Super 3 Research Process: Enhancing Student Thinking and Problem-Solving Skills
Explore the Super 3 research process introduced by Jodi Hall & Michelle Gainey, aimed at fostering critical thinking and problem-solving skills among students. The process involves three key steps - Plan, Do, Review - emphasizing thorough planning, active engagement in tasks, and reflective review. Adapted from the Big 6 framework, the Super 3 method simplifies complex research techniques for student comprehension. Learn how to effectively implement Super 3 through planning tools, classroom displays, and tailored materials to enhance student learning experiences.
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Super 3 Research Process Presented by Jodi Hall & Michelle Gainey
Purpose of Super 3 Students are better thinkers and problem-solvers by learning and focusing on the process. Super 3 is a process. Beginning: Plan Middle: Do End: Review
Three Super Parts Beginning: Plan What is the task, problem, or quest? What will it take to complete the task? What information will you need? Middle: Do You know what you are supposed to do, the information you need, and how to proceed. Do it! This is the action. Students carry out the task, which includes locating and using information.
End: Review Before the task is completed, you must review your work and make sure everything is completed as instructed. Review, edit, and change work as needed.
What is the Super 3? It is a research process adapted from the Big 6. The Big 6 is a information problem- solving process that emphases critical thinking. It promotes information literacy. Adapted from Big 6, Super 3 has the same elements with three steps and simplified vocabulary.
Big 6/Super 3 Comparison Super 3 Beginning: Plan Big 6 1.Task Definition 2.Information Seeking Strategies 3.Location and Access 4.Use of Information 5.Synthesis 6.Evaluation Middle: Do End: Review
How to use Super 3 Use student planning organizers and other handouts to guide students through the research process. Students should keep the planner and refer to often throughout the process. Display the posters in your room for easy reference and a reminder.
Adapt, create, or use materials you already have to suit the needs of the project. Immerse students in the language and vocabulary of the Super 3 research process through all content areas.
What does Super 3 look like? Super 3 Plan Activities Concept Mapping Graphic Organizers Evaluate Web Sites Keyword Searches Information Search Do Review Assessment Rubrics Scoring Guides Expectations
Plan Provide 2-3 examples of completed work, including a poor and mediocre sample. Assess the samples Does it do what s required? Gradually provide less explanation, encouraging students to ask more detailed questions about the task. Brainstorming activities Concept webs with possible sources
Do Search textbook or class notes for solving problems Model story writing process & Model fluent reading Lessons and exercises on reading, viewing, or listening for a purpose, comprehension, and note-taking all help students develop their use of information skills. Connect activities to Super 3 in problem-solving process.
Review Self-reflection & self-assessment Review and checking part Provide clear directions and criteria for assignment Provide checklist or a questionnaire where students comment on their work Review encourages students to engage their own process, strengths, and skills in a way that is useful to their continued learning.
Review Continued Teach the review process: Carefully consider activities and exercises to emphasize review. Activities can be informal or formal, simple or complex, and whole class, small group, or individual. Teachers can do a whole class modeling activity using a checklist to check for things such as name, date, capitalization, punctuation, and neatness.
Lessons for Super 3 These sample lessons can get you started on working the Super 3 Process into your daily curriculum. Big 6.com Lesson plans
Sample Lesson with Super 3 Problem Solution introduction of Super 3 with book, Too Many Pumpkins by Linda White Research introduction on Super 3 with Bats, nationalgeographic.com
Literature to Use Problem/solution Stories title Too Many Pumpkins author Linda White details Pg. 14 (plan) Pg. 18 (do) Pg. 29 (review) Pg. 13 (plan) Pg. 15 (do) Pg. 23 (review) Pg. 7 (plan) Pg. 10 (do) Pg. 30 (review) Pg. 18 (plan) Pg. 20 (do) Pg. 22 (review) Pg. 5 (plan) Pg. 12 (do) Pg. 37 (review) Paul Brett Johnson The Cow Who Wouldn t Come Down Miss Nelson is Missing James Marshall Mop Top Sue Graves and Maddy McClellan Jeanette Winter Follow the Drinking Gourd
Informational Text to Use How to Books title From Wheat to Pasta author Robert Eagan details Pg. 8 (plan) Pg. 10-28 (do) Pg. 29 (review) Pg. 4 (plan) Pg. 6-18 (do) Pg. 20 & 23 (review) Pg. 2 (plan) Pg. 4-13 (do) Pg. 14 (review) Pg. 6 (plan) Pg. 7-23 (do) Pg. 24 (review) Pg. 8 (plan) Pg. 10 (do) Pg. 18 (review) Tomatoes to Ketchup Inez Snyder Let s Graph Lisa Trumbauer My Cake Sheila Gore Making Collage Isabel Thomas
Resources for Research Fact Monster Britannica School ask.com Discovery Education NC Wise Owl Kids Konnect Kid Friendly Search Engine
Summary The Super 3 research process helps students become better thinkers and problem solvers. Teach students to recognize the process when identifying the steps in many things that people do. Examples: What to wear each day What to have for supper Activities ball games, movies, trips
