This article discusses the challenges that teachers face in teaching about and enforcing policies around plagiarism and academic integrity in the digital age. It notes that students now have easy access to vast amounts of online information through various devices, making academic dishonesty easier. However, the norms and rules around authorship in social online communities that students engage in may differ from academic standards. The article suggests that having open discussions with students about these issues can help develop ethical approaches to scholarship. It also examines a scenario where a teacher named Jane has a conversation with her students that is analyzed to understand their perspectives on plagiarism.
Teaching TolerancePublished on Teaching Tolerance (httpww.docxssuserf9c51d
Teaching Tolerance
Published on Teaching Tolerance (http://www.tolerance.org)
Home > Relevant: Beyond the Basics
Blogs and Articles: Cultural Competence [1]
Overview:
Monica Edwards was frustrated. As a teacher in an urban elementary school, Edwards faced a
class that was largely African American and Latino: she was neither. She often felt that she
wasn’t effectively reaching them, and she was beginning to get discouraged.
Number 36: Fall 2009 [2]
Jacqueline Jordan Irvine [3]
Monica Edwards was frustrated.
As a teacher in an urban elementary school, Edwards faced a class that was largely African
American and Latino: she was neither. She often felt that she wasn’t effectively reaching them,
and she was beginning to get discouraged. (Monica Edwards isn’t her real name. She’s a real
teacher who told me her story privately.)
After hearing a colleague briefly mention her success in using culturally relevant instructional
strategies, Edwards decided to try her hand at the same. She bought a commercial CD called
Multiplication Rap, which promised to teach mathematics based on repetition and rhyme,
hand-clapping and a hip-hop musical style. She was sure the CD would appeal to her students’
interest in the rap music genre.
In the classroom, however, things didn’t go quite as planned. Students focused on the music
itself, paying little attention to the math objectives. Several were unimpressed with the CD, and
commented on the poor audio quality and amateurish lyrics. Except for the musical debate,
nothing much happened. The failure rate on Edwards’ weekly exam did not change.
Sadly, Edwards’ experience is not uncommon. Many teachers have a cursory understanding of
culturally relevant pedagogy, and a desire to see it succeed in their classrooms. The problem is
that in many cases, teachers have only a cursory understanding, and their efforts to bridge the
cultural gap often fall short.
“Culturally relevant pedagogy” is a term that describes effective teaching in culturally diverse
classrooms. It can be a daunting idea to understand and implement. Yet even when people do not
know the term, they tend to appreciate culturally relevant pedagogy when they see it.
Think of the film Stand and Deliver, in which Edward James Olmos, as teacher Jaime Escalante,
teaches his students about negative numbers using the example of digging and filling holes in the
sand on the California beach. He tells his mostly Latino class that the Mayan civilization
independently invented the concept of zero. When the students begin to catch on, the audience is
inspired by this moment of epiphany.
Relevant: Beyond the Basics http://www.tolerance.org/print/magazine/number-36-fall-2009/feature/re...
1 of 5 8/13/2014 11:27 AM
Most people understand intuitively that this type of teaching engages and motivates students.
Teachers want to be a Jaime Escalante for their own students — and they leap at the chance to
try new techniques or tools designed to bridge a cultural g ...
This is my answer to the peer review stance essay. P.docxsusanschei
This is my answer to the peer review stance essay.
Pedro
RE: Week 8 Discussion
Hello professor and class,
The essay has properly achieved its purpose. It argues out the reason as to why deciding to use either traditional or e-textbooks is a matter of choice. All sides of this debate are properly argued out. For instance, the essay states that there are no variables that determine the type of material (that is, traditional or e-textbooks) that one may use. There are those who just prefer traditional text to on-line text while there are also others who feel that on-line materials are better compared to the traditional material. Another thing that shows this essay has achieved its purpose is the use of examples to support arguments. Both sides of the argument are supported by examples and researches/surveys carried out. This is important because it helps to validate a point the is being argued.
There are a number of things that can be learned from this draft, which can be applied to my paper. The first thing is the e-textbooks provide a new way of interacting with learning materials. This new way of interacting with learning materials promote the manner in which learners are able to master contents. Each and every person has at one time used e-textbook. Technology is here to stay, and it is hard to stay away from it or away from the things that it is offering. Not only the college students find themselves using e-textbooks, but even the adults. Demographic does not dictate the type of material that people use. People choose the materials based on their free will or freedom of choice. Another point that can be incorporated in work is the one supporting physical textbooks where there are some people who go for traditional textbooks due to the tactical quality of a book. Freedom of choice is very important. This is a point that cannot be neglected. Learners should be given the opportunity to interact with the type of material they prefer. Those who feel they can learn well from physical textbooks should be allowed to make use of them while those who prefer e-textbooks should be at will to interact with them.
Adequate support is provided for the claims that are used in the essay. There are points that supported by quotes from various articles, such as “Over half of American college students have used an e-textbook in at least one course.” There is also another instance where the use of e-textbook is supported by a survey that way carried out. This is where it is quoted “More than twenty percent of American adults surveyed had read an e-book in the previous year, and one-third of adults owned at least one e-reading device. Forty-three percent had read electronic content in some long form, such as magazines, journals, and newspapers as well as e-books, and to do so they used an e-book reader, tablet computer, desk computer, or cell phone.” There is more support for various claims that the author of the essay has made.
The author has t.
IDENTIFYING ISSUESIn this section we present several steps to idLizbethQuinonez813
IDENTIFYING ISSUES
In this section we present several steps to identifying an issue. You don’t have to follow them in this particular order, and you may find yourself going back and forth among them as you try to bring an issue into focus.
Keep in mind that issues do not simply exist in the world well formed. Instead, writers construct what they see as issues from the situations they observe. For example, consider legislation to limit downloads from the Internet. If such legislation conflicts with your own practices and sense of freedom, you may have begun to identify an issue: the clash of values over what constitutes fair use and what does not. Be aware that others may not understand your issue and that in your writing you will have to explain carefully what is at stake.
◼ Draw on Your Personal Experience
You may have been taught that formal writing is objective, that you must keep a dispassionate distance from your subject, and that you should not use I in a college-level paper. The fact is, however, that our personal experiences influence how we read, what we pay attention to, and what inferences we draw. It makes sense, then, to begin with you — where you are and what you think and believe.
We all use personal experience to make arguments in our everyday lives. In an academic context, the challenge is to use personal experience to argue a point, to illustrate something, or to illuminate a connection between theories and the sense we make of our daily experience. You don’t want simply to tell your story. You want your story to strengthen your argument.
For example, in Cultural Literacy, E. D. Hirsch personalizes his interest in reversing the cycle of illiteracy in America’s cities. To establish the nature of the problem in the situation he describes, he cites research showing that student performance on standardized tests in the United States is falling. But he also reflects on his own teaching in the 1970s, when he first perceived “the widening knowledge gap [that] caused me to recognize the connection between specific background knowledge and mature literacy.” And he injects anecdotal evidence from conversations with his son, a teacher. Those stories heighten readers’ awareness that school-aged children do not know much about literature, history, or government. (For example, his son mentions a student who challenged his claim that Latin is a “dead language” by demanding, “What do they speak in Latin America?”)
Hirsch’s use of his son’s testimony makes him vulnerable to criticism, as readers might question whether Hirsch can legitimately use his son’s experience to make generalizations about education. But in fact, Hirsch is using personal testimony — his own and his son’s — to augment and put a human face on the research he cites. He presents his issue, that schools must teach cultural literacy, both as something personal and as something with which we should all be concerned. The personal note helps readers see Hirsch as someone who ha ...
The author discusses using online discussion blogs to enhance traditional literature circles in her high school English classes. She found that adding a virtual discussion space motivated students to more actively and thoughtfully engage with the literature. Students posted comments between weekly in-person meetings, asking questions, making connections, and challenging each other's ideas. This extended the discussion and allowed more time for reflection. The blogs also gave quieter students a chance to fully participate. As a result, students found the work more meaningful and demonstrated deeper critical thinking in their analysis of themes and characters.
Reading 21st century literacyChapter 1 Examining literacy in t.docxcatheryncouper
Reading: 21st century literacy
Chapter 1: Examining literacy in the twenty-first century, pp. 2-26, of your eText provides a useful discussion of literacy practices, with particular attention given to the contemporary context.
CHAPTER 1
Examining literacy in the twenty-first century
Discovering what makes a good reader and a good teacher of readers
Jason was six and had already suffered a number of setbacks with heart surgery as a baby. He came to school aggressive and disinterested in everything school had to offer. On his first day of Year 1, he did not see the point in reading quietly, writing freely or working together with his peers. I thought ‘how do I turn a student like Jason into someone who values reading?’ As the bell rang to dismiss the class for the day, a very large man appeared at my classroom door. ‘If you have any problems with Jason, let me know and I will sort him out when he gets home.’ This parent reaffirmed for me that force is never the solution. Jason may not go home to a home of readers; he may not have access to books that he just can’t put down, and he may not be tucked into bed at night and go to sleep with thoughts of the BFG, Dirty Bertie or Superfudge. As his teacher, I believed that I could provide the impetus for reading by tapping into his interests and bridging the gap between his limited literacy experiences outside of school and the rich, meaningful literacy experiences of the classroom. Many Jasons enter our classrooms and far too many fall through an ever-widening gap. The barriers to literacy success become more and more impenetrable as readers like Jason progress through the year levels. So, what can we do to address the reading needs of our students? This book is packed with ideas, strategies and information about creating the best opportunities for literacy learners.
