Prewriting+Page

Persuasive Presentation - Prewriting Page
@http://www.big6.com/2001/11/19/a-big6%E2%84%A2-skills-overview/ (Nicole's Link) || - works well for all age groups and content areas -most widely known and widely used research process - process model that goes through 6 steps: 1) task definition 2) information seeking strategies 3) location and access 4) use of information 5) synthesis 6) evaluation - computer/technology skills are an integral component of the Big6 || - Why hasn't the Big6 been updated to follow the revised Bloom's taxonomy (creation/synthesis being the last step)?
 * Research Process || K || W || L || Q ||
 * **Big6**

I wonder if locate and access sources and information in step 3 is a problem? Students have to complete 2 steps prior to that, and it might have been a waste of time. || There is not a "feeling" stage in this model. Students may not feel the assignment is relevant to them since they are given a task.

The Big 6 can be modified for elementary students-The Super 3. || I wonder if students use the Super 3 in elementary school, they understand the Big 6 better in middle school? Does it make for a smoother transition?

I wonder how well the Big6 translates to the higher eduction environmen - are students who use the Big6 for research prepared for the rigor of research at the college level? || @http://www.davidvl.org/savvy7.html (Nicole's Link) || - 7 steps each with an overarching question as the guide Step 1 - What is the Question? - create a smart question (no yes or no answers) Step 2 - What Resources should I use? - look for quality primary and secondary sources of information Step 3 - How do I find the Information? - need both technical and thoughtful literacy skills to find information Step 4 - How do I gather information? - take quality notes, copy and paste,pay attention to citations Step 5 - What information do I use? - evaluate the information found through a series of questions - Is it  current? Is it from a valid and credible source? Is the information pertinent to the question being answered?; choose the best, trash the rest Step 6 - How do I share what I learned? - create the finished product targeted to the specfic audience - choose the best presentation tool possible Step 7 - How do I evaluate my work? - answer a series of questions - It is efficient? Is it appropriate? Were adequate information sources used? Is the presentation informative, creative? Is the initial question answered? - This might be a good research process for younger students because its presented as a series of questions to be  answered.... || - Why hasn't The Savvy 7 been updated to follow the revised Bloom's taxonomy (creation/synthesis being the last step)? -Why would they encourage students to copy and paste as  part of their instructions for Step 4? Students are already prone to shortcuts and not properly citing their sources.... || The Savvy 7 seems to follow the same process as the Big 6. There does not seem to be much of a difference between both of them. (I do like that the Savvy7 posits each step as a question to be answered however....I think this could really help some students to stay on track and complete their research....) ||  || @http://virtualinquiry.com/inquiry/pathways.htm - Nicole's Link || - stress is placed on importance of questioning and authentic learning -nonlinear process; designed as a diagram, not a series of steps - The stages are as follows: 1) Appreciation and Enjoyment - as learners complete the process of information seeking, they grow to appreciate and enjoy their topic  2) Presearch - develop an  overview, explore relationships 3) Search - identify information providers, select information resources, seek relevant information 4) Interpretation - interpret information (is it relevant, is it useful?) 5) Communication - apply information and share new  knowledge  6) Evaluation - evaluate process and product (ongoing throughout  the process as a whole, since its nonlinear) || - Why hasn't the Pathways to Knowledge process been updated to follow the revised Bloom's taxonomy (creation/synthesis being the last step)? - I wonder how well students will fare using thisprocess - because their are no set steps to follow, it seems better suited to students that already have a good grasp on doing research - such as those in accelerated programs (Honors, AP, GT, Dual Credit, etc.) or a higher education setting.... || I like that the Follett model begins with appreciation. The other models are more tasked focused, but this models tends to be more student-centered from the start.
 * ** The Savvy 7 **
 * Pathways to Knowledge

I like that this process allows for evaluation at every stage - constant evaluation can be a very powerful tool for students to improve the quality of their learning and the quality of their end product. || I wonder how well students will progress through this nonlinear process without lots of oversight - even older students. I fear that this process might make students more dependent upon the teacher and librarian rather than more self sufficient. This process might be better suited to students who are already independent learners - such as those in higher education or advanced classes.

I agree, Nicole. I was thinking the same thing about my students. I am not sure I could turn them loose with this model. I could see my GT kids taking off on this, especially since they tend to have a lot freedom in the beginning of the process. ||