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Super3 Webinar

Super3: it’s like a story…

Super3 Webinar
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Overview of the Super3
Exercises - Super3
The Super3 and the Big6
Implementation in context
Q&A

Super3: What is it?
zzzzz

a way of doing things
a course of actiona planan approacha method

A simple, familiar pattern, easy for children to remember

Super3: Why use it?
The Super3 helps young learners in all
curriculum areas.
The Super3 process is widely applicable:
Schoolwork
to complete a worksheet or make a picture

Recreationzz

to improve at soccer or learn to play checkers

Decision-making in personal lifezReview

EndSuper3: Who uses it?

technology teachers, reading teachers, care givers,parents, families

zzMiddlez Students, classroom teachers, teacher-librarians,

A framework for students to learn how to get things donezDoz Preschool through grade 3zz

Beginningz Young learners

A process:z

PlanPlan: BeginningI think about my task and how I willcomplete my project.
9 What am I supposed to do?
9 What will a “good job” look like?
9 What information do I need?
9 Where will I get my information?
9 What is my plan?

what game to play with a friend, or what birthday present to getfor mom

M. Eisenberg/L. Robinson

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Super3 Webinar

Do: Middle

Review: End

I do my work.
9 I get the information I need.
9 I put it all together.
9 I might read, draw pictures,use the computer, or write.
9 I cite my sources.

I check my work to make sure it is complete.
9 Is my job done?
9 Did I do what I was supposed to?
9 Did I cite my sources?
9 Do I feel okay about my work?
9 Do I need to do anything else before
I turn it in?

Themes of the Super3

Super3 Farm Animal Project
1.

The Super3 is all about helping children to think
about, recognize, and talk about “process.”

2.

The Super3 provides a common vocabulary fortalking about process.

3.

The Super3 is adaptable and flexible; it can beapplied to any subject area, assignment or decision.

4.

Using the Super3 is not always a linear. Sometimes
students jump around or loop back.

5.

The Super3 is a simplified version of the information
problem-solving process. It leads naturally to a moredetailed explanation—the Big6.

Assignment:
Pick an animal that we have been studying.
Draw a picture of it and write 3 complete facts
about the animal.

Super3 to Big6

Teaching the Super

Plan: Beginning

PLAN

Task Definition

DO

Information Seeking
Strategies
Location & Access

Have students evaluate samples.
Give LESS rather than more direction onassignments.
z Encourage students to ask questions.
zz

Use of Information
Synthesis

REVIEW3

Evaluation

M. Eisenberg/L. Robinson

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Super3 Webinar

Teaching the Super

3

Do: Middle

Teaching the Super

3

Review: End

Modeling, teaching, learning.
z Educators do this everyday.
z Always encourage students to cite sources whenreporting information.
z

Build in frequent check-in times and breaks asstudents work.
z Use checklists, questionnaires, and rubrics to
help give students guidelines for checking theirwork.
z Review work in multiple settings: formal orinformal, simple or more complex, whole class,small group or individual.
z

Citing Sources

Other Super3 Ideas

9 It is important for students to tell where theyzfound their information.
9 It makes their work more trustworthy.
9 Use Super3 Sam’s Citing Stickers!

The Super3 in Your Context

Super3 Dinosaurs (Green Bay, WI)z PLANasaurus
z DOasaurus
z REVIEWasaurusz Create your own Super3 mascot - make posters,
bookmarks, and coloring pages with your character

Final Point….

z How is the Super3 applicable to you?

Think….process!

z When and how could you use the Super3

with young learners?

Thez Create an activity or lesson that you could

implement using the Super3.

M. Eisenberg/L. Robinson

Super3 process!

Page 4 of 17Super3Name:_____________________________________________________

Process 1• Plan• Do• Review

PROCESS CHART
BEGINNING: Plan

MIDDLE: Do

END: Review

Figure 4.1 Process 1
From The Super3™: Information Skills for Younger Learners by Laura Eisenberg Robinson and Michael B. Eisenberg. Columbus, OH:
Linworth Publishing, Inc. Further reproduction prohibited. Copyright © 2007.

Chapter 4: Super3™ Worksheets

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Super3
Name:_____________________________________________________

Process 2• Plan• Do• Review

Before I start I will________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________.

In order to complete this assignment I will______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________.

I will know my job is complete when_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________.

Figure 4.3 Process 2
From The Super3™: Information Skills for Younger Learners by Laura Eisenberg Robinson and Michael B. Eisenberg. Columbus, OH:
Linworth Publishing, Inc. Further reproduction prohibited. Copyright © 2007.

