Persuasive+Presentation+Pre-Writing+Charts

I can't find any guided lesson even though it seems like a good strategy. I still want to see some examples in action! 2/28 CG This research method seems good but outdated. 3/3 CG || What does the acronym stand for? 2/27TB || F:Focus, specifying L:Links, Connections of what I already know,Strategizing I: Input ! Putting the information to work, sorting,Shifting,sorting. P: Payoff, putting it all together,Solving and sharing IT: intelligence thinking Learned that she developed this method with her students because the old way didn't get students to retain information. Really liked that the website included some information gathering materials but wanted to see some projects in action. 2/27 TB || Would elementary students be able to use this as effectively as middle school students? Where are more actual examples of the process? 3/4 TB ||
 *  Pre-writing for A.2.4 - K-W-L-Q for Inquiry Learning: Partner Assignment **
 * FLIP IT! ||
 * **Know ** || **Want to Learn ** || **Learn ** || **Further Questions ** ||
 * This process requires students to specify their questions, sort information, create something out of the information they've learned, and then assess themselves at the end. What I like about the assessment is it asks the questions, "Have I demonstrated Intelligent Thinking throughout the process? 2/26 CG || Where can I find more information on teaching my students "Intelligent Thinking"? I'd also like to see a few examples of this process and some graphic organizers. 2/26 CG || * Students use guideposts (or what they already know) to guide them in the research process and help them stay on task.
 * The FLIP IT! acronym also symbolizes the interconnectivity of the process and how inquiry is not linear. Rather, it flips back and forth from questioning to searching and sorting through information. From website:" (It)reminds the kids that they// will // need to flip back and forth (evaluating, rethinking, revising) as they work through their info-problem."
 * Alice defines Intelligent Thinking- "as in, did you use your brains to best advantage?" 2/27 CG || Does anyone use this?
 * This process was developed by librarian, Alice Yucht. It takes into account the "If, Then" principle. This allows students to use what they already know to help them solve new problems. I like this approach because it is easily used in all areas of curriculum as well as with regular everyday problem solving situations. 2/27 TB || How can I use this method throughout different subject areas?

Information Age Inquiry. 26 Feb. 2012. HYPERLINK "@http://virtualinquiry.com/inquiry/flipit.htm".

@http://www.aliceinfo.org/flipit/ How do you implement this process? 2/27 TB || 1) Task Definition 2)Info seeking strategies- determine sources and evaluate sources 3) Locate sources, find info 4) Use of information - read, hear, view info, determine relevant info 5)Synthesis- organize info and present info 6) Evaluation - judge the effectiveness of the product, and judge the process of getting info 3/3 CG Colleen detailed the six steps and what each one details. I did find some information about teaching the steps month by month. I think this is a good way to work through each step and part completely before moving on. This may even help the younger students do more than the three steps. It did discuss it as an information literacy mode. However, I believe this is an also a inquiry way of thinking because students are using the higher level thinking skills to work through the task that they have defined themselves. TB 3/4 || If teachers are already set ideas from the district, how can we get them to work on something new? Is this a better method for students in elementary, middle or high school? How can I help new students who come in the middle of the year who have missed the first few steps in the process? TB 3/5 || research method. 2/27 TB || How does this process from secondary to elementary? || == Super 3 == Although The Big 6 only includes six steps, some primary teachers find it overwhelming for their young learners. As a result, teachers have developed modified versions to meet their needs. Eisenberg and Berkowitz have developed a version called the [|Super 3] for very young children. It includes three steps: From @http://virtualinquiry.com/inquiry/big6.htm CG 3/3 ||  || in the past. 2/27 TB || Is it easier to teach one step each day? I've seen a lot of lesson focused on one step. ||  || I'd like to find some in-depth lessons for Evaluating Sources for secondary and Internet Sources. 3/9 CG || More info here: @http://academic.wsc.edu/redl/classes/tami/super3.html 3/3 CG || I'd like to see more examples of Big 3. 3/9 CG ||
 * Big 6 ||
 * **Know ** || **Want to Learn ** || **Learn ** || **Further Questions ** ||
 * I know that it has six steps to the process. 2/27 TB || What are the steps?
 * I think it is an inquiry process and not a
 * **Plan**
 * **Do**
 * **Review**
 * I know that many teachers have used it
 * I know that there is also a three step process called the Big 3. 2/27 TB || What is the difference between the 3 step and 6 step? || Answer above!
 * || What are some good lessons? || There are several examples of lessons on the Big 6 website. It includes many different subject areas and even simply problem solving strategies. One I liked was how a librarian used the Big 6 to implement a flexible schedule into her library. TB 3/4 ||  ||
 * || Is there an evidence that supports this process increasing student achievement? 2/28 CG ||  || Still want to find evidence -based lessons that prove this increases achievement. CG 3/9 ||