3
It also examines the theoretical underpinnings that drive the choices teachers make about literacy instruction.
The one-size-fits-all curriculum does not cater for the diversity of learners sitting in our classrooms. There is no teachers’ manual that guides what we do on a daily basis and no prescriptive set of lesson plans or set of blackline masters can identify the needs of your students. Literacy instruction starts with understanding your students and making available authentic literature, providing opportunities for students to work collaboratively with others, encouraging students to inquire and ask questions, and creating a classroom that accommodates a diversity of perspectives. Literacy teaching is not a one-size-fits-all task to be carried out in a one-size-fits-all classroom.
I have had the privilege of observing many outstanding literacy teachers. Their in-depth understanding of literacy learning, their passion for teaching and their willingness to know and trust their students have been critical to their classroom success. Literacy research has come a long way in the past thirty years and the benefits of children workin ...
Scholars across many disciplines have grappled with questions of what it means for a person to
be and interact online. Who are we when we go online? How do others know we are there and
how do they perceive us? Within the context of online learning, scholarly questions tend to
reflect more specific concerns focused on how well people can learn in a setting limited to
mediated interactions lacking various communication cues. For example, how can a teacher and
students come to know each other if they cannot see each other? How can they effectively
understand and communicate with each other if they are separated by space and, in many
instances, time? These concerns are related to issues of social presence and identity, both of
which are complex, multi-faceted, closely interrelated constructs.
The document summarizes a workshop held with faculty from various university departments about plagiarism among second language (L2) students. During the workshop, faculty shared experiences with plagiarism cases, discussed attitudes, and developed new strategies. Follow-up interviews found that while some faculty implemented brief plagiarism lessons, others faced challenges integrating preventative activities into existing curricula. Overall, workshop participants felt constructive approaches better served L2 students over punitive measures, but developing truly tailored strategies remained an ongoing effort.
Teaching TolerancePublished on Teaching Tolerance (httpww.docxssuserf9c51d
Teaching Tolerance
Published on Teaching Tolerance (http://www.tolerance.org)
Home > Relevant: Beyond the Basics
Blogs and Articles: Cultural Competence [1]
Overview:
Monica Edwards was frustrated. As a teacher in an urban elementary school, Edwards faced a
class that was largely African American and Latino: she was neither. She often felt that she
wasn’t effectively reaching them, and she was beginning to get discouraged.
Number 36: Fall 2009 [2]
Jacqueline Jordan Irvine [3]
Monica Edwards was frustrated.
As a teacher in an urban elementary school, Edwards faced a class that was largely African
American and Latino: she was neither. She often felt that she wasn’t effectively reaching them,
and she was beginning to get discouraged. (Monica Edwards isn’t her real name. She’s a real
teacher who told me her story privately.)
After hearing a colleague briefly mention her success in using culturally relevant instructional
strategies, Edwards decided to try her hand at the same. She bought a commercial CD called
Multiplication Rap, which promised to teach mathematics based on repetition and rhyme,
hand-clapping and a hip-hop musical style. She was sure the CD would appeal to her students’
interest in the rap music genre.
In the classroom, however, things didn’t go quite as planned. Students focused on the music
itself, paying little attention to the math objectives. Several were unimpressed with the CD, and
commented on the poor audio quality and amateurish lyrics. Except for the musical debate,
nothing much happened. The failure rate on Edwards’ weekly exam did not change.
Sadly, Edwards’ experience is not uncommon. Many teachers have a cursory understanding of
culturally relevant pedagogy, and a desire to see it succeed in their classrooms. The problem is
that in many cases, teachers have only a cursory understanding, and their efforts to bridge the
cultural gap often fall short.
“Culturally relevant pedagogy” is a term that describes effective teaching in culturally diverse
classrooms. It can be a daunting idea to understand and implement. Yet even when people do not
know the term, they tend to appreciate culturally relevant pedagogy when they see it.
Think of the film Stand and Deliver, in which Edward James Olmos, as teacher Jaime Escalante,
teaches his students about negative numbers using the example of digging and filling holes in the
sand on the California beach. He tells his mostly Latino class that the Mayan civilization
independently invented the concept of zero. When the students begin to catch on, the audience is
inspired by this moment of epiphany.
Relevant: Beyond the Basics http://www.tolerance.org/print/magazine/number-36-fall-2009/feature/re...
1 of 5 8/13/2014 11:27 AM
Most people understand intuitively that this type of teaching engages and motivates students.
Teachers want to be a Jaime Escalante for their own students — and they leap at the chance to
try new techniques or tools designed to bridge a cultural g ...
This is my answer to the peer review stance essay. P.docxsusanschei
This is my answer to the peer review stance essay.
Pedro
RE: Week 8 Discussion
Hello professor and class,
The essay has properly achieved its purpose. It argues out the reason as to why deciding to use either traditional or e-textbooks is a matter of choice. All sides of this debate are properly argued out. For instance, the essay states that there are no variables that determine the type of material (that is, traditional or e-textbooks) that one may use. There are those who just prefer traditional text to on-line text while there are also others who feel that on-line materials are better compared to the traditional material. Another thing that shows this essay has achieved its purpose is the use of examples to support arguments. Both sides of the argument are supported by examples and researches/surveys carried out. This is important because it helps to validate a point the is being argued.
There are a number of things that can be learned from this draft, which can be applied to my paper. The first thing is the e-textbooks provide a new way of interacting with learning materials. This new way of interacting with learning materials promote the manner in which learners are able to master contents. Each and every person has at one time used e-textbook. Technology is here to stay, and it is hard to stay away from it or away from the things that it is offering. Not only the college students find themselves using e-textbooks, but even the adults. Demographic does not dictate the type of material that people use. People choose the materials based on their free will or freedom of choice. Another point that can be incorporated in work is the one supporting physical textbooks where there are some people who go for traditional textbooks due to the tactical quality of a book. Freedom of choice is very important. This is a point that cannot be neglected. Learners should be given the opportunity to interact with the type of material they prefer. Those who feel they can learn well from physical textbooks should be allowed to make use of them while those who prefer e-textbooks should be at will to interact with them.
Adequate support is provided for the claims that are used in the essay. There are points that supported by quotes from various articles, such as “Over half of American college students have used an e-textbook in at least one course.” There is also another instance where the use of e-textbook is supported by a survey that way carried out. This is where it is quoted “More than twenty percent of American adults surveyed had read an e-book in the previous year, and one-third of adults owned at least one e-reading device. Forty-three percent had read electronic content in some long form, such as magazines, journals, and newspapers as well as e-books, and to do so they used an e-book reader, tablet computer, desk computer, or cell phone.” There is more support for various claims that the author of the essay has made.
The author has t.
IDENTIFYING ISSUESIn this section we present several steps to idLizbethQuinonez813
IDENTIFYING ISSUES
In this section we present several steps to identifying an issue. You don’t have to follow them in this particular order, and you may find yourself going back and forth among them as you try to bring an issue into focus.
Keep in mind that issues do not simply exist in the world well formed. Instead, writers construct what they see as issues from the situations they observe. For example, consider legislation to limit downloads from the Internet. If such legislation conflicts with your own practices and sense of freedom, you may have begun to identify an issue: the clash of values over what constitutes fair use and what does not. Be aware that others may not understand your issue and that in your writing you will have to explain carefully what is at stake.
◼ Draw on Your Personal Experience
You may have been taught that formal writing is objective, that you must keep a dispassionate distance from your subject, and that you should not use I in a college-level paper. The fact is, however, that our personal experiences influence how we read, what we pay attention to, and what inferences we draw. It makes sense, then, to begin with you — where you are and what you think and believe.
We all use personal experience to make arguments in our everyday lives. In an academic context, the challenge is to use personal experience to argue a point, to illustrate something, or to illuminate a connection between theories and the sense we make of our daily experience. You don’t want simply to tell your story. You want your story to strengthen your argument.
For example, in Cultural Literacy, E. D. Hirsch personalizes his interest in reversing the cycle of illiteracy in America’s cities. To establish the nature of the problem in the situation he describes, he cites research showing that student performance on standardized tests in the United States is falling. But he also reflects on his own teaching in the 1970s, when he first perceived “the widening knowledge gap [that] caused me to recognize the connection between specific background knowledge and mature literacy.” And he injects anecdotal evidence from conversations with his son, a teacher. Those stories heighten readers’ awareness that school-aged children do not know much about literature, history, or government. (For example, his son mentions a student who challenged his claim that Latin is a “dead language” by demanding, “What do they speak in Latin America?”)
Hirsch’s use of his son’s testimony makes him vulnerable to criticism, as readers might question whether Hirsch can legitimately use his son’s experience to make generalizations about education. But in fact, Hirsch is using personal testimony — his own and his son’s — to augment and put a human face on the research he cites. He presents his issue, that schools must teach cultural literacy, both as something personal and as something with which we should all be concerned. The personal note helps readers see Hirsch as someone who ha ...
