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In response to my post a few weeks ago about teaching Big 6 in two one-hour class periods, I received the following responses. What I ended up doing is finding out what upcoming research projects that the students will be working on and using that as a sample that they are to keep for when the actual research starts. We went over Steps 1—3. I discussed steps 4-6 but didn't get into them too much. I will build on this lesson when the actual research starts. I also had time to do an everyday info-seeking skill using Big6. I saw the show buying lesson on the Big6 website, but instead of shoes, we were looking for an MP3 player. I used that because I thought the kids could relate to it better, but they were getting a little hyper about it. Could be that it was right after lunch and the sugar was kicking in! I am teaching this to another class tomorrow and think I will do the same re: the upcoming research, but then I will do a brief overview of web evaluation instead of the everyday information seeking activity. Thanks for all the hits!! HERE IS MY ORIGINAL POST: *********************************************************************************** Hello all! I have started a research skills class with 6th graders in my school. I have already taught them about our online card catalog and an intro to Dewey Decimal. I will have them for 2 more one-hour long sessions and want to get into research using the Big6 method. I am thinking about having them do a mini-research project in the Library on a fun subject (= more interest) to learn the Big6 method. I have some handouts that I've already developed based on the 6 steps with room to write on. I would like to cover book resources (how to use - quick overview), website evaluation and MLA formatting, then let them loose to do their research. Does anyone do anything similar that they could share with me? Am I being overly-optimistic that this can all be covered in 2 hours? Would it be weird just to have them do the research portion and leave that with me to review (no final project). There is no grading for this assignment. Also, any suggestions as to good topics for 6th graders? Any help will be appreciate and I will post a HIT. *********************************************************************************** The "banana split" project on the Big 6 website is a classic and a fun way to get the started. *********************************************************************************** Hello-- I remember the final project in my Library Skills (I think that's what it was called) class in 8th grade was to create a bibliography of sources that we would use to complete a research project on an area of interest. We didn't actually have to write a paper or create anything besides a properly-formatted bibliography. I've been playing with doing something similar now, as I've found my students (who are in high school but, sadly, have had minimal research instruction) get bogged down with the shear size of a research project--and really, the skills I want them to focus on are finding and evaluating sources and learning how to cite them. I'm not sure this could all be covered in two hours, but I think it's worth a shot (I know I never have a sense of how long something truly takes until I've piloted it a couple times--and once you've done it you'll know how to tweak it to make it work). Good luck! *********************************************************************************** Hi: OK--I don't know how big your class is, but when I did this with our 6th and 7th graders last semester it took me 2 class periods of 50 minutes each just to cover the Big 6 and actually get it ingrained into them what they had to do. They each drew a subject out of a hat (the teacher had assigned them a project on Medieval England and they had to pick one of those) and then I had them work on thinking of the questions they may want to ask...thinking of the various sources that may be available (we went over OPAC and table of contents and indexes of books, etc.), then they had to brainstorm a bit with a friend about ways that they may be able to do the project itself since she wanted more than just a written report. We did finally get to working, but only after lots of preparation and then we didn't have time for much website evaluation though I don't do a lot of that. Our computer teacher spends a ton of time working on that with them so I basically just remind and reinforce as they are looking at their sites. Because I only have 3 computers in the library, the kids had to take turns also working with books and encyclopedias and I told them they should save their internet for home since most of them do have computers at home and I wanted them to realize that they should use the sources that were only available to them at school, at school. Guess it shows my age that I see them spending hours "working" on the internet and only have about 3 notecards with information by the end of it and think they can do that at home. I am the same way--I can spend hours and have nothing to show for it so it isn't just them. Don't know if any of that was helpful or just me rambling, but to sum up I would say that you should probably scale back a bit on your plans. Better to be overprepared, of course, but don't feel bad if you don't cover it all. *********************************************************************************** check archives too. *********************************************************************************** I do a large project with our 6th grade that is similar to what you want to do. They research a topic of their choice using the Big 6 method. It is a summation of everything they have learned K-6 so they must find multiple sources, evaluate them, take notes, create a bibliography, and evaluate the process (we just never do write the paper). Last year we did create some fun PowerPoint presentations. I do take much more than 2 hours (we work on it during library class (40 min/week) for about 10-12 weeks. I have them do a number of steps for the process and would be more than willing to share some of my resources for those steps if you are interested. It would not be possible to do anything in this much depth in 2 hours but you could maybe do a smaller, yet similar project. *********************************************************************************** It is very optimistic to introduce Big 6 and have them practice any of it in 2 hours. You didn't say anything about notetaking. You may want to check their notes (I give them a rubric with four points for self-evaluation--Are the notes short and sweet, are they cited from a reputable source, are they in the students own words, and do they have a heading. Do they do these four steps all of time, some of the time, or none of the time?) This gives them practice in Big 6, #6. I simplify MLA citation by providing sheets for them to fill out so they know what information is needed in order to cite. Another time, we take it from just the sheet to creating a works cited. Each place they take notes then "codes" A for the first source, B for the second, so they don't have to keep writing down the source information. I don't believe you have enough time to do a paper, speech or poster. I would stick to notecards and have students share around the table what they learned. How much info do they already know in terms of researching from start to finish? Here is my favorite Big 6 lesson, which focuses on introducing and the importance of Step 1. I am very into kinestehtic learning, so to begin with, I model each of the steps. Then they divide a piece of paper into six and write each step on one piece. We practice arranging them in order. I give them examples, and they hold up the step they believe it is. Then I give them a task. The entire class is to hit a target. I don't tell them what the target is (I have the steps on the wall and it is always Task Definition). They take one of the six pieces of paper, crumple it up and on the count of three throw it at what they think the target is. For each of the 6 rounds (one for each paper) the students may ask one or two yes/no questions in order to determine what the target is. I do state at the beginning that it is not a person. This helps them narrow their field of target choices, and I scan to make sure no one hits the target. If they do, I let them know how many passed. They need to use their questioning to get everyone to hit the target. Afterward, we pick up and recycle all of the chances, whether they were successful or not, we talk about really making sure of what is expected out of them. What is the teacher really looking for? Do they understand the steps? If not, what do they have to do to make sure they understand? This teaches questioning, and gives them hands on practice to make sure they understand the importance of finding all about the task. I hope this helps. If you have questions, feel free to e-mail or call back. -------------------------------------------------------------------- Please note: All LM_NET postings are protected by copyright law. You can prevent most e-mail filters from deleting LM_NET postings by adding LM_NET@LISTSERV.SYR.EDU to your e-mail address book. To change your LM_NET status, e-mail to: listserv@listserv.syr.edu In the message write EITHER: 1) SIGNOFF LM_NET 2) SET LM_NET NOMAIL 3) SET LM_NET MAIL 4) SET LM_NET DIGEST * Allow for confirmation. * LM_NET Help & Information: http://www.eduref.org/lm_net/ * LM_NET Archive: http://www.eduref.org/lm_net/archive/ * EL-Announce with LM_NET Select: http://lm-net.info/ * LM_NET Supporters: http://www.eduref.org/lm_net/ven.html * LM_NET Wiki: http://lmnet.wikispaces.com/ --------------------------------------------------------------------