The communities of Santa Teresa, New Mexico and El Paso, Texas have something in common—both communities are monitored by the U. S. Border Patrol, but not in the way that many illegal aliens have come to expect their attention. The U. S. Border Patrol has set up outreach centers to bring about goodwill and provide teenagers with the opportunity to explore career possibilities. For the legal citizens of these communities, this is a wonderful initiative. For the undocumented aliens, parents of teenagers coming face to face with the U. S. Border Patrol in school, it's a nightmare.

Illegal immigrants fear that the U. S. Border Patrol may try to identify children of illegals, and then use this information to locate and prosecute the parents. Despite the U. S. Border Patrol's protests that this will not happen, the relationship between parents and school officials is tenuous. How will parents who are illegal immigrants attend school meetings if they fear encountering deportation officials? While the stakeholders of these border communities probably have not heard of ill-structured problems, they are certainly in the middle of one.

Ill-structured problems like this one are messy by nature. They are like the real-life situations students can expect to encounter when they leave school, and they can be great learning opportunities as a form of problem-based learning. Problem-based learning (PBL) uses real-life problems modeled after a contemporary or historical case to engage students as they pursue specified learning outcomes that are in line with academic standards or course objectives (Stepien & Pyke, 1997). Students work through the problem as a stakeholder. The teacher acts as a guide or advisor as students explore the issues involved, formulate questions, conduct research, and consider possible solutions to the problems.

Since most problems spring from a lack of information, problem-based learning makes an ideal tool to use and reinforce the Big6 Skills. The Big6 approach to information-problem solving provides a framework for students to find, organize, and present the information that they need to solve-real life problems. This accomplishes two goals—to help them complete their assignment efficiently and successfully, and to remind them that they must be information processors in their life beyond school. Combined with graphic organizers, the Big6 becomes a powerful tool to help students work through the U. S. Border Patrol scenario.

Using graphic organizers with the Big6 process can help students build their own knowledge and reflect on how new information links to their mental framework, or schema, of the world. This is important because, according to Buzan (1996), the human brain works primarily with key concepts in an interlinked and integrated manner. For each step in the Big6, there is at least one graphic organizer that helps students integrate new information with information that they already know (see Table 1).

Problem-based learning is a valuable tool for students of many levels. However, the task of designing a problem-based learning lesson can be daunting—the problems are large and messy, and it can be a challenge to know where to start. The following Big6-related five actions can help you keep your problem-based learning lesson under control and moving along.

According to Stepien and Pyke (1997), a problem-based learning situation must meet several criteria. The situation must provide an effective way of engaging students with experiences that scaffold higher order thinking. The situation should also accomplish curriculum objectives and include age-appropriate topics. Further, the learning situation should take the form of an ill-structured problem to foster inquiry at a level that is cognitively engaging but not frustrating. Lastly, the situation should make efficient use of instructional time allotted to the unit.

When selecting a problem, the teacher can either look through academic standards and objectives for a dilemma, or search news stories for a problem that will allow the introduction of academic standards. In examining the problem, the teacher can use a brainstorming map to explore the content that students may encounter as they go about examining the issue and suggesting possible resolutions.

Brainstorming with some form of visual aid (e.g, spider map, clustering, fishbone mapping) can be an important tool for teachers to consider the breadth of the issue and to include cross-curricular connections. For example, in the past, the author worked with a sixth grade social studies teacher who was asking the class to examine the core dilemma involved in dropping the atom bomb on Hiroshima, Japan. By focusing only on activities to teach history, the sixth grade teacher missed the big question, "Should we have dropped the bomb?" and possible explorations through the stakeholders' points of view (for example, President Truman, U. S. Air Force Pilot, residents of Hiroshima, etc.).

This action builds a blueprint for inquiry and the investigation process to follow. As the teacher, you identify key curriculum goals and work forward from those to pose an engaging introduction that reflects a real world, ill-structured problem.

As in real-life, students must use the inquiry process and reasoning to solve the problem. The narrative that introduces students to the real-life problem is the key to a successful problem-based learning lesson. You can find sample narratives at: http://www.esc20.k12.tx.us/cut/ The Curriculum Using Technology (CUT) Institute Materials web page.

Once students are engaged in the problem, they begin to write down their hunches about it and identify with a stakeholder. Following this, they can begin the process of locating, gathering and using sources of information using the Big6. Inquiry and investigation builds a basis for students to design a solution product.

As students work their way through the different points of view according to the stakeholder position they have taken, it is important that they share information with each other. One way to do this is to encourage students to suggest a solution to the problem that considers the various points of view of all stakeholders. The teacher will want to facilitate a discussion to determine how students will share information to arrive at such a solution.