The author discusses using online discussion blogs to enhance traditional literature circles in her high school English classes. She found that adding a virtual discussion space motivated students to more actively and thoughtfully engage with the literature. Students posted comments between weekly in-person meetings, asking questions, making connections, and challenging each other's ideas. This extended the discussion and allowed more time for reflection. The blogs also gave quieter students a chance to fully participate. As a result, students found the work more meaningful and demonstrated deeper critical thinking in their analysis of themes and characters.
Reading 21st century literacyChapter 1 Examining literacy in t.docxcatheryncouper
Reading: 21st century literacy
Chapter 1: Examining literacy in the twenty-first century, pp. 2-26, of your eText provides a useful discussion of literacy practices, with particular attention given to the contemporary context.
CHAPTER 1
Examining literacy in the twenty-first century
Discovering what makes a good reader and a good teacher of readers
Jason was six and had already suffered a number of setbacks with heart surgery as a baby. He came to school aggressive and disinterested in everything school had to offer. On his first day of Year 1, he did not see the point in reading quietly, writing freely or working together with his peers. I thought ‘how do I turn a student like Jason into someone who values reading?’ As the bell rang to dismiss the class for the day, a very large man appeared at my classroom door. ‘If you have any problems with Jason, let me know and I will sort him out when he gets home.’ This parent reaffirmed for me that force is never the solution. Jason may not go home to a home of readers; he may not have access to books that he just can’t put down, and he may not be tucked into bed at night and go to sleep with thoughts of the BFG, Dirty Bertie or Superfudge. As his teacher, I believed that I could provide the impetus for reading by tapping into his interests and bridging the gap between his limited literacy experiences outside of school and the rich, meaningful literacy experiences of the classroom. Many Jasons enter our classrooms and far too many fall through an ever-widening gap. The barriers to literacy success become more and more impenetrable as readers like Jason progress through the year levels. So, what can we do to address the reading needs of our students? This book is packed with ideas, strategies and information about creating the best opportunities for literacy learners.
3
It also examines the theoretical underpinnings that drive the choices teachers make about literacy instruction.
The one-size-fits-all curriculum does not cater for the diversity of learners sitting in our classrooms. There is no teachers’ manual that guides what we do on a daily basis and no prescriptive set of lesson plans or set of blackline masters can identify the needs of your students. Literacy instruction starts with understanding your students and making available authentic literature, providing opportunities for students to work collaboratively with others, encouraging students to inquire and ask questions, and creating a classroom that accommodates a diversity of perspectives. Literacy teaching is not a one-size-fits-all task to be carried out in a one-size-fits-all classroom.
I have had the privilege of observing many outstanding literacy teachers. Their in-depth understanding of literacy learning, their passion for teaching and their willingness to know and trust their students have been critical to their classroom success. Literacy research has come a long way in the past thirty years and the benefits of children workin ...
Scholars across many disciplines have grappled with questions of what it means for a person to
be and interact online. Who are we when we go online? How do others know we are there and
how do they perceive us? Within the context of online learning, scholarly questions tend to
reflect more specific concerns focused on how well people can learn in a setting limited to
mediated interactions lacking various communication cues. For example, how can a teacher and
students come to know each other if they cannot see each other? How can they effectively
understand and communicate with each other if they are separated by space and, in many
instances, time? These concerns are related to issues of social presence and identity, both of
which are complex, multi-faceted, closely interrelated constructs.
The document summarizes a workshop held with faculty from various university departments about plagiarism among second language (L2) students. During the workshop, faculty shared experiences with plagiarism cases, discussed attitudes, and developed new strategies. Follow-up interviews found that while some faculty implemented brief plagiarism lessons, others faced challenges integrating preventative activities into existing curricula. Overall, workshop participants felt constructive approaches better served L2 students over punitive measures, but developing truly tailored strategies remained an ongoing effort.
Buffy hamilton response to beach and myersBuffy Hamilton
The document summarizes and reflects on two readings about inquiry-based English instruction from an educational perspective. The author notes that the readings advocate for a critical inquiry stance in literacy education that disrupts common assumptions, examines multiple viewpoints on sociopolitical issues, and promotes social justice. The author believes this aligns with critical literacy and sees value in engaging students in constructing meaning through investigating complex topics and challenging prevailing views. Overall, the reflections support adopting an inquiry-based approach in the classroom to empower students and make education more meaningful.
Chapter 8 Do Students Lose More than They Gain .docxarnit1
Chapter 8
Do Students Lose More than They Gain
in Online Writing Classes?
Kate Kiefer
Why do we teach writing in relatively small classes? Certainly there are practical
reasons having to do with workload and classroom management issues,1 but
most of our reasons flow from pedagogical and theoretical concerns.
Pedagogically, we know that students are likely to learn most effectively from
multiple opportunities to practice with timely feedback on their effectiveness in
writing. Even more important, the most influential theories of language use and
development posit the situatedness of language—how it is shaped by and
shapes its users and contexts of its use. Cultural, rhetorical, and sociocognitive
perspectives all emphasize the construction of meaning in context. Our goals in
teaching writing explicitly include helping students become aware of writing as
situated communication. The rhetorical principles embodied in most widely
used writing texts consistently encourage writers to adapt to the specific writing
context. Contemporary writing theory and language theory (as well as much
cultural criticism) develop in even greater detail the crucial roles of language in
context: for identity formation, for cultural work, and for community building.
Little wonder, then, that teachers of writing insist that students are best able to
learn to write most effectively when they can create and respond to specific
language contexts in small groups of students (15–25 students in the class as a
whole, with smaller groupings of 2–5 students working on targeted collaborative
activities).
Do these theoretical assumptions about language preclude teaching writing
online? Proponents of online writing courses argue that textual interactions can
immerse students more fully in situated writing than face-to-face courses in
which few classroom interactions involve writing. But despite what could be an
advantage, online classes often fail students precisely because all interactions are
142 Online Writing Classes
textual. Unless students are sensitive to or willing to examine the different
functions of text in an online class, they can be trapped by their constrained
understanding of writing and finish the course with less awareness of the
contexts of writing than their counterparts in a traditional classroom.
Admittedly, my view of the potential shortcomings of online writing
instruction is in the minority. In 1992, Gail Hawisher summed up a prevailing
positive view of electronic discourses and their extension into virtual
classrooms: “As a result of our work with computers over the past decade, we
can begin to imagine teaching and writing in a virtual age where a meeting of
the minds might well occur without the physical presence of students and
teachers.” Minock and Shor (1995) discuss at length an example of a curriculum
that exploit ...
C thomas investigating the multimodal curriculumchristopher60
This document provides an overview of a proposal to investigate the use of a multimodal curriculum. It discusses how traditional teaching methods are outdated and do not engage today's students. The proposal argues that a multimodal curriculum using various media can better engage students by appealing to different learning styles. It also reviews literature on multimodality and cognition, finding support for personalized education that makes learning more relevant by allowing students to research topics of their own interest. The goal is to develop students' confidence and understanding of themselves as learners through a more personalized educational approach.
The document discusses the author's evolving views on literacy for the Information Age. Initially, the author had a limited view and was somewhat resistant to technology in the classroom. The author ran a traditional English classroom with limited Internet and media usage. However, after returning to graduate school, the author's views changed. Through courses that incorporated more technology, the author realized the importance of information, media, and digital literacies for student engagement and success. The author provides three lesson ideas for a 9th grade English class that incorporate more technology and online research skills. The lessons involve using the Internet to research ALS for a book, creating videos reflecting on themes from the book, and creating digital posters on Greek mythology with online research of allusions
This document provides 10 ways to bring creativity and critical thinking into the classroom. It suggests having students use technology like making movies or presentations. It also recommends collaborating across subjects and making content relevant by connecting it to students' interests. The document stresses the importance of asking questions that develop critical thinking and having students teach each other or prove their ideas. It advocates for hands-on activities and collaborative group discussions.
The document discusses the pros and cons of using social media in education. Key arguments against include exposing students to cyberbullying, predators, and privacy issues. Some students may also be distracted by social media and spend less time studying. However, advocates argue that social media prepares students for today's technology-focused world and can engage students more in learning through online collaboration. The document recommends educators take a balanced approach, using social media cautiously, such as a history teacher who had shy students participate more through Twitter discussions.
2
.......
.......
INTERPERSONAL COMMUNICATION: Building
Connections Together
puts students in the center of interpersonal communication by …
ACTIVELY engaging students by appealing to their interests in popular
culture, media, and technology.
SHOWING students how online connections affect the media generation
and the dynamics of the interpersonal experience.
PROVIDING abundant opportunities for students to actively apply and
practice what they are learning.
EXPLORING how gender and culture influence interaction.
SHEDDING NEW LIGHT on the everyday interactions and relationships
of students.
This text uses an applied approach and an interactive style to engage
students. Every chapter considers how media and technology affect the
dynamics of relationships and self-expression. The authors also focus
on diversity and developing cultural understanding through
explorations in every chapter of how gender and culture help shape
experiences of interpersonal communication.
INTERPERSONAL COMMUNICATION: Building
Connections Together
puts students in the center of interpersonal communication through
abundant interactive pedagogical features throughout the text,
including:
Learning Objectives
What Do You Know?
“I liked how it had a true/false section in the beginning of the chapter
so you can see what you know before you even read the chapter.”
—Margaret Rountree, Student
Old Dominion University
3
“The ‘What Do You Know’ sections are excellent because they provide
a framework for students to read the chapter. It helps them determine
what is most important.”
