inquiry learning and the big6

A PRESENTATION FOR MIDDLE SCHOOL TEACHERS

BY S H E I L A D E L ATT R E - C A RT E R S H E R RY W O O L A M

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 skillsInformation gathering process related to lifeStudents work cooperatively in groups to

solve problems and answer questions

(Carnesi and DiGiorgio 32)

The Benefits of Inquiry Learning

Encourages cooperative learningTakes one project through major content

areasCaters to different learning stylesMultiple-intelligence friendly

(Carnesi and DiGiorgio 32)

Applying Inquiry-Based Learning

The Six Step Inquiry Process1. Questioning2. Planning3. Collecting and Crediting4. Organizing5. Synthesizing6. Communicating

(Carnesi and DiGiorgio 32-36)

Step 1: Questioning

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Step 2: Planning

Students devise a plan or schedule Students gather resources for projectReview and revise plan


Step 3: Collecting and Crediting

Students collect informationDocument informationCite their sources


Step 4: Organizing

Graphic organizers are a must


Step 5: Synthesizing

Completing the final product


Step 6: Communicating

The art of presentingAddressing your audience


The Inquiry Process

Image Source: Carnesi and DiGiorgio 32

Six Step Inquiry Process in Action, Part 1


Six Step Inquiry Process in Action, Part 2


Inquiry Process in Action

Image Source: Harada and Yoshina 23

Role of the SLMS


Conventional vs. Inquiry-Focused


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?

The “Big6™” is copyright © (1987) Michael B. Eisenberg and Robert E. Berkowitz. For more information, visit: www.big6.com

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).


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


(London)


1. Task Definition1.1 Define the information problem1.2 Identify information needed

2. Information Seeking Strategies 2.1 Determine all possible sources2.2 Select the best sources

3. 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


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


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:”).The “Big6™” is copyright © (1987) Michael B. Eisenberg and Robert E. Berkowitz. For more information, visit: www.big6.com

Graphic source: http://uweoconnect.extn.washington.edu/publicmbeinfolit/

http://uweoconnect.extn.washington.edu/publicmbeinfolit/

http://uweoconnect.extn.washington.edu/publicmbeinfolit/

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 the21st-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).


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).


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).


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).


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 the21st-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).


Step 6: Evaluation

Self-assessment of not only the completed project to defined criteria but also during each phase of the process

AASL Standards for the 21st-Century Learnerin 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).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

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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.

• Task Definition

• Information Seeking

• Location and Access

• Use of Information

• Synthesis

• Evaluation

(Division of Policy Coordination, “Chapter 110”)

(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

• Task Definition




• Synthesis

• Evaluation

Big 6 Alignment to TEKS ELAR Curriculum


(23.b.21) Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of sources including electronic technology. The student is expected to:

(A) differentiate between, locate, and use primary and secondary sources to acquire information about Texas;(B) analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions;(C) organize and interpret information from outlines, reports, databases, and visuals (graphs, charts, timelines, and maps);(D) identify points of view from the historical context and the frame of reference that influenced the participants;(E) support a point of view on a social studies issue or event;(F) identify bias in written, oral, and visual material;(G) evaluate the validity of a source based on language, corroboration with other sources, and information about the author; (H) use appropriate mathematical skills to interpret social studies information such as maps and graphs.

Big 6 Alignment to Social Studies TEKS

• Task Definition

• Information

Seeking



• Synthesis

• Evaluation

("Chapter 113. Texas Essential Knowledge and Skills for Social Studies.”)

Big 6 Alignment to Science TEKS

(19.b.2) Scientific investigation and reasoning. The student uses scientific inquiry methods during laboratory and field investigations. The student is expected to: (A) plan and implement comparative and descriptive investigations by making observations, asking well-defined questions, and using appropriate equipment and technology; (B) design and implement comparative and experimental investigations by making observations, asking well-defined questions, formulating testable hypotheses, and using appropriate equipment and technology; (C) collect and record data using the International System of Units (SI) and qualitative means such as labeled drawings, writing, and graphic organizers; (D) construct tables and graphs, using repeated trials and means, to organize data and identify patterns; and (E) analyze data to formulate reasonable explanations, communicate valid conclusions supported by the data, and predict trends.

• Task Definition




• Synthesis

• Evaluation

("Chapter 112. Texas Essential Knowledge and Skills for Science.”)

Big 6 Alignment to Mathematics TEKS

(23.b.13) Underlying processes and mathematical tools. The student applies Grade 7 mathematics to solve problems connected to everyday experiences, investigations in other disciplines, and activities in and outside of school. The student is expected to:(A) identify and apply mathematics to everyday experiences, to activities in and outside of school, with other disciplines, and with other mathematical topics;(B) use a problem-solving model that incorporates understanding the problem, making a plan, carrying out the plan, and evaluating the solution for reasonableness;(C) select or develop an appropriate problem-solving strategy from a variety of different types, including drawing a picture, looking for a pattern, systematic guessing and checking, acting it out, making a table, working a simpler problem, or working backwards to solve a problem; and(D) select tools such as real objects, manipulatives, paper/pencil, and technology or techniques such as mental math, estimation, and number sense to solve problems.

