is inquiry? || "Inquiry is an approach to learning
 * most commonly attached to science (scientific inquiry) || How is inquiry alike/different across content areas? || "Although the process of inquiry is much the same as it is applied in various content areas, the emphasis may be on different types of thinking." (Stripling 2008, 51)
 * mentioned throughout //Standards for the 21st-Century Learner// by the AASL. || Are there specific steps in the inquiry process? || General Cycle/Process

Inquiry stages adapted from Barbara Stripling (SLMAM, April 2007). 1. Connect 2. Wonder 3. Investigate 4. Construct 5. Express 6. Reflect (Fontichiaro 2009, 19). || Are the additional inquiry "models"? How are they alike/different? ||

Fontichiaro, Kristin."Nudging Towards Inquiry: Re-envisioning Existing Research Projects." //School Library Monthly// Volume 26, no 1 (Sept 2009): 17-19.
 * References:**

Stripling, Barbara. "Inquiry: Inquiring Minds Want to Know.//" School Library Media Activities// Monthly Volume 25, no. 1 (Sept 2008): 50-52.

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