Super3™

Research and Problem Solving

Model

2010- 2011

Judson ISD

Agenda

• What is Super3™?

• Why Use Super3™?

• Super3™ Skills

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

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)

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!

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!

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!

Finally I review my workAnd make sure it’s my best-O.

Plan, do, and review;Plan, do, and review;Plan, do, and review;Its name is Super3™-O!

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

PLAN: BeginningQuestions 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?

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

DO: Middle

• 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)

Questions to guide students as they begin to “DO” their projects:

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)

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

Sample Strategy for DO – Fact Fragment Frenzy

• Fact Fragment Frenzy (Trash and Treasure)

REVIEW: End

• 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)

Questions to guide students as they complete and submit their projects:

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

sample rubric for product assessment

Super3™ You Got It! Almost There ! Getting Close ! Take Another Look !

PLAN •restated task •restated task with help from teacher

•restated task with lots of help

•could not restate task

DO •located, read & took notes on 2 books•citation created & presented report

•could determine 2 sources•could locate 1 book•could take notes with some help.•needed help with project

•could determine 1 source and locate one book with help from the teacher•needed help reading and taking notes and citation•created report with help

•could not determine sources•could not locate sources or take notes•could not complete assignment

REVIEW •filled out evaluation form by self

•filled out the evaluation form with help

•filled out evaluation form with lots of help

•could not complete evaluation form

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