Big6?

[Ms. Voss]

We are considering using the Big6 as a framework for our library curriculum next year, and I am excited about it. I'd like to hear any feedback from current users: what does it do great? what does it do good? what does it do not so much?

[Becca Munson]

As a district, the Big 6 is our framework for research. I use it - but I do not get into the all wording. I made an online guide for our classes - which now seems out of date and I would like to update in some way...

http://www.bv229.k12.ks.us/bvw_lmc/process1.htm

Great thing about it...
*We divided up the different portions to "hit" with different curricular areas and grade levels.
For example - use of information - note-taking -- we focus on note-taking with our 9th grade students.
*Organization
*Many resources available with it.
*It is across the district (K-12) - so the language & process is similar especially helpful for students who transfer from different schools.
*There are many models out there - but the Big 6 captures a lot of those in a very concise manner. For elementary students in our district, they use the Big 3.

Not so much...
It is hard not to have the students' eyes glaze over when you mention strategically the various steps - I try to not make it seem so "technical". I tend to focus on the practical pieces. For example, if I were to say, "Okay, let's discuss Task Definition" students usually look at me - "Task Definition - you mean, what do I need to do...right?" So I tend to take out the "Task Definition" wording and go straight to how they would say it. I know that may not be the best thing to do - have the vocabulary for each step can be very valuable.

[Mae-Lynn Smith]

I use Big6 with the high schoolers and I am beginning to persuade colleagues at other levels to adopt it. I began using it after looking at several options because it is based on information seeking research, applicable to any situation, and succint. Plus, there are many incredible resources around the web to "borrow".

When introducing it, depending on the motivational level of the class, I use everyday essential problems, such as "My feet are cold", "I am hungry", and "What shall I do to entertain myself this evening?". With the fist example, the task is making you feet warm, the possible solutions include raiding your brother's sock drawer, and the eventual evaluation is "Are my feet warm?"

The struggling students and trully lazy appreciate the structure. I have trouble with the overachievers at first, but when the large complex projects come around, they show up in the library asking for project organizing sheets and formatted notepages.

By the way, here are my two favorite, stolen forms:
http://illingschool.ci.manchester.ct.us/big6_organizer.pdf
http://www.big6.com/files/3-6NoteForm.pdf

[cara delia]

Can you use the big 6 for k-5 students, or do you think it is a touch over their heads? Asking someone who has implemented it? I have read about it and it sounds like a great program for older students, but hard to "dummify" for the younger ones.

[Connie Anderson]

I use it starting in 3rd grade and it has been really effective thus far. The kids in 4th and 5th are the ones who can really catch on and over time they are starting to actually like it. There is the Super 3 for younger grades. That has worked well even in my kindergarten group. The Big6 has a kids page that explains the Super 3 part...it's in a simpler version already.

[cara delia]

OH that is wondeful, should I just google Big 6/ Super 3?

[Connie Anderson]

http://www.big6.org/

you can find many other links to other parts of this program in the site.
Hope that helps

[cara delia]

thank you! thank you! thank you!