The document discusses planning for authentic student research tasks. It covers defining authentic research, setting up research tasks, scaffolding the process for students, and considerations for assessment. Authentic research involves having students gather and evaluate information from multiple sources to make decisions and justify their conclusions. Teachers should focus on learning outcomes, provide guidance on research strategies, and explicitly assess students' work.

1. “ We look things up, we type things out” Planning Authentic Research Tasks Dr Jim Mullaney

2. Please note that this presentation may be downloaded from the FuturePD website Presentations Page www.futurepd.org

3. Introduction What is authentic research anyway? The three waves of plagiarism Setting up the Task Scaffolding What about Webquests? Assessment Questions

4. AUTHENTIC RESEARCH The Outcomes are the drivers Know, value & be able to do OLO’s LAO’s Pick the best tools

5. Authentic Research Planning Information Gathering Comparison/evaluation of data Decision Making Justification Presentation Reflection

6. PLANNING Inspiration™

7. PLANNING Inspiration™ Search Engines Queries Interpreting Search Results Being Explicit

8. The Three Waves of Plagiarism First Wave Copy & Paste Copy & Paste Copy & Paste Unify the Font Change the Spelling 3 hours on the cover page 168 pages 

9. The Three Waves of Plagiarism Second Wave Copy & Paste Copy & Paste Copy & Paste Copy all the URLs Unify the Font Change the Spelling 3 hours on the cover page 168 pages 242 References 

11. The Three Waves of Plagiarism Third Wave Dear Teacher, I did not write this essay – I found it on the Internet. However, It so agrees with my point of view on the causes of the First World War that were I to write an essay on the subject … This is the essay I would write. Example

12. FINDING Pssst – know any good sites? The Good , the Bad & the Ugly Lies , Damned Lies & Statistics

13. CAPTURING Copying & Pasting (Don’t Tell Anyone :o) Using the Highlighter Tables in Excel Images

14. ORGANISING

15. ORGANISING

16. DECIDING Students have explicit criteria Students make frequent comparisons between criteria and information Students use Graphical Organisers to help them decide

17. JUSTIFYING Students must construct an argument List criteria for consideration Rank criteria (include weighting) Align their argument alongside criteria Make their choice Justify their choice based on criteria

18. WEBQUESTS Start with your outcomes Just because it’s on the web, doesn’t mean it’s any good Treat like any other resource, preview thoroughly Adapt, don’t adopt Use reputable sources eg edweb.sdsu.edu/webquest Pay particular attention to the Assessment

19. WEBQUESTS Examples Assessment

20. Reflection One thing I think I could have improved on was… Another thing I did really well was…… Something I think I did really well was…..

21. Question Time