Teachers who wish to prevent plagiarism should devote extensive instruction to the component tasks of writing from sources.
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Toy Chest (Online or Downloadable Tools for Building Projects) - UCSB English Departmen... - 0 views
wiki.english.ucsb.edu/...e_Tools_for_Building_Projects)
web2.0tools Curriculum:LanguageArts projectbasedlearning
shared by Alice Barr on 04 Oct 11
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The EDKB Wiki is a database that makes available the various interests, talents, and resources of the English Department community. See the Main Page to learn more about the EDKB. The wiki does not offer information on current course offerings, nor is it a comprehensive archive of materials related to all past courses. Visit the English Department home page for this type of information. "Toy Chest" collects online or downloadable software tools/thinking toys that humanities students and others without programming skills (but with basic computer and Internet literacy) can use to create interesting projects. Most of the tools gathered here are free or relatively inexpensive (exceptions: items that are expensive but can be used on a free trial basis). Also on this page are "paradigms"--books, essays, digital projects, etc.--that illustrate the kinds of humanities projects that software thinking tools/toys might help create.
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ITG Virtual Projects : Downloads - 0 views
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The Virtual Microscope interface supports the browsing of high-resolution, multi-dimensional image datasets from our Scanning Electron Microscope (SEM) and our Light Microscope (LM). The download below comes with three specimens, but any one of the specimens on our data page can be downloaded and viewed with this interface.
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Perk Up Your Projects with Web 2.0 - home - 0 views
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Tired of assigning the same old boring PowerPoint presentations again and again? Want to challenge your students a bit more than the traditional tri-fold or poster project? Come learn a whole host of new tools to spice up your students' projects and your lessons. Explore and experiment with a variety of Web 2.0 tools including animated avatars, comic creators, digital scrapbooks, image creators, interactive timelines, logo generators, slideshows, streaming video, and the web resources that will serve as "containers" for the different elements. Check out the pages to the left to navigate through the different elements to learn how you can re-invent your teaching and your students' learning with the use of a few engaging, motivating, and fun resources.
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educational-origami - Starter Sheets - 1 views
edorigami.wikispaces.com/Starter+Sheets
web2.0tools tutorials bloomstaxonomy howto usmepc512 summertech2011
shared by Alice Barr on 29 Jan 11
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"The Starter Sheets are resources for the classroom teacher. The intention of each sheet is to introduce a tool, technology or activity that could be easily adapted for use in the classroom. Each sheet is created to a template design and should have the following features: * must be two pages * must have pictures that illustrate process and outcomes * process must be straight forward * must be simple to read and understand * must have clear benefits for the teacher in the classroom, the exemplar should be easy to adapt to a variety of classroom settings * must have an alternative - web based or application * must be linked to Bloom's Digital Taxonomy and Sensory learning styles using VARK"
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IfItWereMyHome.com - 1 views
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The lottery of birth is responsible for much of who we are. If you were not born in the country you were, what would your life be like? Would you be the same person? IfItWereMyHome.com is your gateway to understanding life outside your home. Use our country comparison tool to compare living conditions in your own country to those of another. Start by selecting a region to compare on the map to the right, and begin your exploration. You can also use our visualization tool to help understand the impact of a disaster. The Pakistan Flood and BP Oil Spill are currently featured. Check out the individual pages to gain some perspective on these awful tragedies.
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Educational Leadership:Literacy 2.0:Plagiarism in the Internet Age - 8 views
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I tell my students to use their own words but perhaps I should model this directly with them.
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I sort of model this when I give exemplars for projects in which writing in their own words is part of a rubric. I'm not sure that is enough, however. I think maybe my writing doesn't sound enough like their writing in all cases
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This instruction should focus on the supposedly simple technique of summarizing sources, which is in truth not simple. Many students are far from competent at summarizing an argument— and students who cannot summarize are the students most likely to plagiarize.
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The teacher in this tale uses the incident to teach students that using others' words without attribution is a serious crime. He then emphasizes to students the importance of citation and source integration techniques and enlists the school librarian to model how to cite outside works used in a piece of writing.
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alternative final projects like creating a brochure
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K–16 teachers must spend more time teaching students how to read critically and how to write about their sources.
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Such instruction might begin with techniques of paraphrase.
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A writer who works only at the sentence level must always quote or paraphrase.
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Educators should also communicate why writing is important. Through writing, people learn, communicate with one another, and discover and establish their own authority and identity.
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it is easy for well-intentioned students to overlook the boundaries between what they themselves have produced and what they have slid from one screen (their Internet browser) to another (their word-processed document)
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She begins by explaining that inserting synonyms is not paraphrasing. She then guides students in studying a passage and identifying its key words and main ideas that must be retained to paraphrase the passage. Shirley shows her students poor paraphrases of the passage for them to critique. Finally, she has them write their own paraphrase of a 50- to 100-word source passage that they themselves choose.
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Many students are far from competent at summarizing an argument— and students who cannot summarize are the students most likely to plagiarize.
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This instruction should focus on the supposedly simple technique of summarizing sources, which is in truth not simple.