Aldine Grades 3-4 Nov 2010

Approach to Information and Communications Technology Skills, Instructional Unit Design, Aldine ISD, November 8, 2010

Copyright 2010, Barbara A. Jansen. Big6 copyright 1987, Eisenberg & Berkowitz. These materials are copyrighted. They may not be used for profit or presentation or duplicated for any reason. Permission granted for use in K-12 classrooms and libraries only.

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AldineISDNovember8,2010

InstructionaldesignGrades3&4

PresentedbyBarbaraA.JansenChair,1‐12InstructionalTechnologyandLibraryServices

UpperSchoolLibrarianSt.Andrew’sSchool,Austin,TX

Approach to Information and Communications Technology Skills Instruction

Agenda

Sharing from 9/3Strategies for implementation

Instructional designSharing

http://www.slideshare.net/bjansen08http://big6tools.pbworks.com/

Big6™ Skills Overview

1. Task Definition

2. Information Seeking Strategies

3. Location & Access

4. Use of Information

5. Synthesis

6. Evaluation

• Each skill has two subskills:

– The “Little 12”

Information Problem

The George Washington Carver Museum and Cultural Center in Austin, wants to expand its Children’s Gallery, Let’s Pretend Dr. Carver!, of famous African-Americans to its online space. Due to limited space, only two notables can be included. The Board of Directors will hear proposals on who they should consider for the exhibit.

“George Washington Carver.” Courtesy of the Tuskegee Institute, Alabama; photograph, P.H. Polk . Accessed Britannica Online, 2010.

Elementary

Big6 #1: Task Definition

Big6 1.1

Whole class: Brainstorming

Learn about a notable African American in order to persuade the Board of Directors of the George Washington Carver Museum and Cultural Center to add him or her to the children’s online exhibit.

Grouping

Why group? Why not?

1. Decide how you will group the kids1. How many groups (determined by subtopics)

2. How many students in a group?

3. Who will be in each group?

2. Make a list of:1. informational (fact-oriented) questions to which each

group will need to find “answers” in order to do the project

2. questions that will require higher-level thinking and original ideas



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Look-up questionsBackgroundIs your person known by any other name?When and where was your person born? When did your person die or is he or she still alive?What information can you find about his or her family life?What hardships did your person overcome while growing up?How was your person educated?What other things were interesting in your person’s childhood?AdulthoodWhat important jobs did your person have as an adult?What are important events that occurred in your person’s adult life, such as hardships, turning points, successes, accomplishments?What important contributions did your person make to our state or country? Who were/are the influential people in your person’s life?What other things were interesting or important in your person’s adulthood?

Think-about questionsWhy was your person a positive role model (someone others can look up to or model their life after)?How did your person influence or impact our lives today?

Your questions for the group may look like this: Task Definition 1.21. Separate class into groups according to the person

they are studying

2. Students brainstorm the information they need to find “answers” in order to do the project

3. Your list

4. Data chart or other note taking organizer for step #4 Use of Information

5. Higher-level questions:additional page with space to record their responses.

Question promptsDifferent format

Prepare note taking organizer

Student’s Name

Topic

Back to TNTBack to L&A

Big6 #2: Information Seeking Strategies L

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Elementary web evaluation

Diane Lauer, 1999. Used with permission.

Who wrote the pages and are they an expert in the field?What is the purpose of the site? Where does the information come from? When was the site created, updated, or last worked on? Why is the information valuable?

Find Resources in Subscription Databases

Why?

TexShare databases

Others Aldine purchases

for elementary



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Big6 #3: Location & Access

Reading for information

Keyword and related word identification

3.1 Locate sources

Traditional and electronic location skills

3.2 Access information within sources

Table of contents, index, searching within databases etc.

Big6 #4: Use of Information

4.1 Read, engage, hear, view, etc.

4.2 Take out needed information

Citation Machine

Citation

Paraphrase

Types of Note Taking

Stripling, Barbara K. and Pitts, Judy M. Brainstorms and Blueprints: Teaching Library Research as a Thinking Process. Englewood, CO: Libraries Unlimited,

1988, p. 116. Used with permission.

Summary

Quotation

Treasure Map Analogy

Trash‐n‐treasure note taking

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. Big6 #5: Synthesis

“The notion that young people would critically and creatively process the

information they find is perhaps the core of the information search process.”

—Loertscher & Woolls, 1999.



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Cautionary Statement of the DayFinal product should…

Transferable Skills

Image licensed from Cartoonbank.com, 2008.

Photo credit: diadrius. Creative Commons attribution license. Flickr.com.

Composition

1. Literary forms: Story, poem, myth, fable, tall tale, limerick, or play about his or her notable African American including…

2. Information from knowledge level questions

3. Thoughtful responses to higher-level questions

4. Turn in all notes and drafts

TAKS Skills

Facts about their topic (included each time); Cause and effect relationships; Problem and solution; Compare and contrast; Characters’ opinions; Logical sequence; Generalizations; and Logical conclusions.



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Breaking News… Big6 #6: Evaluation

Quote credit: Costa & Kallick (1992, p. 280)If Minds Matter.

Photo credit: Pete Prodoehl. Creative Commons attribution license. Flickr.com.

“Education is what survives when what has been learned

has been forgotten.”-B. F. Skinner

[email protected]/bjansen08