Big6 for Problem-Based Learning: 5 Actions (Part 5-Final)

Note: This is Part 4 of the Big6 and Problem-based Learning series.Read Part 1 online here.

Big6 #6 - Facilitate Problem Debriefing (Evaluation)

Since students worked both individually and as a group for this project, it is important that they evaluate their individual work as well as their team work.


6.2 Judge the process (Individual): Use the following checklist to judge your information gathering process.

• What I created to finish the assignment is appropriate for what I was supposed do in Big6 #1.
• The information I found in Big6 #4 matches the information needed in Big6 #1.
• I have given credit to my sources and have used a standard citation format.
• My work complies with copyright laws and fair use guidelines.
• My work is neat.
• My work is complete and includes heading information (name, date, etc.).
• I would be proud for anyone to view this work.

Judge the Process (Group): Use the following checklist to judge your group's information gathering process.

• The group received a high score on the multimedia presentation rubric.
• We have given credit to our sources and have used a standard citation format.
• The group's work complies with copyright laws and fair use guidelines.
• The group received a high score on the peer evaluation rubric.
• Our work includes the components outlined in Big6 #5.
• We would be proud for anyone to view this work.

Conclusion
Using graphic organizers with the Big6 information problem-solving model provides students with essential tools to participate in problem-based learning. Graphic organizers give students maps they can use to locate, gather, organize, and synthesize information from a variety of resources. 

Then, students can put that knowledge to use in developing possible solutions for real-life, messy problems. The process of growing up isn't easy . . . it requires us to work through problems, running into barriers as we gather information and trying to reconcile new information to what we already know. 

That's why information problem-solving processes, such as the Big6, are important; they allow us to externalize the process we go through. By making the process external, we can begin to approach the situation, not only as stakeholders willing to fight for our beliefs, but also as people who can recognize and reconcile different points of view.


References

• Guhlin, M. (1999). Five steps to Big6ú problem-based learning lessons using graphic organizers. [Online]. Available:http://www.geocities.com/mguhlin
• Freeman, G. (1999). The graphic organizer. [Online]. Available: http://www.graphic.org/ (current September 8, 1999)
• Gallagher, S. A., & Stepien, W. (January, 2000). Problem-based learning: Blueprint for bringing curriculum reform to the classroom. Workshop presented at the ASCD Professional Development Conference, San Antonio, Texas.
• Stepien, W., & Pyke, S. L. (Summer, 1997). Designing problem-based learning units. Journal for the Education of the Gifted, 20(4), 380-400.
• On the Border Lesson
• Brower, D. (no date). Border patrol outreach programs. [Online].