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Persuasive Presentation with Stacey Lambert

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Final Draft

=__** Rough Draft : **__= __**Audience**__: Students, administrators, or other __teachers__. __**Topic:**__ Best Inquiry Research Method __**Persuasion:**__ We will try to persuade teachers that they should use the Big 6 research method in their classrooms. __**Wordle:**__ Big 6 __**Introduction:**__ Animoto-Allows for short brief context. __**Music:**__ Ocean Drive (Dance Mix) by Madison Park [] 9 C's of Elevator Speech: (Introduction) 1. concise 2. clear 3. compelling 4. credible 5. conceptual 6. concrete 7. customized 8. consistant 9. conversational __** Presentation Types: **__ Powerpoint or Voicethread or Storyboard or **__Prezi__** Why is Big 6 a great tool for teachers? What is Big 6? Why should teacher use the Big 6? How can the Big 6 help our students? __** Pictures: **__ Creative Commons or Morguefile

=__** Prezi Presentation-Big 6 **__= BIG 6 teaches students step-by-step research process skills. BIG 6 can be taught by multiple educators, and can include collaborative teaching between the classroom teacher and the school librarian. BIG 6 allows a common language to be used between students and educators. BIG 6 can be taught to students of all ages, and teaching students early in age produces postitive results for all involved. BIG 6 provides many resources for teachers and students. This includes organizational tools, resource tools, and self-evaluation skills. BIG 6 is student driven. || BIG 6 takes the students through the research process step-by-steps, therefore, it doesn't seem like one big project at one time. BIG 6 encourages the use of rubrics for (student) self-evaluation. This enables teachers to grade student projects easier and faster. BIG 6 teaches research skills crucial to students in a 21st century learning environment. BIG 6 is supported as a research tool for librarians and the American Library Association. - So it MUST work! || Students will look at the "Big Picture" to determine what the project is about and what specific work needs to take place to make their project a reality. || Finding the best, most reliable sources make this an essential step in the BIG6. And it is here, that collaboration between the teacher and the librian add up. For instance, let's say you have an Animal Research Project coming up, this would be a great time to have the librarian teach a unit on Reliable Resources. Your librarian can show the students the databases they might use, dictionaries, encyclopedias, non-fiction books, etc. And here's a bonus: students might practice using these sources, but for added measurement, throw in a "fiction" book and see if the students realize the difference between the information they receive from a non-fiction book versus a fiction book. || We all know it's Location, Location, Location. But with BIG 6, it truly is important to know where students can find reliable resources. Many districts pay a significant amount to house reliable resources for students to use. The problem is, teachers and students are aware they exist. So, enter the school librarian to help you out! Many librarians are trained in the use of databases, and they certainly are a great resource to help find the information needed. But most importantly, teaching students the where to access and the how to access is crucial in research projects. The BIG 6 helps students to stop and identify what and where resources they plan to use will come from. For added measure, ask your librarian to teach a lesson on resources and make sure it includes where sources can be found. A great introduction to resource location for younger students can be a Thinking Map (Circle map) with the main topic in the center circle and the other circles containing places to find information. For instance, with our 2nd grade Animal Project, students can brainstorm ideas of where to find information. This can include: books, database, virtual tours, videos, TV shows, interviews, and visits. WOW! What a wealth of information, and boy does it get the students thinking and asking questions!! || This is the "meat and potatoes" of research projects and perhaps the most difficult phase for all teachers, especially if your the one having to force students to take notes! The best short-cut for teachers come from the idea of teaching "note-taking" skills, or what us librarians call "Trash-n-Treasure" notes. In fact, this would be a great lesson to team up with the librarian and demonstrate. In 3rd grade, librarians teach an activity to students on how to identify "key words" and to scan for text that either answers a question they have or it does not. If it does, we highlight it and "treasure" that information, or we "trash" it. Another skill librarians teach is looking information in a glossary or index to help "speed up" research time for students. Many students believe they have to read the entire book to find information, but teaching them to access the glossary and index is a real eye-opener. And once they learn it, they apply it just the same for every research project. || This is where experienced teaching takes place. Students need to understand how to organize their information and what information is important enough to keep. Accessing Thinking Maps is a great tool, and many students already use the formats, especially those 4th graders... But this is when teachers can demonstrate writing techniques and skills in presentation with their students. Equally important is the value of teaching students how to document their sources. Again, your school librarian can help out here. By providing lessons that teach students how to create a Bibliography/Work Cited page once they have collected all of their sources, and actually pulling out the laptops to integrate technology and to actually practice doing this, students will not come calling their teacher, but the librarian. Another valuable lesson is that of Plagiarism. Along with teaching students how to cite their sources, is the importance of giving credit to all sources, and images too. Students need to understand how to summarize a paragraph into their own words and give credit to where it came from. BIG 6 opens the door for this discussion. || If you haven't asked your students to use a rubric, now is the time and it is a great resource tool in itself. Instead of answering 50-gazillion questions related to project product/performance, students can learn to evaluate their own, or ask for feedback from peers. The important feature is that students learn to judge and critique their own work rather than ask you, the teacher! So, it may be time consuming in the beginning to create a rubric for your projects, but the long-term goals are valuable. It also helps when you have those over-achieving parents who want to question their child's grades. Providing a rubric upfront allows students and parents to understand what is expected, in advance. Parents can be a great source for "critiquing" their own child work, rather than "criticize" your grading practice. || Students have this process laid out before them instead of having to receive step-by-step instruction from the teacher. Students can determine the pace at which they work, because they know the plan of action. Students can be taught by multiple people, skills and resources for a research project. It is not limited to just the teacher anymore. Students can determine if their project meets the criteria when a rubric is provided and they are encouraged to use self-judging skills. This alleviates the teachers time and energy to constantly oversee and answer questions. || As students progress from year to year, the need to teach research skills diminish, as students become more and more experienced. BIG 6 never changes, never updates, never goes away only to resurface years later. A big plus in teaching! ||
 * = Group = || = Picture = || = Reason to use the Big 6 inquiry method: = ||
 * WHY - teachers will want to use BIG 6 ||  || BIG 6 reduces the amount of time teachers spend working with students on research projects.
 * WHAT - is BIG 6 ||  || BIG 6 is an inquiry based research process
 * HOW - does BIG 6 work ||  || Step 1: Task definition: What do I need to do?
 * ||  || Step 2: Information Seeking Strategies: What can I use to find what I need?
 * ||  || Step 3: Location and Access: Where can I find what I need?
 * ||  || Step 4: Use of Information: What information can I use?
 * ||  || Step 5: Synthesis: How can I put my information together?
 * ||  || Step 6: Evaluation: How will I know if I did well?
 * WHY - BIG 6 works ||  || Students can be taught early enough the process of research.
 * ||  || Students are taught to use the same "language and vocabulary" in BIG 6 throughout multiple grade levels and by all teachers.