After solving the problem, a key piece of problem-based learning is to debrief students. The debriefing step asks students to consider what steps they took to solve the problem and to determine the effectiveness of their reasoning. In addition, students reflect on whether or not they believe their solution will address the causes that were identified in Task Definition. For example, students can look at the criteria identified in Task Definition and ask themselves, "Did I find research from multiple sources?" and "Did I spend my time well in gathering and using information from various sources?" The role of the teacher is to help students focus on metacognition and to review issues inherent in the problem (Gallagher, 2000).

This article began with a presentation of a problem that exists on the border of the United States and Mexico. Here's how the author used this situation to develop a problem-based learning (PBL) lesson called "On the Border," which reinforces essential Big6 information problem-solving skills.

Don't forget that preparing curriculum is an information exercise for the teacher, just as the lesson itself presents an information problem for the student. Since lessons based on real-life problems are broad and information-rich, Task Definition is a particularly important step for the teacher.

A particularly useful Task Definition exercise for lesson planning is the articulation of curriculum objectives and learning outcomes. When developing the On the Border lesson, the author identified four curriculum objectives:

Students will:

• Examine how history, culture, and geography influence a person's perception toward a particular issue.
• Construct an understanding of the various stakeholder points of view by immersing themselves in the role of individuals who live there.
• Research, analyze, and synthesize how the historical, geographical and cultural implications have influenced the views of various groups of people found on the border between the U. S. and Mexico.
• Apply what they have learned concerning differing points of view, and technology, to create a multimedia presentation to the class.

• Fishbone map of the causes and effects. (I)
• Cluster map of stakeholder questions. (I)
• Comparison/Contrast chart on information sources. (I)
• Spider Map that identifies stakeholder question responses. (I)
• Problem/solution map that reflects all stakeholders' information. (G)
• Venn Diagram with different points of view. (G)
• Multimedia Presentation (G) assessed using the Multimedia Presentation rubric.
• Peer Evaluation (G) assessed using the Peer Evaluation rubric.

Big6 #1: Task Definition

1.1 Define the information problem: The U.S. Border Patrol has created several outreach programs to provide teenagers the opportunity to explore career possibilities. With these programs, the Border Patrol hopes to improve its relationship with residents in El Paso and Southern New Mexico. One particular initiative in Santa Teresa, New Mexico seems to be doing just the opposite. As you listen to the National Public Radio (NPR) broadcast, do the following:

• Create a fishbone map of the situation.
• Identify the stakeholders involved with each cause and identify who is impacted in the result.
• Select a stakeholder that you would like to know more about.

1.2 Define the information needed to solve the problem: After selecting the stakeholder you would like to know more about, ask yourself as many questions as you can about the point of view you will represent. Use Inspiration software to create a cluster map of these questions. Develop specific questions about your point of view to which you do not yet know the answer.

2.1 Brainstorm possible sources of information: After you have done a Web search on your topic, organize the possible sources in a chart, like the one below. Use the chart to compare and contrast sources of information and to gather information for the questions you've written. Be sure to use citation guidelines for any information you find.

Sample Chart:

2.2 Selecting the best sources: Look at your chart and decide which sources you will use to respond to your questions.

5.1 Organize information from multiple sources: Once again, a graphic organizer can help with this task. Create a spider map that deals with your stakeholder questions and summarizes the information you have found to answer your questions. This will ensure that you include all of the important information that you have collected, and will help to illustrate the relationships between ideas. Next, develop a problem/solution map to show solutions from your point of view, what you think the results will be, and how these results will affect the overall situation. This is where the point of view of the stakeholder is particularly important—keep in mind what your group will think is a good idea, and what solutions the members of the group would be opposed to. Finally, share your information with your team (the other stakeholders) and then create a Venn diagram to show how the different points of view are similar and different. This will give you the information that you need to develop a problem/solution map that includes the ideas of all members of your group.

5.2 Present the information: Now that you have analyzed the results of your research, develop a multimedia presentation. Using eight slides, address the major points of your group's problem/solution map, such as:

• Title of your presentation and list of Group Members
• What's the problem?
• Why is this a problem?
• Who are the stakeholders?
• What are some of the attempted solutions and their results? (use a different slide for each solution and result).
• What do you see as the end result of these problems/solutions?
• List your references.
• Reflect on your success as a group.

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.

• RealAudio Player
• Internet Access and browser
• Inspiration Software
• PowerPoint or other multimedia presentation tool
• Kid Safe search tools