Super3™

1. Super3™ Research and Problem Solving Model 2010- 2011 Judson ISD

2. Agenda • What is Super3™? • Why Use Super3™? • Super3™ Skills

3. What Is Super3? • Big6™ is the research model selected by JISD Librarians to be the K-12 district standard. • Super3™ – “Spinoff” of Big6™ • Research process that can be applied in all subject areas

4. Why Use Super3™? • Students break down the problem-solving process • Students “get it” and remember it • Provides a “process model” for children to learn and use in order to be successful with research • Provides easy transition into the Big6™ (Michael B. Eisenberg and Laura Eisenberg Robinson, 2007)

5. The Super3™ SongTo the tune of “Bingo” Here is a process I can use, Its name is Super3™-O. Plan, do, and review; Plan, do, and review; Plan, do, and review; Its name is Super3™-O!

6. First I plan what I will do, And look for what I need-O. Plan, do, and review; Plan, do, and review; Plan, do, and review; Its name is Super3™-O!

7. Next I use what I have found, And show what I have learned-O Plan, do, and review; Plan, do, and review; Plan, do, and review; Its name is Super3™-O!

8. Finally I review my work And make sure it’s my best-O. Plan, do, and review; Plan, do, and review; Plan, do, and review; Its name is Super3™-O!

9. Super3™:3 Steps • PLAN – red to remind students to stop and think about the task • DO – green for following the plan and working to complete it • REVIEW – blue for success for students to look at their completed work

10. PLAN: Beginning Questions to guide students as they begin to think about their project: • What am I supposed to do? (Task Definition) • What do I need to find out and make in order to show what I learned? • What are the possible sources where I can find the information I need?(Information Seeking Strategies) • What are the best sources to use?

11. Strategies • KWHL chart • Active discussion • Cluster or categorize ideas or questions • Identify important vocabulary terms • Brainstorm resources to be used for the task • List possible resources and/or materials needed • Use cooperative strategies

12. DO: Middle Questions to guide students as they begin to “DO” their projects: • Where will I find the information sources that I need? (Location and Access) • What information do I need from this source? (Use of Information) • How will I record my data? (Use of Information) • (Trash and Treasure, Notes in Own Words/ Phrases, Cite Sources) (Use of Information)

13. DO: Middle • How will I organize and present the information? (Synthesis) What will I make with the information I learned? • How will I check myself that I am using complete sentences? (Synthesis) • How will I cite my sources and give credit for my information? (Synthesis)

14. Strategies • Note-taking • Interviews • Surveys • Print and digital resources • Graphic organizers • Presentation tools

15. Sample Strategy for DO – Fact Fragment Frenzy • Fact Fragment Frenzy (Trash and Treasure)

16. REVIEW: End Questions to guide students as they complete and submit their projects: • Did I do what I was supposed to do? (Evaluation) • Do I feel good about the project I did?(Evaluation) • Do I need to do something else before I turn it in?(Evaluation)

17. Strategies to Assess the Product: • check own work: look back at what the task/job was • partner peer review • self evaluation forms • rubric • teacher feedback

18. sample rubric for product assessment

19. Credits • Eisenberg and Berkowitz, The Big6 Information Problem-Solving Process. • Jansen, Barbara. "Big6 » Blog Archive » Reading for Information: The Trash and Treasure Method of Teaching Note-Taking (Grades 3 – 12)." Big6. 29 Nov. 2001. Web. 30 Nov. 2010. <http://www.big6.com/2001/11/29/reading-for-information-the-trash-n-treasure-method-of-teaching-note-taking-grades-3-12/>. • www.big6.com • Super3 song by D. Cazares, S. Hensley, and K. Jordan: Students at the Univ. of Texas Graduate School of Library and Information Science, Austin, TX. • http://www.flatstanley.com/how.html