Big6 Skill 1-Task Definition

(Class files in with teacher in front.)

Teacher:

Okay class, settle down, and let’s get started. My first order of business is to assign you this unit’s final project. You have the assignment sheet and your homework last night was to look it over.

Elana:

I’m overwhelmed!

Ronald:

Let’s go to the library

Teacher:

No, Ronald, not yet, there is a lot to do to BEFORE we go running off to the library. All right class, let’s focus up here on the board and get started. I’ve written the Big6 Research steps up here and they are also listed on the back of your assignment sheet for your convenience. I want to remind you that these six steps reflect a good research process. I’ve required that you follow this process several times this year. Remember it isn’t just what you produce for a final project paper that is important, your process of how you achieved it is also very important. So let’s start at the beginning with this project as well. What is the first Big6 step?

Elana:

Task Definition

Teacher:

Very good, Elana. And what is the first step of defining the task?

Elana:

Defining the problem.

Teacher:

Yes, what are some ways to define the problem?

Paul:

Read the assignment sheets carefully.

Teacher:

Yes, what else?

Elana:

Ask clarifying questions.

Teacher:

Good, anything else?

Ronald:

(Says something funny)

Teacher:

Well, Ronald, why don’t we stick to the more conventional means?

You’ve had some time to look over the assignment sheet, Ronald, please define the problem in your own words.

Ronald:

You mean tell everyone what we are supposed to be doing?

Teacher:

Exactly, that is defining the problem.

Ronald:

Well, it says here that we are suppose to pretend that we are someone involved in the Israeli/Palestinian conflict and we are suppose to present a solution to the conflict.

Teacher:

Okay that’s a good start. Paul what are you supposed to produce?

Paul:

(Looking at assignment sheet) A short position paper that we’ll share with the group orally.

Teacher:

Anything else?

Paul:

We’ll need to turn in all of our research too.

Teacher:

Yes that is very important. Remember to keep that in mind as you do your research. Don’t throw any of it away.

Elana:

So all we need to do is tell what it is like in the Middle East right now?

Teacher:

Well, you’ll need to gain a full understanding from one perspective. And then I’ll expect you to come together with other perspectives and agree on some sort of peaceful solution.

Paul:

How long does the paper need to be?

Elana:

How many resources do we have to use?

Paul:

Does that consensus part need to be written out too?

Elana:

How do we know what kind of person we are supposed to pretend to be?

Ronald:

Can we skip this project and still pass the class?

Teacher:

Okay, okay. This project is a large part of your unit grade so choosing to not do the project is probably not a smart choice to make. As for the other questions, those were excellent task definition questions. Very good. Let’s continue this discussion…

(FADE)

Teacher:

All right, are there any other task definition questions? None? You all think you have an understanding of what you are suppose to do? Good. Remember that a research process is circular. Later on, as you get more into the project, you may have more questions or may need more clarification. I’m passing out a list of possible perspectives. Tomorrow in class we’ll choose who will be who, but for right now let’s move on to the second step of defining the task. What is that step?

Elana:

Identifying the information needed.

Teacher:

Very good and what does that mean in your own words?

Elana:

Figure out what information I’ll need to complete the project.

Teacher:

Excellent. This is the point where you would identify your research questions. If you don’t figure out what information you’ll need, you’ll spend a lot of time wading through information that is irrelevant to your project. So, what are some of those research questions?

Paul:

I think we are going to need to know where our people live.

Elana:

And how people live. And what they believe in. And what they think about the situation. And…

Teacher:

Slow down Elana. This is good stuff. Let me use the Inspiration software to capture this brainstorming session. (SHOW ON INSPIRATION SOFTWARE) All right, Paul you mentioned that you would need to know where they lived. Do you mean the geography?

Paul:

Yes, definitely. Do they live near fighting? Or do they live in a place that is under dispute?

Ronald:

Doesn’t geography mean, like if they’re in the desert or city?

Teacher:

Good point, geography can mean the terrain, like you are describing or it can mean where people live in juxtaposition to something else, as Paul has described. So, let’s divide this geography circle into two main concepts. (SHOW ALL THIS ON SOFTWAR) Great.

Elana:

What about a circle on “how they live?”

Teacher:

Explain what you mean.

Elana:

Well, like how do they make a living? What is their economic status? What are their religious beliefs?

Teacher:

Good, good. So questions of culture. That would probably be a good concept circle to add to our brainstorming session (ADD TO INSPIRATION).

Paul:

We’ll need to know if they are actively involved in the conflict or not? Who are their leaders?

Teacher:

Excellent. What else?

Ronald:

Don’t we like, need to know what is like, going on?

Teacher:

Well, Ronald, if you are referring to the big overall picture of the conflict, yes indeed. You will certainly need to know who is involved and what actions are taking place. However, can we create more specific research questions to help us identify the needed information?

Elana:

We’ll need to know the history.

Paul:

We’ll need to know what peace attempts have been made and why they’ve failed.

Elana:

We’ll need to know what the obstacles to peace are.

Ronald:

It sounds like we’ll need to know a lot.

Teacher:

This project does require a lot of research, Elana. The Israeli-Palestinian conflict is a complex issue. However, by working through the Big6 research steps, the process will be very do-able. For example, now you should have a very clear idea of what is required for the project and what information you will need to find out to complete the project. Also, remember that you will be working in groups so you can divide up the workload.

Elana:

I’m feeling a lot less overwhelmed now compared to how I felt at the beginning of the class when I just read over the assignment sheet.

Teacher:

That’s good. The Big6 research process should help you by solving problems step by step.

Ronald:

It still sounds like a lot of work.

Paul:

But, at least now we know what we have to find out.

Ronald:

Yeah, but how do we find it out?

Teacher:

That is the following step in the Big6 Research Process. We’ll start that step next.