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Inservice Ppt Inservice Ppt Presentation Transcript

  • TEACHER IN-SERVICE: DESIGNING ASSIGNMENTS THAT ARE PLAGIARISM- PROOF By Brattleboro site
  • Issues with the Research Process? Are your students attributing their sources?  Are they “taking notes” by cutting & pasting  text or copying large sections by hand? Have your students connected with the  material and using their own voice, or are they playing the game of school? Is research for primary students really  possible?
  • Agenda Key points to prevent plagiarism  Resources for each key point  Wiki pathfinder “take-away” for you  Note-taking graphic organizers, strategies & lesson plans View slide
  • Key Points to Prevent Plagiarism Educate students about plagiarism and 1. copyright law Start research with student interest and a variety 2. of resources Provide Note-taking strategies & graphic 3. organizers Model paraphrasing and note-taking for students 4. Practice & Assess paraphrasing 5. Design lessons that require critical thinking and 6. synthesis of information View slide
  • 1. Educate students about plagiarism & copyright law What is plagiarism? http://www.iimresearch.com/downloads/IIM_plagiarism_Q&A.pdf Anti-plagiarism strategies for the teacher http://www.virtualsalt.com/antiplag.htm For middle/high school students, hear from the Twilight series author Stephenie Meyer on what it means to her having her draft posted illegally on the web http://www.stepheniemeyer.com/midnightsun.html 10 Big Myths about copyright explained http://www.templetons.com/brad/copymyths.html
  • 2. Start research with student interest and a variety of resources Questioning Skills Development, see “Teacher tips” at http://www.iimresearch.com/teacher_lounge/archive strategies.php#questioning_skills_development Start with students‟ prior knowledge and generate student interest using a KWL or KWHL chart (web search). Give students time to explore a variety of resources using a pathfinder
  • 3. Provide Note-taking strategies & graphic organizers Independent Investigation Method (IIM) – a K-12 model “… based the IIM on findings showing that students must be specifically taught the process of research (Cassidy, 1989) beginning at a very early age and in a gradual, sequential, and cumulative way (Wray, 1988) that is integrated into the regular curriculum (Eisenberg and Brown, 1992).” (http://www.maupinhouse.com/pdf/toc_intro.pdf, p.2) For more resources, see pathfinder at … http://edli274.pbwiki.com/Brattleboro-Profile
  • 4. Model paraphrasing and note-taking for students Teaching paraphrasing strategy http://online.edfac.unimelb.edu.au/LiteracyResearch/pub/teac hin g_strategies/Annon5TS.pdf Note-taking: Paraphrasing (using the RAP strategy) http://www.sbhsd.k12.ca.us/sbhslib/research/20paraphrasing. htm Teach the difference between Quoting, Paraphrasing, and Summarizing http://owl.english.purdue.edu/owl/resource/563/01/
  • 5. Practice & Assess paraphrasing Practice to develop habit “Where paraphrasing is not valued, indiscriminate copying and plagiarism frequently results.” (Guided Inquiry, p. 136) Use group processing to assess paraphrasing and learn from group discussion See “Intervention Questions for Basic Inquiry Abilities” table in Guided Inquiry, p. 136
  • 6. Design lessons that require critical thinking and synthesis of information Critical thinking skills using Bloom‟s taxonomy http://712educators.about.com/od/testconstruction/p /bloomstaxonomy.htm Tell „em What it Ain‟t: Teaching Synthesis Through Anti- Synthesis http://www.bgsu.edu/downloads/provost/file46354.pdf Learning objectives for synthesizing from Into the Book (incl. videos) http://reading.ecb.org/teacher/synthesizing/index.html
  • Bibliography Kuhlthau, Carol C. Guided Inquiry: Learning in the 21st  Century http://www.plagiarized.com/prevention.html  http://itmc.cesa5.k12.wi.us/kim/presentations/documents  /go_notes/Notetaking_Strategies.pdf