—Todd Lee Goen, Professor
Christopher Newport University
4
Try This
“My favorite feature is ‘Try This.’”
—Wayne Thomas, Student
Old Dominion University
“I really like the ‘Try This’ because it provides instant ability for
students to put into action what they are reading about in the text.
Application is often the best way to learn so this is an awesome
addition.”
—Christa Tess Kalk, Professor
Minneapolis Community & Technical College
“The ‘Try This’ sections really seemed to spark some good discussion
in the class. This allowed students to see their communication as
effective or ineffective, appropriate or inappropriate, and allowed them
to look inward. It gave them a chance to reflect on how/why they
experience difficulties in relationships and how they can better
approach conflict.”
— Lee Lavery, Professor
Ivy Tech Community College
5
.......INTERPERSONAL COMMUNICATION: Building
Connections Together
puts students in the center of interpersonal communication through
abundant interactive pedagogical features throughout the text,
including:
Analyze This
ANALYZE THIS: Edward de Bono
Edward de Bono is a physician and leading authority on creative thinking. What does the following
excerpt from de Bono’s I Am Right—You Are Wrong suggest about how the Japanese handle
conflict?
Every day the leading executives in the Japanese motor industry meet for lunch in their special
clu.
2
.......
.......
INTERPERSONAL COMMUNICATION: Building
Connections Together
puts students in the center of interpersonal communication by …
ACTIVELY engaging students by appealing to their interests in popular
culture, media, and technology.
SHOWING students how online connections affect the media generation
and the dynamics of the interpersonal experience.
PROVIDING abundant opportunities for students to actively apply and
practice what they are learning.
EXPLORING how gender and culture influence interaction.
SHEDDING NEW LIGHT on the everyday interactions and relationships
of students.
This text uses an applied approach and an interactive style to engage
students. Every chapter considers how media and technology affect the
dynamics of relationships and self-expression. The authors also focus
on diversity and developing cultural understanding through
explorations in every chapter of how gender and culture help shape
experiences of interpersonal communication.
INTERPERSONAL COMMUNICATION: Building
Connections Together
puts students in the center of interpersonal communication through
abundant interactive pedagogical features throughout the text,
including:
Learning Objectives
What Do You Know?
“I liked how it had a true/false section in the beginning of the chapter
so you can see what you know before you even read the chapter.”
—Margaret Rountree, Student
Old Dominion University
3
“The ‘What Do You Know’ sections are excellent because they provide
a framework for students to read the chapter. It helps them determine
what is most important.”
—Todd Lee Goen, Professor
Christopher Newport University
4
Try This
“My favorite feature is ‘Try This.’”
—Wayne Thomas, Student
Old Dominion University
“I really like the ‘Try This’ because it provides instant ability for
students to put into action what they are reading about in the text.
Application is often the best way to learn so this is an awesome
addition.”
—Christa Tess Kalk, Professor
Minneapolis Community & Technical College
“The ‘Try This’ sections really seemed to spark some good discussion
in the class. This allowed students to see their communication as
effective or ineffective, appropriate or inappropriate, and allowed them
to look inward. It gave them a chance to reflect on how/why they
experience difficulties in relationships and how they can better
approach conflict.”
— Lee Lavery, Professor
Ivy Tech Community College
5
.......INTERPERSONAL COMMUNICATION: Building
Connections Together
puts students in the center of interpersonal communication through
abundant interactive pedagogical features throughout the text,
including:
Analyze This
ANALYZE THIS: Edward de Bono
Edward de Bono is a physician and leading authority on creative thinking. What does the following
excerpt from de Bono’s I Am Right—You Are Wrong suggest about how the Japanese handle
conflict?
Every day the leading executives in the Japanese motor industry meet for lunch in their special
clu.
Tips on teaching international students who come to study at university in the UK. Given at QMUL in 2015 as part of a taught postgraduate course in higher education.
Recognizing Written ArgumentFor this weeks discussion, Id like.docxdanas19
Recognizing Written Argument
For this week's discussion, I'd like you to respond to ONE of the short articles that appear at the end of Chapter 3: Marybeth Gasman's "To Educate a Diverse Nation, Topple the Ivory Tower," (92-93), Randy Cohen's "When Texting is Wrong" (96-97), or "Flag Protection: A Brief History of Recent Supreme Court Decisions" (101-102) . After reading the articles, select one to analyze, focusing on a few (not all) of the following questions:
1) What is the main issue in the article? 2) What are the author's attitudes toward the subject at issue? 3) What supporting material favors the author's point of view? 4) What is the author's intention in this article? To explain? To convince? 5) What does the author hope you will conclude when you finish reading? 6) How does the author establish his or her authority? 7) What qualities make the article effective or ineffective as an argument? 8) What are your personal reactions to the essay? 9) How much common ground do you have with the author? 10) What do you like or dislike about it? Justify your answer with evidence from the article.
(page 92-93) ESSAY #2 TO EDUCATE A DIVERSE NATION, TOPPLE THE IVORY TOWER*
*“To Educate a Diverse Nation, Topple the Ivory Tower,” by Marybeth Gasman, from The Huffington Post, November 2, 2015. Reproduced by permission.
Marybeth Gasman
The author is a professor of education at the University of Pennsylvania’s Graduate School of Education and is also a regular contributor to The Huffington Post.
Visit a U.S. college campus today and you’ll see a more diverse student body than ever before. Over the last 30 years, the number of Hispanic students has risen five-fold, Asian and Pacific Islander enrollment has tripled, black enrollment has risen 150 percent and Native American enrollment has doubled.
But the graduation rate for minority students falls far below the nationwide average. Our colleges and universities are not succeeding at educating students with diverse backgrounds. In an increasingly competitive global economy, our country cannot afford this waste of time, money and talent.
There are solutions to this problem, but they’re found outside the ivory tower. Over the past three years, we visited a dozen minority-serving institutions or MSIs—from Paul Quinn, a historically black college in Dallas, to Salish Kootenai, a tribal college in Montana, and San Diego City College. We learned a number of lessons—all of which run counter to mainstream higher education thinking.
First and most important, these colleges acknowledge that traditionally underrepresented students face challenges that go far beyond paying tuition. These range from family obligations to fear and uncertainty about the meaning of college to “math shame” and speaking English as a second language. In response, the colleges have toppled the traditional hierarchies and responsibilities of faculty, staff, and students. Everyone is expected to understand the challenges.
1) Critical literacy is a framework for engaging in literacy work that should look and feel different depending on the context, rather than having a single fixed definition.
2) Critical literacy should be a lens through which to participate in and understand the world, not just an add-on to the curriculum.
3) Issues and topics that interest students in their lives can and should be used as texts to build a curriculum with significance to them.
4. Mapping a Route toward Differentiated InstructionSunflower Chin
This document discusses differentiated instruction and summarizes two classroom examples - one that is not differentiated and one that attempts differentiation but lacks clear learning goals. It then provides an example of an alternative approach with clear learning goals including key concepts, terms, principles and skills. Differentiation requires solid curriculum and instruction plans to ensure students understand essential content and skills rather than just engaging activities.
This document is a response to a comprehensive exam question about adolescent education and high school curriculum. It discusses the normative and empirical elements of adolescent education in the United States regarding outcomes of self-efficacy, civic participation, and dissent. The response draws on scholars like Durkheim, Dewey, Brighouse, and others to argue that while schools aim to socialize students, they also limit authenticity and diversity of thought. It asserts that explicitly teaching about dissent could increase students' self-efficacy and willingness to question dominant views, thereby better preparing them for civic participation and economic productivity as adults.
This document provides 10 ideas for including students with disabilities in literacy instruction. It discusses adapting read alouds, standards, texts, and assessments to meet individual student needs. Strategies include using visual supports, collaborative learning structures, technology, and alternative modes of communication and expression. The overall message is that with adaptations, all students can participate meaningfully in literacy activities.
This document discusses principles of effective math teaching including equity, constructivist theory, sociocultural theory, and assessment. It also discusses developing reading comprehension through activities before, during, and after reading as well as using multicultural literature. Additional topics covered include understanding the human experience through social, economic, and political lenses; exclusion of women and minorities from curricula; and making instruction culturally relevant through current events, technology, multicultural perspectives, and critical thinking. The document poses three questions - how to relate complex math concepts to society, whether summer reading should focus on student interest or expose students to new topics, and which US history topics may be controversial in the classroom.
This document provides an overview of learning and discusses the need for new approaches to education. It notes that while college enrollment is high, many students lack important general knowledge and reasoning skills. Studies show current teaching methods are not effective and students often do not retain what they learn. There are calls from employers, educators, and organizations for graduates to have skills like teamwork, communication, problem solving and lifelong learning. The focus of education is shifting from teaching to learning, with teachers taking on more of a facilitator role. The ultimate goal of higher education should be developing students' ability to learn on their own through their lives.
This document provides 12 tips for bringing creativity and critical thinking into the classroom. It suggests starting with easier factual questions to build confidence, varying routines to avoid boredom, using technology to allow creative works, connecting content to students' interests, having students teach each other, and promoting collaboration. The overall aim is to engage students and get them to think more critically.
