Students are natural economizers
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shared by Bryan Lee on 28 Jul 10
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Anti-Plagiarism Strategies - 1 views
www.virtualsalt.com/antiplag.htm
education plagiarism cheating copyright research writing teaching ethics
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Remind students that the purpose of the course is to learn and develop skills and not just "get through."
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Do not assume that students know what plagiarism is, even if they nod their heads when you ask them. Provide an explicit definition for them.
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you should discuss with your students the difference between appropriate, referenced use of ideas or quotations and inappropriate use. You might show them an example of a permissible paraphrase (with its citation) and an impermissible paraphrase (containing some paraphrasing and some copying), and discuss the difference.
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Clarifying for them that plagiarism is a combination of stealing (another's words) and lying (claiming implicitly that the words are the student's own) should be mentioned at some point
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Perhaps the most effective discussion will ask the students to think about who is really being cheated when someone plagiarizes. Copying papers or even parts of papers short circuits a number of learning experiences and opportunities for the development of skills: actually doing the work of the research paper rather than counterfeiting it gives the student not only knowledge of the subject and insights into the world of information and controversy, but improves research skills, thinking and analyzing, organizing, writing, planning and time management, and even meticulousness (those picky citation styles actually help improve one's attention to detail). All this is missed when the paper is faked, and it is these missed skills which will be of high value in the working world. A degree will help students get a first job, but performance--using the skills developed by doing just such assignments as research papers--will be required for promotion.
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Using sources shows that the student in engaged in "the great conversation," the world of ideas, and that the student is aware of other thinkers' positions on the topic. By quoting (and citing) writers who support the student's position, the student adds strength to the position. By responding reasonably to those who oppose the position, the student shows that there are valid counter arguments
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The rough draft serves several functions. A quick glance will reveal whether whole sections are appearing without citations. At the draft stage, you have the opportunity to educate the student further and discuss how proper citation works. You can also mark places and ask for more research material to be incorporated. If you are suspicious of the paper at this point, ask for the incorporation of some specific material that you name, such as a particular book or article. Keep the drafts and let students know that you expect major revisions and improvements between drafts. (This is actually a great way to improve students' writing, quite apart from the other goal of preventing plagairism.)
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The annotation should include a brief summary of the source, where it was located (including call number for books or complete Web URL), and an evaluation about the usefulness of the source. (Optionally, as a lesson in information quality, ask them to comment on why they thought the source credible.) The normal process of research makes completing this task easy, but it creates headaches for students who have copied a paper from someone else since few papers include annotated bibliographies like this. Another benefit of this assignment is that students must reflect on the reliability and quality of their sources.
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On the day you collect the papers, have students write an in-class essay about what they learned from the assignment. What problems did they face and how did they overcome them? What research strategy did they follow? Where did they locate most of their sources? What is the most important thing they learned from investigating this subject? For most students, who actually did the research paper, this assignment will help them think about their own learning. It also provides you with information about the students' knowledge of their papers and it gives you a writing sample to compare with the papers. If a student's knowledge of the paper and its process seems modest or if the in-class essay quality diverges strikingly from the writing ability shown in the paper, further investigation is probably warranted.
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shared by Bryan Lee on 09 Nov 09
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Real-World Issues Motivate Students | Edutopia - 0 views
www.edutopia.org/ect-learning-real-world-issues
smart smartgoals gtd lifehacks goals productivity pbl project project-based web2.0
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second graders curious about the number of medicines a classmate takes and her frequent trips to the doctor investigate -- with the classmate's permission -- the causes of cystic fibrosis.
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a fifth-grade project on kites involves using creative writing skills in poems and stories with kite theme
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A casual remark by one student leads to an in-depth study of the role of kites in various cultural celebrations
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Like adults trying to solve a problem, they don't restrict themselves to one discipline but rather delve into math, literature, history, science -- whatever is appropriate to the study
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In real life, we don't spend several hours at a time listening to authorities who know more than we do and who tell us exactly what to do and how to do it," she says. "We need to be able to ask questions of a person we're learning from. We need to be able to link what the person is telling us with what we already know. And we need to be able to bring what we already know and experiences we've had that are relevant to the topic to the front of our minds and say something about them."
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She advocates a three-phased approach: Phase 1 involves an initial discussion of a project topic, including children's firsthand experiences related to the topic. Phase 2 involves fieldwork, sessions with experts, and various aspects of gathering information, reading, writing, drawing, and computing. Phase 3 is the presentation of the project to an audience.
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First, her students were not learning concepts deeply enough to apply or even remember them for a long period. Second, a growing body of research upheld the view that concepts are best understood using concrete examples constructed by the students themselves. Third, while taking a break from teaching to finish a master's thesis, Reeder took a job at a bridge-design company and realized, when she was asked to do a task, that she had never applied her knowledge of mathematics in a real-world situation
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shared by Bryan Lee on 31 Dec 09
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How do you use Wikis and Bolgs etc... in the classroom? - English Companion Ning - 0 views
englishcompanion.ning.com/...how-do-you-use-wikis-and-bolgs
wikis APEnglish wiki blog blogger assignments
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I have three assignments I do with my AP Language students using wikis. They do a History of American Literature web page, which is just a glorified annotated bibliography of web source information on the authors we study. Emperor Notes, which are student authored "Cliff Notes" that they work on in groups to produce. I give them an outline to follow through the project to keep them somewhat focused, but when done they have a 30-40 page booklet that they have written in their groups (they usually have a number of weeks to work on this). The third thing is I have the AP students work in groups to create a glossary of rhetorical terms. That's what I do.
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shared by Bryan Lee on 23 Nov 09
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Henry Louis Gates Jr. Arrested - 1 views
www.theroot.com/...nt-arrest-henry-louis-gates-jr
henry louis gates APEnglish assumptions downplaying intensiifying
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The disorderly conduct charges
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was driven
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attempted
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requested
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Professor Gates opened
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University identification and his valid Massachusetts driver’s license
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He made this request several times
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He was handcuffed on his own front porch.
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Professor Gates’ home without ever acknowledging who he was or if there were charges against Professor Gates.