By Michael B. Eisenberg, Robert E. Berkowitz, Robert Darrow, Kathleen L. Spitzer
Discovering, utilizing, proposing, and comparing info for a function are uncomplicated abilities of the knowledge age.??The Big6 strategy provides freshmen a constitution and instruments to be triumphant at it! participants to this booklet are skilled academics and experts adept within the Big6. rules are usable as is or as a advisor to your personal artistic improvement of a robust details and expertise talents origin program.???· aid secondary scholars construct an outstanding starting place in fixing info difficulties in significant contexts?· examine and train a realistic, guided method of utilising Big6 abilities in curricular and different contexts?· Get pattern assignments, review instruments, and handouts
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Additional info for Teaching Information & Technology Skills: The Big6 in Secondary Schools
This doesn’t mean being over-detailed or laborious. It means making sure that students understand what they are being asked to do and how they will be graded. Scoring guides or rubrics are another way to help students assess themselves or fully understand how they will be assessed. Ultimately, evaluation should encourage students to improve and help them to do so. Classroom teachers and teacher-librarians can work with students on identifying what was the most difficult aspect of an assignment and what they might do differently next time.
Are students working with the library media specialist to determine possible sources for a project? That’s Information Seeking Strategies, Big6 #2. Anchoring instruction in individual skills within the overall Big6 process provides students with a familiar reference point. They see the connections among seemingly separate skills and are able to reflect on what came before and anticipate what comes after. Therefore, we recommend continually working with students to help them recognize where they are in the process.
Where did they get stuck? Where did they waste time? All this so they can make changes next time. These kinds of self-reflection actions are true learning experiences. When students are self-aware, they evaluate themselves and can change their behavior for the better in the future. There are a number of strategies that teachers can use to focus students’ attention on Evaluation. For example, provide “time-out” reflection points during the process to assess how well they are doing, if they are clear about the assignment, and where in the process are they having difficulties.