Fast Paper Writing Service, 11 Research Paper Writing IdeasSteven Wallach
This document provides instructions for using a paper writing service called HelpWriting.net. It outlines a 5-step process: 1) Create an account with an email and password. 2) Complete a 10-minute order form providing instructions, sources, and deadline. 3) Review bids from writers and choose one. 4) Review the completed paper and authorize payment. 5) Request revisions until satisfied, with a refund option for plagiarism. The service aims to provide original, high-quality content to meet customer needs.
1. The document provides instructions for creating an account and submitting a 'Write My Paper For Me' request on the HelpWriting.net site. It outlines a 5-step process: creating an account, submitting a request form, reviewing writer bids, authorizing payment, and requesting revisions if needed.
2. Writers on the site utilize a bidding system, and customers can choose a writer based on qualifications, order history, and feedback. The site promises original, high-quality content and refunds for plagiarized work.
3. Customers can request multiple revisions to ensure satisfaction with their completed paper.
How To Write A Self Evaluation Essay TelegraphSteven Wallach
The document discusses how to write a self-evaluation essay, outlining 5 steps: 1) create an account, 2) complete an order form providing instructions and deadline, 3) review bids from writers and choose one, 4) review the completed paper and authorize payment, and 5) request revisions to ensure satisfaction and receive a refund for plagiarized work. The process describes how to hire a writer on the HelpWriting.net platform to complete an assignment.
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Buffy hamilton response to beach and myersBuffy Hamilton
The document summarizes and reflects on two readings about inquiry-based English instruction from an educational perspective. The author notes that the readings advocate for a critical inquiry stance in literacy education that disrupts common assumptions, examines multiple viewpoints on sociopolitical issues, and promotes social justice. The author believes this aligns with critical literacy and sees value in engaging students in constructing meaning through investigating complex topics and challenging prevailing views. Overall, the reflections support adopting an inquiry-based approach in the classroom to empower students and make education more meaningful.
Chapter 8 Do Students Lose More than They Gain .docxarnit1
Chapter 8
Do Students Lose More than They Gain
in Online Writing Classes?
Kate Kiefer
Why do we teach writing in relatively small classes? Certainly there are practical
reasons having to do with workload and classroom management issues,1 but
most of our reasons flow from pedagogical and theoretical concerns.
Pedagogically, we know that students are likely to learn most effectively from
multiple opportunities to practice with timely feedback on their effectiveness in
writing. Even more important, the most influential theories of language use and
development posit the situatedness of language—how it is shaped by and
shapes its users and contexts of its use. Cultural, rhetorical, and sociocognitive
perspectives all emphasize the construction of meaning in context. Our goals in
teaching writing explicitly include helping students become aware of writing as
situated communication. The rhetorical principles embodied in most widely
used writing texts consistently encourage writers to adapt to the specific writing
context. Contemporary writing theory and language theory (as well as much
cultural criticism) develop in even greater detail the crucial roles of language in
context: for identity formation, for cultural work, and for community building.
Little wonder, then, that teachers of writing insist that students are best able to
learn to write most effectively when they can create and respond to specific
language contexts in small groups of students (15–25 students in the class as a
whole, with smaller groupings of 2–5 students working on targeted collaborative
activities).
Do these theoretical assumptions about language preclude teaching writing
online? Proponents of online writing courses argue that textual interactions can
immerse students more fully in situated writing than face-to-face courses in
which few classroom interactions involve writing. But despite what could be an
advantage, online classes often fail students precisely because all interactions are
142 Online Writing Classes
textual. Unless students are sensitive to or willing to examine the different
functions of text in an online class, they can be trapped by their constrained
understanding of writing and finish the course with less awareness of the
contexts of writing than their counterparts in a traditional classroom.
Admittedly, my view of the potential shortcomings of online writing
instruction is in the minority. In 1992, Gail Hawisher summed up a prevailing
positive view of electronic discourses and their extension into virtual
classrooms: “As a result of our work with computers over the past decade, we
can begin to imagine teaching and writing in a virtual age where a meeting of
the minds might well occur without the physical presence of students and
teachers.” Minock and Shor (1995) discuss at length an example of a curriculum
that exploit ...
C thomas investigating the multimodal curriculumchristopher60
This document provides an overview of a proposal to investigate the use of a multimodal curriculum. It discusses how traditional teaching methods are outdated and do not engage today's students. The proposal argues that a multimodal curriculum using various media can better engage students by appealing to different learning styles. It also reviews literature on multimodality and cognition, finding support for personalized education that makes learning more relevant by allowing students to research topics of their own interest. The goal is to develop students' confidence and understanding of themselves as learners through a more personalized educational approach.
The document discusses the author's evolving views on literacy for the Information Age. Initially, the author had a limited view and was somewhat resistant to technology in the classroom. The author ran a traditional English classroom with limited Internet and media usage. However, after returning to graduate school, the author's views changed. Through courses that incorporated more technology, the author realized the importance of information, media, and digital literacies for student engagement and success. The author provides three lesson ideas for a 9th grade English class that incorporate more technology and online research skills. The lessons involve using the Internet to research ALS for a book, creating videos reflecting on themes from the book, and creating digital posters on Greek mythology with online research of allusions
This document provides 10 ways to bring creativity and critical thinking into the classroom. It suggests having students use technology like making movies or presentations. It also recommends collaborating across subjects and making content relevant by connecting it to students' interests. The document stresses the importance of asking questions that develop critical thinking and having students teach each other or prove their ideas. It advocates for hands-on activities and collaborative group discussions.
The document discusses the pros and cons of using social media in education. Key arguments against include exposing students to cyberbullying, predators, and privacy issues. Some students may also be distracted by social media and spend less time studying. However, advocates argue that social media prepares students for today's technology-focused world and can engage students more in learning through online collaboration. The document recommends educators take a balanced approach, using social media cautiously, such as a history teacher who had shy students participate more through Twitter discussions.
2
.......
.......
INTERPERSONAL COMMUNICATION: Building
Connections Together
puts students in the center of interpersonal communication by …
ACTIVELY engaging students by appealing to their interests in popular
culture, media, and technology.
SHOWING students how online connections affect the media generation
and the dynamics of the interpersonal experience.
PROVIDING abundant opportunities for students to actively apply and
practice what they are learning.
EXPLORING how gender and culture influence interaction.
SHEDDING NEW LIGHT on the everyday interactions and relationships
of students.
This text uses an applied approach and an interactive style to engage
students. Every chapter considers how media and technology affect the
dynamics of relationships and self-expression. The authors also focus
on diversity and developing cultural understanding through
explorations in every chapter of how gender and culture help shape
experiences of interpersonal communication.
INTERPERSONAL COMMUNICATION: Building
Connections Together
puts students in the center of interpersonal communication through
abundant interactive pedagogical features throughout the text,
including:
Learning Objectives
What Do You Know?
“I liked how it had a true/false section in the beginning of the chapter
so you can see what you know before you even read the chapter.”
—Margaret Rountree, Student
Old Dominion University
3
“The ‘What Do You Know’ sections are excellent because they provide
a framework for students to read the chapter. It helps them determine
what is most important.”
—Todd Lee Goen, Professor
Christopher Newport University
4
Try This
“My favorite feature is ‘Try This.’”
—Wayne Thomas, Student
Old Dominion University
“I really like the ‘Try This’ because it provides instant ability for
students to put into action what they are reading about in the text.
Application is often the best way to learn so this is an awesome
addition.”
—Christa Tess Kalk, Professor
Minneapolis Community & Technical College
“The ‘Try This’ sections really seemed to spark some good discussion
in the class. This allowed students to see their communication as
effective or ineffective, appropriate or inappropriate, and allowed them
to look inward. It gave them a chance to reflect on how/why they
experience difficulties in relationships and how they can better
approach conflict.”
— Lee Lavery, Professor
Ivy Tech Community College
5
.......INTERPERSONAL COMMUNICATION: Building
Connections Together
puts students in the center of interpersonal communication through
abundant interactive pedagogical features throughout the text,
including:
Analyze This
ANALYZE THIS: Edward de Bono
Edward de Bono is a physician and leading authority on creative thinking. What does the following
excerpt from de Bono’s I Am Right—You Are Wrong suggest about how the Japanese handle
conflict?
Every day the leading executives in the Japanese motor industry meet for lunch in their special
clu.
2
.......
.......
INTERPERSONAL COMMUNICATION: Building
Connections Together
puts students in the center of interpersonal communication by …
ACTIVELY engaging students by appealing to their interests in popular
culture, media, and technology.
SHOWING students how online connections affect the media generation
and the dynamics of the interpersonal experience.
PROVIDING abundant opportunities for students to actively apply and
practice what they are learning.
EXPLORING how gender and culture influence interaction.
SHEDDING NEW LIGHT on the everyday interactions and relationships
of students.
This text uses an applied approach and an interactive style to engage
students. Every chapter considers how media and technology affect the
dynamics of relationships and self-expression. The authors also focus
on diversity and developing cultural understanding through
explorations in every chapter of how gender and culture help shape
experiences of interpersonal communication.
INTERPERSONAL COMMUNICATION: Building
Connections Together
puts students in the center of interpersonal communication through
abundant interactive pedagogical features throughout the text,
including:
Learning Objectives
What Do You Know?
“I liked how it had a true/false section in the beginning of the chapter
so you can see what you know before you even read the chapter.”