• Task Definition




• Synthesis

• Evaluation


Application of the Big6 Process

Research and present findings on the pros and cons of one or more alternative energy sources

Read a biography on a Texas historical figure, research additional facts on the person’s life and accomplishments and present the findings

Investigate and report findings regarding the effect of changes in ocean currents and temperatures on the weather

Explore the role and significance of Spanish missions in Texas history

The Big6 process can be applied to the following sample of middle school projects

Conclusion

Creating Meaningful Teaching Big6Questioning is at the center of the learning experience P

Students help negotiate the direction of learning P

Learning is social and interactive P

Solving problems is an integral part of the process P

Students learn by doing P

Products and performance reflect application & transfer of learning P

Assessment is ongoing P

Learning is authentic P

(Harada & Yoshina, 22-23)

Works Cited

American Association of School Librarians. Standards for the 21st Century in Action. Chicago:

American Association of School Librarians, 2009. Print.

Big6 Associates, LLC. The Big6™ Skills Approach: Putting It All Together. Big6 Associates, LLC.

Index of Files. Big6 Associates, LLC, 2007. Web. 18 Oct. 2009.

<http://www.big6.com/files/2007_Big6_Summer_Academy_Catalog.pdf>.

The Big6 Staff. “Big6 Student Benefits." Big6. 18 July 2005. Web. 18 Oct. 2009.

<http://www.big6.com/2005/07/18/big6-student-benefits/>.

The Big6 Staff. “How Will Educators Benefit by Using the Big6 Skills?" Big6. 18 July 2005. Web.

20 Oct. 2009. <http://www.big6.com/2005/07/18/big6-student-benefits/>.

Carnesi, Sabrina and Karen DiGiorgio. 2009, March. “Teaching the Inquiry Process to 21st

Century Learners.” Library Media Connection, 27(5), 32-36. Accessed 29 September 2009

from Academic Search Complete.

Works Cited

"Chapter 112. Texas Essential Knowledge and Skills for Science.“ Subchapter B. Middle

School. Texas Education Agency. Web. 16 Oct. 2009.

<http://ritter.tea.state.tx.us/teks/science/ch112b_as_approved032709.pdf>.

"Chapter 113. Texas Essential Knowledge and Skills for Social Studies." TAC 19 Subchapter

B. Middle School. Texas Education Agency. Web. 16 Oct. 2009.

<http://ritter.tea.state.tx.us/rules/tac/chapter113/ch113b.html>.

Division of Policy Coordination. "Chapter 110. Texas Essential Knowledge and Skills for

English Language Arts and Reading." 19 TAC Chapter 110 Subchapter B. Middle School.

Texas Education Agency, 4 Sept. 2008. Web. 16 Oct. 2009.

http:/ritter.tea.state.tx.us/rules/tac/chapter110/ch110b.html

Works Cited

Division of Policy Coordination. "Chapter 111. Texas Essential Knowledge and Skills for Mathematics."

Chapter111. Subchapter B. Texas Education Agency, 3 Feb. 2009. Web. 16 Oct. 2009.

<http://ritter.tea.state.tx.us/rules/tac/chapter111/ch111b.html>.

Eisenberg, Mike, and Robert Berkowitz. Big6 Kids. Chart. The Big6, 13 Feb. 2002. Web. 18 Oct. 2009.

<http://www.big6.com/kids/7-12.htm>.

Eisenberg, Mike. "Big6™ Skills Overview." Big6. 19 Nov. 2001. Web. 14 Oct. 2009.

<http://www.big6.com/2001/11/19/a-big6%e2%84%a2-skills-overview/>.

Eisenberg, Mike. "Information Literacy: The Most Basic of Basics." Mike Eisenberg on Information

Literacy. June 2009. Web. 6 Oct. 2009. http://uweoconnect.extn.washington.edu/publicmbeinfolit/.

Harada, Violet H. and Joan M. Yoshina. 2004. “Moving from Rote to Inquiry: Creating Learning That

Counts.” Library Media Connection, 23(2), 22-25.

Works Cited

London, Ellen. "The International Baccalaureate Program in International Schools and

Big6: A Wonderful Partnership." Web log post. Big6 Blog Archive. The Big6, 9 Sept.

2006. Web. 16 Oct. 2009. http://www.big6.com/2006/09/06/the-international-

baccalaureate-program-in-international-schools-and-big6-a-wonderful-partnership/.

Lowe, Carrie. "» Blog Archive » Rethinking Task Definition: Saving the World in Five

Minutes (eNews 9.4, 3)." Big6. 12 Dec. 2008. Web. 15 Oct. 2009.

<http://www.big6.com/2008/12/12/rethinking-task-definition-saving-the-world-in-

five-minutes-enews-94-3/>.

Useful Web Sites

Big6 Method: http://www.big6.com/

EasyBib: http://easybib.com/

Exploratree by FutureLab: www.exploratree.org.uk/

InfoPlease.com: www.infoplease.com/homework/writingskills1.html

NoteStar: http://notestar.4teachers.org/

ReadWriteThink: http://www.readwritethink.org

Teacher Tap (Web quest creation tool): http://eduscapes.com/tap/topic4.htm

TeAchnology: www.teach-nology.com/teachers/lesson_plans/computing/web_quests

ThinkQuest: www.thinkquest.org/en/

ThinkTank: http://thinktank.4teachers.org/

Webquest.Org: http://webquest.sdsu.edu

Wordle.net: www.wordle.net

http://www.big6.com/

http://easybib.com/

http://www.exploratree.org.uk/

http://www.infoplease.com/homework/writingskills1.html

http://notestar.4teachers.org/

http://www.readwritethink.org/

http://eduscapes.com/tap/topic4.htm

http://www.teach-nology.com/teachers/lesson_plans/computing/web_quests

http://www.thinkquest.org/en/

http://thinktank.4teachers.org/

http://webquest.sdsu.edu/

http://www.wordle.net/

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