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The Super3 ™: Information Skills for Young Learners

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Super3
Name:_____________________________________________________Do 2• Plan• Do• Review

Touch (feeling)

Smell (smelling)

Sound (hearing)

Sight (seeing)

Taste (tasting)Figure 4.19 Do 2
From The Super3™: Information Skills for Younger Learners by Laura Eisenberg Robinson and Michael B. Eisenberg. Columbus, OH:
Linworth Publishing, Inc. Further reproduction prohibited. Copyright © 2007.

52

The Super3 ™: Information Skills for Young Learners

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Super3
Name:_____________________________________________________

Review 2• Plan• Do• Review

I followed all directions.

I found all the information I needed.

I answered all questions.

I did my best work.

I checked my work for mistakes.

Figure 4.37 Review 2
From The Super3™: Information Skills for Younger Learners by Laura Eisenberg Robinson and Michael B. Eisenberg. Columbus, OH:
Linworth Publishing, Inc. Further reproduction prohibited. Copyright © 2007.

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The Super3 ™: Information Skills for Young Learners

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Exercise
Student Action
Views a video on whales.
Looks over a worksheet to make sure it’s all done.
Chooses a topic for a project.
Listens to a story.
Realizes that she’s not sure what she is supposedto do.
Decides that he needs a book about butterflies.
Goes to the library to use a computer.
Uses the Paint program to create a title page.

Super3 Stage

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Exercise:
Student Actions – Super3 Matching
Curriculum Situation:

Actions
Students work in the computerlab of the library media centerusing pre-selected websites.

The classroom teacher
discusses how to select aplace.

Students explain what was thehardest part of the assignment.

1st Grade students gather information and complete areport about a place near their home (for example: apark, museum, zoo, community center).

Super3ExplanationPage 10 of 17

Exercise:
Student Actions – Super3 Matching
Curriculum Situation:

Actions
The classroom teacher and thestudents talk about “goals” andwhat they will be learning thismonth.
Using a “poor” example of acompleted checklist, theteacher and students discuss
whether it was done correctly.
The students fill out a Super3
Planning worksheet thatincludes the 3 subjects and aplace to write their goals.

2nd grade students set “goals for the month” forthemselves in reading, writing, and math.

Super3Explanation

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Exercise:
Student Actions – Super3 MatchingCurriculum
Situation:

Super3

PLANDOREVIEW

Actions

Explanation

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Super3
Name:_____________________________________________________

Plan 3• Plan• Do• Review

What will I need to complete my task?
ComputerArt Supplies

Books

Teacher

Family/Friends

Paper/Pencil

Other:

Other:

Other:

Figure 4.9 Plan 3
From The Super3™: Information Skills for Younger Learners by Laura Eisenberg Robinson and Michael B. Eisenberg. Columbus, OH:
Linworth Publishing, Inc. Further reproduction prohibited. Copyright © 2007.

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The Super3 ™: Information Skills for Young Learners

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Super3
Name:_____________________________________________________

Do 5• Plan
• Do• Review

Story Chart
BEGINNING

MIDDLEEND

Figure 4.25 Do 5
From The Super3™: Information Skills for Younger Learners by Laura Eisenberg Robinson and Michael B. Eisenberg. Columbus, OH:
Linworth Publishing, Inc. Further reproduction prohibited. Copyright © 2007.

Chapter 4: Super3™ Worksheets

61

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Super3Name:_____________________________________________________

Review 1• Plan• Do• Review

My favorite part of this assignment was ___________________________________________________________________________________________________________________________________________________________________________________________________.

The hardest part of this assignment was ___________________________________________________________________________________________________________________________________________________________________________________________________.

Figure 4.35 Review 1
From The Super3™: Information Skills for Younger Learners by Laura Eisenberg Robinson and Michael B. Eisenberg. Columbus, OH:Linworth Publishing, Inc. Further reproduction prohibited. Copyright © 2007.

Chapter 4: Super3™ Worksheets77

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Here is a matching exercise for students when they make the transition:

1. Task Definition

Plan
2 Information
Seeking
Strategies

3 Location andAccessDo
4 Use ofInformation

5 Synthesis
Review
6 Evaluation

Figure 5.2 Big6 Super3 Matching

Chapter 5: Additional Ideas and Conclusion

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Curriculum topic/assignment –Super3 connection
Curriculumor Assignment
Kindergarten class working on
making a picture of signs ofSpring.
2nd grade class doing shortreadings and answering
questions.
Teacher explaining about what’s
on tomorrow’s quiz.
Parent helping with mathhomework.

Planning the “animals” report.

Selecting a holiday gift forsomeone.

Super3

Possible Actions

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Curriculum topic/assignment –Super3 connection
Curriculumor Assignment

Super3

Possible Actions