—Margaret Rountree, Student
Old Dominion University
3
“The ‘What Do You Know’ sections are excellent because they provide
a framework for students to read the chapter. It helps them determine
what is most important.”
—Todd Lee Goen, Professor
Christopher Newport University
4
Try This
“My favorite feature is ‘Try This.’”
—Wayne Thomas, Student
Old Dominion University
“I really like the ‘Try This’ because it provides instant ability for
students to put into action what they are reading about in the text.
Application is often the best way to learn so this is an awesome
addition.”
—Christa Tess Kalk, Professor
Minneapolis Community & Technical College
“The ‘Try This’ sections really seemed to spark some good discussion
in the class. This allowed students to see their communication as
effective or ineffective, appropriate or inappropriate, and allowed them
to look inward. It gave them a chance to reflect on how/why they
experience difficulties in relationships and how they can better
approach conflict.”
— Lee Lavery, Professor
Ivy Tech Community College
5
.......INTERPERSONAL COMMUNICATION: Building
Connections Together
puts students in the center of interpersonal communication through
abundant interactive pedagogical features throughout the text,
including:
Analyze This
ANALYZE THIS: Edward de Bono
Edward de Bono is a physician and leading authority on creative thinking. What does the following
excerpt from de Bono’s I Am Right—You Are Wrong suggest about how the Japanese handle
conflict?
Every day the leading executives in the Japanese motor industry meet for lunch in their special
clu.
Tips on teaching international students who come to study at university in the UK. Given at QMUL in 2015 as part of a taught postgraduate course in higher education.
Recognizing Written ArgumentFor this weeks discussion, Id like.docxdanas19
Recognizing Written Argument
For this week's discussion, I'd like you to respond to ONE of the short articles that appear at the end of Chapter 3: Marybeth Gasman's "To Educate a Diverse Nation, Topple the Ivory Tower," (92-93), Randy Cohen's "When Texting is Wrong" (96-97), or "Flag Protection: A Brief History of Recent Supreme Court Decisions" (101-102) . After reading the articles, select one to analyze, focusing on a few (not all) of the following questions:
1) What is the main issue in the article? 2) What are the author's attitudes toward the subject at issue? 3) What supporting material favors the author's point of view? 4) What is the author's intention in this article? To explain? To convince? 5) What does the author hope you will conclude when you finish reading? 6) How does the author establish his or her authority? 7) What qualities make the article effective or ineffective as an argument? 8) What are your personal reactions to the essay? 9) How much common ground do you have with the author? 10) What do you like or dislike about it? Justify your answer with evidence from the article.
(page 92-93) ESSAY #2 TO EDUCATE A DIVERSE NATION, TOPPLE THE IVORY TOWER*
*“To Educate a Diverse Nation, Topple the Ivory Tower,” by Marybeth Gasman, from The Huffington Post, November 2, 2015. Reproduced by permission.
Marybeth Gasman
The author is a professor of education at the University of Pennsylvania’s Graduate School of Education and is also a regular contributor to The Huffington Post.
Visit a U.S. college campus today and you’ll see a more diverse student body than ever before. Over the last 30 years, the number of Hispanic students has risen five-fold, Asian and Pacific Islander enrollment has tripled, black enrollment has risen 150 percent and Native American enrollment has doubled.
But the graduation rate for minority students falls far below the nationwide average. Our colleges and universities are not succeeding at educating students with diverse backgrounds. In an increasingly competitive global economy, our country cannot afford this waste of time, money and talent.
There are solutions to this problem, but they’re found outside the ivory tower. Over the past three years, we visited a dozen minority-serving institutions or MSIs—from Paul Quinn, a historically black college in Dallas, to Salish Kootenai, a tribal college in Montana, and San Diego City College. We learned a number of lessons—all of which run counter to mainstream higher education thinking.
First and most important, these colleges acknowledge that traditionally underrepresented students face challenges that go far beyond paying tuition. These range from family obligations to fear and uncertainty about the meaning of college to “math shame” and speaking English as a second language. In response, the colleges have toppled the traditional hierarchies and responsibilities of faculty, staff, and students. Everyone is expected to understand the challenges.
1) Critical literacy is a framework for engaging in literacy work that should look and feel different depending on the context, rather than having a single fixed definition.
2) Critical literacy should be a lens through which to participate in and understand the world, not just an add-on to the curriculum.
3) Issues and topics that interest students in their lives can and should be used as texts to build a curriculum with significance to them.
4. Mapping a Route toward Differentiated InstructionSunflower Chin
This document discusses differentiated instruction and summarizes two classroom examples - one that is not differentiated and one that attempts differentiation but lacks clear learning goals. It then provides an example of an alternative approach with clear learning goals including key concepts, terms, principles and skills. Differentiation requires solid curriculum and instruction plans to ensure students understand essential content and skills rather than just engaging activities.
This document is a response to a comprehensive exam question about adolescent education and high school curriculum. It discusses the normative and empirical elements of adolescent education in the United States regarding outcomes of self-efficacy, civic participation, and dissent. The response draws on scholars like Durkheim, Dewey, Brighouse, and others to argue that while schools aim to socialize students, they also limit authenticity and diversity of thought. It asserts that explicitly teaching about dissent could increase students' self-efficacy and willingness to question dominant views, thereby better preparing them for civic participation and economic productivity as adults.
This document provides 10 ideas for including students with disabilities in literacy instruction. It discusses adapting read alouds, standards, texts, and assessments to meet individual student needs. Strategies include using visual supports, collaborative learning structures, technology, and alternative modes of communication and expression. The overall message is that with adaptations, all students can participate meaningfully in literacy activities.
This document discusses principles of effective math teaching including equity, constructivist theory, sociocultural theory, and assessment. It also discusses developing reading comprehension through activities before, during, and after reading as well as using multicultural literature. Additional topics covered include understanding the human experience through social, economic, and political lenses; exclusion of women and minorities from curricula; and making instruction culturally relevant through current events, technology, multicultural perspectives, and critical thinking. The document poses three questions - how to relate complex math concepts to society, whether summer reading should focus on student interest or expose students to new topics, and which US history topics may be controversial in the classroom.
This document provides an overview of learning and discusses the need for new approaches to education. It notes that while college enrollment is high, many students lack important general knowledge and reasoning skills. Studies show current teaching methods are not effective and students often do not retain what they learn. There are calls from employers, educators, and organizations for graduates to have skills like teamwork, communication, problem solving and lifelong learning. The focus of education is shifting from teaching to learning, with teachers taking on more of a facilitator role. The ultimate goal of higher education should be developing students' ability to learn on their own through their lives.
This document provides 12 tips for bringing creativity and critical thinking into the classroom. It suggests starting with easier factual questions to build confidence, varying routines to avoid boredom, using technology to allow creative works, connecting content to students' interests, having students teach each other, and promoting collaboration. The overall aim is to engage students and get them to think more critically.
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2. 48 July 2011
An Ethical Dilemma: Talking about Plagiarism and Academic Integrity in the Digital Age
timodal composing with the debut of the Nintendo
DSi in April 2009, which allowed instant sharing
of Flipnotes and other digital compositions all over
the world. Today’s children and young adults use
these forms of communication to engage in tex-
tual and visual production that is collaborative,
patched together with pastiche and allusions, and
shared in what has been characterized as environ-
ments of digital intimacy (Thompson). Although
both digital literacy and digital intimacy can be
used to scaffold student learning of written genres
that are privileged in schools, the virtual commu-
nities where these projects are shaped have their
own ever-evolving rules, norms, and assumptions
about integrity and what constitutes appropriate
authorship. For example, on many fanfiction sites,
participants are using the characters, plot, symbols,
etc. of a well-known work, but these authors are
not immune to charges of plagiarism. The digital
intimacy cultivated in virtual communities may
conflict with those of academic English. Traditional
writing tasks, such as timed, high-stakes writing
tests, put tremendous pressure on students to per-
form. Left unexamined, conflicts between the intel-
lectual property conventions of traditional forms
of writing and highly social, multimodal composi-
tions boil over into difficult conversations. There-
fore, talking and teaching about academic integrity
in high school English classrooms may lead to an
ethical dilemma—a dilemma in need of an effective
resolution.
Jane’s Ethical Dilemma: Talking
about Plagiarism with Students
Ebony, the first author of this article, first met Jane
Bradshaw while teaching ninth grade at a new
school. At the time, Ebony’s teaching practices
were being researched by a doctoral student, Kelly,
the second author of this article (Sassi and Thomas).
After the study was concluded, Kelly and Ebony
wrote about how they resolved ethical dilemmas
that arose during the teaching of multicultural
literature through the intervention of a “privilege
walk” (Sassi and Thomas). Two years later, Ebony
returned to Rainfield High School to conduct her
own dissertation research on ethical dilemmas that
other English teachers might face (Thomas). To
find out what kinds of topics teachers were hav-
and copying that have allegedly “reached epidemic
proportions” in student writing (Purdy). However,
there are issues of intellectual property involved in
using such sites—once a student uploads his or her
paper, it becomes part of the database used to check
for future plagiarism cases. The intellectual prop-
erty caucus of the Conference on College Composi-
tion and Communication generally advises against
the use of plagiarism detec-
tion services as a policing tool.
After all, we are teachers, not
police, so many of us dutifully
teach our students how to cite
sources, then are disheartened
when we must enforce harsh
penalties for those students
who are unwilling (or don’t know how) to give
credit where credit is due.
