Model+2+--+Super+3

The Super 3 is an early childhood version of the Big 6 model developed by Michael Eisenberg and Robert Berkowitz. It was developed to be more child-friendly and usable for younger students. It is aimed at students in grades K through 3 (Little, 2001) (ES).
 * Background information on the model**

The creators of the Super3 stress the importance of it being looked at as a process for students to go through not something that forces students into doing something a certain way. It is only a framework to help students to get things done. We should always encourage students to start with step 1 but if a student wants to start with step 2 that is ok. It is a flexible process that should allow students to go through the steps at their own pace in their own order. The key is to go through all of the steps. (Eisenberg & Robinson, 2007) (KH)

The Super3 follows what we typically call a narrative story - there is a beginning, a middle and an end. (Eisenberg & Robinson, 2007) (KH) The Super 3 has three main steps. They are Beginning -Plan, Middle -Do, and End -Review. From the Big 6 Kids blog (2002), here are guiding questions for each step. (ES) Beginning: __Plan__ (corresponds to Big 6 steps of Task Definition and Information Seeking Strategies)
 * Steps in the model with a description of each step**
 * What am I supposed to do?
 * What will the result look like if I do a really good job?
 * What do I need to make to show what I learned?
 * What do I need to find out about in order to do the job?(ES)

Talking to the students about what happens at the beginning of a story and discussing that the main character usually tries to figure out what they are supposed to do. It is the same thing with the 1stpart of the Super3. What is your task, or problem? Then move onto what will I need to do to complete the task? What do I need to do? What research/information do I need to conduct? And how will I know when/if I am done? This is all the process of Plan. (Eisenberg & Robinson, 2007) (KH)

Middle: __Do__ (corresponds to Big 6 steps of Location and Access, Use of Information, and Synthesis)
 * How can I do the job?
 * What can I use to find what I need?
 * Now I need to make something to show what I learned!(ES)

Continuing on with the story idea, the main character now has the plan. The student also knows what they need to do, how they will do it, and what information they will need. This step focuses on the student actually doing it. This part may vary with time. It could take as little as 20 minutes to several days or weeks. It is also common for students to have to check back with the Plan step to make sure they know what they are doing. (Eisenberg & Robinson, 2007) (KH)

End: __Review__ (corresponds to Big 6 step of Evaluation)
 * Is my job done?
 * Did I do what I was supposed to do?
 * Do I feel OK about this?
 * Should I do something before I turn it in?(ES)

Story is almost over: Good problem solvers know that they need to review to make sure they have completed every part of the task. Students need to know that it is ok to go back and make sure that what they did was “good”. They might need to redo a part, make changes or finish something up. They should take the time to think about their process and to decide if they would do something different next time. This could be done with a rubric that has been developed for this exact purpose. (Eisenberg & Robinson, 2007) (KH)

One of the biggest strengths of this model is the simplicity of language. Plan, do, and review are much more understandable terms for young children than the inquiry steps defined in the Big 6 model. However, because the steps do link with the Big 6, the Super 3 provides a good stepping stone for students as they get older and can approach their research in a more sophisticated way. (ES)
 * Strengths and weaknesses of the model**

This process is designed for preschool through second grade but it is not uncommon for 3rd graders to continue to use this format and then transition right into The Big 6. It has become so popular because it is so simple. It has been developed with a familiar pattern. So much so that songs have been taught to students to teach them the steps. One of them follows BINGO - and goes like this: Here is a process I can use, Its name is Super3-O! / Plan, do and review; Plan, do, and review; Plan, do, and review; Its name is Super3-O! / First I plan what I will do, And look for what I need-o. / Plan, do and review; Plan, do, and review; Plan, do, and review; Its name is Super3-O! / Next I use what I have found, And show what I have learned-o. / Plan, do and review; Plan, do, and review; Plan, do, and review; Its name is Super3-O! / Finally I review my work And make sure it's my best-o. / Plan, do and review; Plan, do, and review; Plan, do, and review; Its name is Super3-O! (Eisenberg & Robinson, 2007) (KH)

Big 6 Kids. (2002, May 29). The super 3. (Web log comment). Retrieved from http://www.big6.com/kids/site/2002/05/29/the-super-3/. (ES)
 * Reference list**

Eisenberg, M. B., & Robinson, L. E. (2007). //The super 3: Information skills for young// //learners.// Worthington, OH: Linworth Books. (KH)

Eisenberg, M. B., & Berkowitz, R. E. (1987). Super 3. Retrieved from http://www.big6.com/kids/K-2.htm (KH)

Little, T. (2001, Dec 8). The super3. Retrieved from http://www.climbinghill.com/super3/super3.html. (ES)