The consequences of plagiarism are what
Rebecca Moore Howard famously characterized as
the “academic death penalty.” Margaret Price fur-
ther characterizes the tone of plagiarism policies in
many of our writing classrooms as “gotcha!” peda-
gogy. Price observes that “plagiarism is not only a
phenomenon that can be mastered by students new
to academic writing, such policies announce, it must
be mastered” (89; italics added). The consequences
for even unwitting student plagiarists are often se-
vere, ranging from failing grades on assignments to
expulsion from a course or even a school.
Students and scholars are expected to cite
all instances of others’ ideas and creativity in their
work, but teachers—and this might bear further
exploration—are not expected to cite the contribu-
tions of others in our teaching materials. The rules
and norms of one community or group may be dis-
tinct from those of another (Swales). In this way,
perhaps our students are not unlike us. As digital
natives, some students may be engaged in digital
writing in contexts where norms of integrity are
quite different from those assumed by classroom
teachers (Prensky). The adolescents in our class-
rooms, many of whom were born just as the World
Wide Web exploded (or later), regularly use social
networking sites such as Facebook, MySpace, and
Twitter, as well as blogs, wikis, instant messaging,
texting, and YouTube. Before they were old enough
for a Facebook account, many elementary school–
age children were initiated into collaborative mul-
The digital intimacy
cultivated in virtual
communities may
conflict with those of
academic English.
3. 49
English Journal
Ebony Elizabeth Thomas and Kelly Sassi
ing but also through demonstrating that one shares
and has internalized prevailing social and cultural
norms (Christie and Macken-Horarik). One of these
norms is that of academic integrity, which consists
of sole authorship and attributing all sources that
contribute to a written work.
When teachers like Jane are attempting to
establish a shared ethical position, ideological di-
lemmas are often a source of conflict. Yet through
talking about points of difference, tension, and
conflict, often teachers and students are able to find
common ground. Some teachers even learn to wel-
come conflict as generative for critical teaching and
learning (Dakin; Gutierrez, Baquedano-Lopez, and
Tejeda; Souto-Manning).
As Ebony listened to Jane share about her
students’ academic dishonesty during the dis-
course workshops, she began to consider whether
Jane and her students were on the same page about
what terms such as plagiarism and academic integrity
meant. From her previous experiences teaching at
Rainfield and her teacher research with Kelly, she
knew that effective cross-cultural and cross-contex-
tual communication was complex at this increas-
ingly diverse school. To that end, she suggested
that Jane have a brief con-
versation with her stu-
dents about how they were
thinking about these ideas.
Ebony would record and
transcribe the conversa-
tion, and together she and
Jane would then analyze
the ways that students were
talking about plagiarism
and academic integrity.
Jane agreed and graciously
allowed Ebony to visit her
ninth-grade honors/pre-AP classroom as a partici-
pant and observer. Students read the last scene of
act 2 of Romeo and Juliet, and then Jane shifted into
talking about plagiarism.
Jane opened the discussion by explaining
what they would be talking about and why it was
important both now and in the future:
Jane: OK, good. (pauses) I know that this
comes to mind for me a lot, and I’ve men-
tioned it a couple of times already this year,
but I think that it’s a good time to mention
ing difficulty talking about with their students,
she convened a series of professional development
workshops for ninth- and tenth-grade English
teachers. Teachers were invited to learn about dis-
course analysis while recording the talk in one of
their classes for a month. One of the primary texts
used was Lesley A. Rex and Laura Schiller’s Using
Discourse Analysis to Improve Classroom Interaction,
which provided a framework for teachers interested
in investigating their own discourse. Each teacher
in the group then selected a conflict-laden moment
to analyze, and then reflected on what they learned.
All of the teachers had different kinds of di-
lemmas that they were wrestling with in their
classrooms. One of Ebony’s colleagues who wrestled
most with how to talk with her students about
plagiarism was Jane Bradshaw. Jane’s dilemma
that she talked about during the workshops was,
How do you negotiate classroom norms with students who
choose to define ethics, originality, and plagiarism very
differently than you do? Her students were devising
increasingly creative ways to cheat on quizzes and
papers. Jane responded to this initially by remain-
ing firm about her values and convictions about ac-
ademic integrity in the English classroom, and she
was discouraged that even after an initial conversa-
tion surfacing her concerns, students continued to
justify their behaviors and choices. She was clearly
frustrated with the increase in academic dishonesty
and voiced her frustrations in our workshops, but
she was not sure about how to proceed other than to
enforce consequences.
Jane’s ethical dilemma is a common one
among English teachers. English class is the site
where secondary students are first introduced to the
humanities. As such, it has the humanistic goal of
creating a citizen who is not only literate but also
ethical and cosmopolitan (Alsup et al.). Through
our teaching of literature and writing, we also teach
the ethical values of our society. As such, what is
taught in English classrooms and how it is taught
is highly contested and often politicized. Australian
language and literacy educators Frances Christie
and Mary Macken-Horarik propose that the reason
why English can be so contested is because the main
goal for our students is the acquisition of an accept-
able shared ethical position. Students not only demon-
strate their proficiency in English studies through
their knowledge of language, literature, and writ-
Through our teaching of
literature and writing,
we also teach the ethical
values of our society. As
such, what is taught in
English classrooms and
how it is taught is highly
contested and often
politicized.
4. 50 July 2011
An Ethical Dilemma: Talking about Plagiarism and Academic Integrity in the Digital Age
I’m talking about not cheating on your
income tax, but rather cheating . . . through-
out your education.
Jane redefined her student’s label of “cheat-
ing” with the more scholarly term academic dishon-
esty. She gave the term more weight by describing
academic dishonesty in the same vein as cheating
the IRS. Her “but rather” positioned cheating
“throughout your education” as the equivalent to
(or even greater than) the felony of tax evasion. Her
choice of words emphasized the gravity of texting
anything during a test for students who may not
have understood that their usual digital literate
practice was not just a minor crime but also a seri-
ous breach of academic integrity.
Plagiarism
Jane: Plagiarism? Can you tell us a little
more about what that is?
Mia: It’s like . . . instead of doing your own
thing, you go and get someone else’s off the
Internet or something?
Jane: Right! It’s fairly easy these days for
teachers to check on that. There are some
software packages, but in addition to that,
there are other really quick ways to type in a
phrase, you know. Teachers are pretty good at
noticing the way that students express them-
selves. . . . Another good point is that . . .
yes, if it’s a direct quotation, you need to cite
that source, but . . . any kind of para-
phrase . . . you still have to cite the source.
When the discussion turned to consideration
of plagiarism, the conversation shifted from conse-
quences for academic dishonesty to teaching about
academic integrity. Jane first alluded to software
programs that detect plagiarism, then began to
chat about what kinds of information need attribu-
tion. This points to Jane’s interest in punishing her
students but also teaching them the conventions of
the field.
Copying
Aidan: Copying?
Jane: Copying. So kind of looking at some-
one else’s answers during a test. But what
about copying, like study guides, if it’s not,
it again. Because tomorrow we’re having a
quiz on act 3. I’ve told you [academic dis-
honesty] has been an extra concern to me this
year for my ninth graders. One thing that’s
important to reinforce . . . is the whole idea
of how you’re shaping your future . . . how
you’re shaping the person that you want to
be. Sometimes, there might be a difference in
opinion about what exactly is academic dishon-
esty. So when I say that term, what do you
think of?
Jane set up the talk by shifting the focus from
the literature under study to the ethics that her stu-
dents needed to learn. They needed to consider how
they were “shaping their fu-
ture” and “the person that you
want to be” when they were
engaged in academic dishon-
esty. She expressed to them
that it is “an extra concern
to me this year for my ninth
graders,” reinforcing her ethic
of care in the classroom. She
also showed that she valued
her students’ opinions by ask-
ing them what they thought
about plagiarizing and cheating on assignments.
At first, students were reluctant to speak. The
classroom atmosphere and students’ body language
seemed tense. After the first few minutes, students
began to speak more freely. Below, we categorize
some of the ways that Jane and her students talked
about academic integrity.
How Jane’s Students Defined
Academic Dishonesty
Some of the terms generated during Jane’s discus-
sion included texting during tests, plagiarism, and
copying. We use these terms to categorize what stu-
dents said because it is important to not only teach
students about policies and provide examples of
citations but to also understand their preconceived
notions about what constitutes academic integrity.
Texting during Tests
Elise: Texting during tests. That’s cheating.
Jane: Texting during tests . . . cheating is
another way of saying academic dishonesty.
When the discussion
turned to consideration
of plagiarism, the
conversation shifted
from consequences for
academic dishonesty to
teaching about academic
integrity.
5. 51
English Journal
Ebony Elizabeth Thomas and Kelly Sassi
“deliberately avoided that kind of conversation”),
but for teens growing up during an age where digi-
tal intimacy means that some teens tweet, text,
Facebook, and video their way through the day,
dishing about what a teacher wanted you to know
about Shakespeare is considered a kind of collective
sharing. Amelie rejects the deficit framing of the
conversation as “academic dishonesty” by telling
her teacher that “values . . . have changed a lot.”
She pointed out the differences between the expec-
tations of students when Jane was in high school
and the pressures that she and her peers face today.
What Jane Learned from
Analyzing Her Teacher Talk
After Jane talked about academic integrity with
her students, she sat down with Ebony to view the
video and to examine the differences between the
ways that she defined and characterized academic
integrity, academic dishonesty, and plagiarism, and
how her students did so. Together, Jane and Ebony
generated the categories delineated above. Jane
then wrote a brief reflection about the experience,
listing her ideas and notes for teaching:
Jane’s Thoughts
It’s important to highlight ways in which
academic dishonesty can be expressed (differ-
ent forms).
Students’ positioning and relationships to
academic integrity are interesting to observe.
Underlying values are relevant.
Do students care? To what extent and about
what? Getting caught—or?
What are other directions this conversation
might have taken?
Language that invites open listening as
opposed to defensive positioning on the part
of students is important. (Even with neutral,
as opposed to accusatory, language, they seem
to “defend” the value of academic dishonesty!
Curious about why they tried to justify it.)
Language addressing values and morals can
be inflammatory—it is important to keep
emotions out as much as possible and yet
sometimes it is important to dramatize
strong feelings.
like, a group project or something like that?
Does that . . . is that what you’re thinking?
Aidan: It’s . . . still cheating.
Jane: It’s cheating in what way?
Aidan: Um, you’re not doing it yourself, so
you’re cheating yourself.
Jane: It’s all about setting our own stan-
dards . . . the worst thing in the world is to
cheat ourselves.
Jane distinguished between two different
kinds of “copying.” The first kind was copying
answers from someone else’s test. The second was
copying verbatim from study guides and other ma-
terials, but a qualification was added—“a group
project or something like that.” This pointed to
one category of assignment where students could en-
gage in what in other contexts might be considered
copying. Although this distinction was not explic-
itly stated, Jane advises students to “set their own
standards” so that they will not “cheat” themselves.
How Jane’s Students Rationalized
Academic Dishonesty
As the conversation progressed, Jane’s students
began to rationalize their choices about whether or
not to engage in what their teacher believed was
academic dishonesty. One of Jane’s major concerns
was that information about her literature quizzes
was being provided from students who had already
taken her class.
The conversation continued for several more
minutes. Students repeatedly drew distinctions be-
tween knowledge of test content and degree of dif-
ficulty, and providing actual questions and prompts.
Although Jane insisted that both categories consti-
tuted academic dishonesty, students did not under-
stand why asking “How was the test?” or “What
kinds of topics were covered?” was considered cheat-
ing by Jane. Even one student, Elise, who acknowl-
edged that teachers “can’t give all their classes the
same test at the same time,” drew these distinctions.
The discussion ended with talk about changes
in ethics over time. Samantha, another student,
expressed frustration, saying, “I don’t get why it’s
cheating when it’s just polite conversation!” may
seem like excuse-making for those like Jane (who
6. 52 July 2011
An Ethical Dilemma: Talking about Plagiarism and Academic Integrity in the Digital Age
and “conventions shift across time and
locations” (Price 106).
3. Provide clarity about the historical origins of
and contemporary rationales for citations in
academic writing (Howard 789).
4. Acknowledge alternate ideas about
authorship, including oral traditions and
voice merging, and other perceptions about
originality that come from nonwestern
cultures, which many of our students and
their families come from (Howard 792).
5. Invite students to practice different kinds of
ways of attributing outside sources and their
own work (Price 108–09).
The ways that we talk about plagiarism and
academic integrity in the digital age pose new
challenges never seen before in the profession.
High school teachers are grappling with the same
issues that college composition instructors are
taking up; see, for example, the CCCC statement
on “Transforming Our Understanding of Copy-
right and Fair Use” (http://www.ncte.org/cccc/
committees/ip/ipreports/transforming). It is diffi-
cult to anticipate what new ethical dilemmas will
arise. For example, while multimodal composing
has brought with it an acknowledgment of patch-
writing as a strategy that digital natives often use,
there are still situations—writing on demand is
one of them—when students will have to write
convincingly without the aid of the Internet and
access to the ideas of others (Gere, Christenbury,
and Sassi). While not engaged in this kind of aca-
demic writing, however, students may choose to
make their work public in a number of ways. For
example, they may choose to use the tools in the
creative commons to publish their work. The de-
signers of Creative Commons “work to increase
the amount of creativity (cultural, educational,
and scientific content) in ‘the commons’—the
body of work that is available to the public for free
and legal sharing, use, repurposing, and remix-
ing” (“What”). Just as we have always had an ob-
ligation to teach students the positive traits that
help them avoid plagiarism, such as citing sources
correctly, we now need to learn what kinds of ma-
terials are free for the remixing that is a hallmark
of students’ digital literacy.
It’s time to upload Plagiarism 2.0—the old
rules no longer apply.
Jane concluded by writing, “Students seemed
open, and they demonstrated the ability to think
critically (at least some did). Some students were
not operating in the realm of logic. It is important
to listen to them and show respect even when I dis-
agree with their opinions. It takes patience and re-
straint to listen and then draw ideas together.”
Conclusion: Uploading Plagiarism 2.0
How we handle academic integrity with our stu-
dents has implications beyond our individual
classrooms. As educators, we make important dis-
tinctions when we evaluate student assignments
for different purposes. We may ask our students to
bring in direct quotes about a topic or from a novel,
and for doing so, they receive full credit on an as-
signment. To us, the distinctions between smaller
assignments that build student understanding,
help stimulate ideas for prewriting, or develop col-
laborative skills, and essays, projects, and exams
intended for final, independent evaluation of stu-
dent capabilities, are clear. For our students, they
may not be. Although, like Jane’s student Aidan,
they may parrot our rationales—“you’re cheating
yourself”—whether or not all students fully under-
stand them (and the ethics that underpin them) is
questionable.
Our aim as teachers of writing is to develop
students’ ability to put “ideas, questions, and prob-
lems into words, mulling them over so they can see
them from different angles
and reason their way . . . to
where they want to stand”
(Rex, Thomas, and Engel 56).
To that end, Price and How-
ard offer insight into how,
like Jane, we might shift our
writing pedagogy from merely
policing plagiarism toward engaging in rich con-
versations with students about academic integrity:
1. Socialize students into discourse
communities of academic writing by
providing invitations for students to
“question and discuss plagiarism”
(Price 105).
2. Acknowledge that what constitutes
plagiarism is context dependent. Indicate in
written policies that citation is a convention,
How we handle
academic integrity
with our students has
implications beyond our
individual classrooms.
7. 53
English Journal
Ebony Elizabeth Thomas and Kelly Sassi
Rex, Lesley A., and Laura Schiller. Using Discourse Analysis
to Improve Classroom Interaction. New York: Routledge,
2009. Print.
Rex, Lesley A., Ebony Elizabeth Thomas, and Steven Engel.
“Applying Toulmin: Teaching Logical Reasoning
and Argumentative Writing.” English Journal 99.6
(2010): 56–62. Print.
Sassi, Kelly, and Ebony Elizabeth Thomas. “Walking the
Talk: Examining Privilege and Race in a Ninth-
Grade Classroom.” English Journal 97.6 (2008):
25–31. Print.
Souto-Manning, Mariana. Freire, Teaching, and Learning:
Culture Circles across Contexts. Counterpoints: Studies
in the Postmodern Theory of Education. Ed. Joe L.
Kincheloe and Shirley R. Steinberg. New York: Peter
Lang, 2009. Print.
Swales, John. Genre Analysis. Cambridge: Cambridge UP,
1990. Print.
Thomas, Ebony Elizabeth. “‘We’re Saying the Same Thing’:
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Ebony Elizabeth Thomas is assistant professor of reading, language, and literature education at Wayne State University.
A former Detroit Public Schools teacher, her interests include English language arts classroom interaction, adolescent literatures
and literacies, and discourse analysis. Her coedited volume with Shanesha Brooks-Tatum, Reading African American Experi-
ences in the Obama Era: Theory, Advocacy, Activism (Peter Lang, 2011), will be published this fall. Email her at eethomas@
wayne.edu. Kelly Sassi is assistant professor of English and education at North Dakota State University. A former high school
teacher in Fairbanks, Alaska, her interests include teacher education, composition, and Native American/American Indian lit-
eratures. Sassi has coauthored Writing on Demand: Best Practices and Strategies for Success (Heinemann, 2005) and A Stu-
dent Guide to Writing on Demand: Strategies for High-Scoring Essays (Heinemann, 2006) with Anne Ruggles Gere and Leila
Christenbury. She may be contacted at Kelly.Sassi@ndsu.edu.
READWRITETHINK CONNECTION Lisa Storm Fink, RWT
In “Technology and Copyright Law: A ‘Futurespective,’” students research past copyright disputes and their
relation to technology innovations before predicting future copyright disputes that may arise from technological
advancements. Students sort images of technology advancements into chronological order and compare them
with changes in copyright law. Next, students research and report on several instances that show how copyright
laws have adapted to encompass new technologies and discuss the role of technology innovations in recent
copyright disputes. Students brainstorm emerging technologies or technologies that they think will be adapted
or invented in the future. Finally, they write newspaper articles predicting the outcome of current copyright dis-
putes related to technology and predicting copyright issues that may arise with new and future technologies.
http://www.readwritethink.org/classroom-resources/lesson-plans/technology-copyright-futurespective-1075.html