Group 13 EDCI 270 Case 3

Online Academic Integrity
Lesson Plan for Teachers Lesson Plan for 4th Grade Science CMFK Class Overview of the Lesson
This lesson will give supplementary information to teachers about online academic integrity, specifically on plagiarism. The lesson will focus on how to teach students the basics of plagiarism and how to avoid it, as well as show the teachers how to catch plagiarism within their students work. They will participate in a professional discussion on pertinent topics with professional colleagues, watch supplementary videos, be given means for studying plagiarism, and complete an online evaluation, and be provided with developmental materials to help them inform their students on the topic of online academic integrity.

Description of Learners and Description of Learners: The lesson for Online Academic Integrity is geared Lesson Content

towards teachers within the same school corporation. The majority of the teachers have been teaching for at least 10 years. However, it is a very diverse group of teachers due to the different levels of education (teachers of elementary, middle, and high school). Moreover, the teachers are a diverse group also by the amount of years each teacher has been teaching. The teachers are each given an Ipad to utilize for themselves and for the classroom, but each teacher is at a different level of technology knowledge. Lesson Content: This lesson will focus on Online Academic Integrity. Specifically, it will focus on how the teachers can make their students aware of plagiarism and how to avoid it as well as teach the teachers how to look for plagiarism in their students works. ● ● ● Given their past classroom experience, teachers will be able to answer questions about academic integrity with 100% accuracy. Given multiple Web 2.0 tools, teachers will be able to develop and implement their own classroom expectations and activities with maximum efficiency. After going through their teacher’s respective academic integrity activities, students will be able to complete the IU Plagiarism Test with 100% accuracy.

Learning Objectives

Group 13 EDCI 270 Case 3

Standards

Materials

The required materials for this lesson are as follows: ● Ipad

Procedure

1.) Before the meeting actually convenes, the teachers will be sent a mass email, which they can access via their school-distributed iPad, informing them of the mandatory professional development meeting on academic dishonesty. 2.) This message will be sent weeks in advance, followed by a future message that will be sent as a reminder as the professional development meeting grows nearer. This way, the teachers will have the opportunity to plan around the upcoming meeting and avoid potential schedule conflicts. 3.) The teachers will be informed that they are to bring the iPads given to them by the school corporation in order to fulfill instructional activities during the meeting. 4.) The meeting will convene with a short overview of the action points and objectives of the allotted time presented via an online poster (the same used for class) which will be shared with and can be accessed by the teachers. They will do this on their iPads. If anyone has forgotten to bring

Group 13 EDCI 270 Case 3 theirs, they are encouraged to share with one of their colleagues. 5.) These action items, or general topics of interest, will be listed as follows: ● Defining plagiarism ● Contextualizing plagiarism ● Identifying plagiarism 6.) The leader of the meeting will ask the teachers how they define plagiarism, or academic dishonesty to the students, invoking discussion amongst the meeting participants. The following definition of academic dishonesty, belonging to Delta College, will be provided as a foundation to facilitate discussion: ● “Academic dishonesty consists of any deliberate attempt to falsify, fabricate or otherwise tamper with data, information, records, or any other material that is relevant to the student’s participation in any course, laboratory, or other academic exercise or function.” (http://www.deltacollege.edu/dept/ar/catalog/cat091 0/1841.htm) 7.) In order to explore the topic of specifically using the Internet as a means for plagiarism, the teachers will be directed to open a YouTube video which explains some of the basic, and most ubiquitous forms of online plagiarism used by students. This includes what constitutes “common knowledge,” how to cite online sources instead of text sources, and other such material. The link to the video will have been sent to their email address so that they can each view the video from their iPad. They will watch approximately the first 5-7 minutes of this video: https://www.youtube.com/watch?v=2EqPkMN5S3g 8.) The next action item addressed will be Contextualizing Plagiarism, during which the leaders of the meeting will lead ample discussion regarding ways the teachers can keep students informed about academic dishonesty and plagiarism. Teachers will be encouraged to explicitly outline to their students what is considered academic dishonesty, including proper citation etiquette and cheating expectations. 9.) Again, an open dialogue is paramount to this portion of the professional development meeting. The teachers will be asked to offer any experiences they may have had with

Group 13 EDCI 270 Case 3 students being academically dishonest in their classrooms, once again invoking a dialogue between the teachers and between the teachers as a whole and the meeting leaders. 10.) The meeting leaders will conduct a miniature review of the nuances of proper plagiarism technique with the teachers with the goal being that the teachers use it to develop their own review to use with their students so that they fully understand the expectations of academic integrity. Below are some sample exercises: a.) Which of the two would be considered common knowledge and thus would not need to be cited in-text? 1. William Shakespeare is believed to have received upwards of 200 pounds for each of his performed plays. 2. William Shakespeare is a poet/screenwriter who was born in the 16th century. (Correct answer: 2) b.) True or False: Copying a direct quotation into a paper and crediting the source of the quote is not plagiarism. (Correct answer: False; the quotation must be bracketed by quotation marks, as well as credited at the end of the work) c.) True or False: Converting someone else’s ideas or words into your own words and crediting the source of said ideas or words is not plagiarism. (Correct answer: True; this is proper technique for paraphrasing). 11.) Now that plagiarism has been contextualized and that the teachers have ample material and direction to develop their own classroom expectations for academic honesty, they will be introduced to two web 2.0 tools that will aid in their ability to identify plagiarism if it ever enters their classrooms. 12.) The teachers will be encouraged to use an RSS reader, preferably Digg Reader for its ease of installation and usage, in order to become more versed on the topic of online academic dishonesty. The following Internet sources will be recommended to the teachers to read using their Digg Reader: ● ● ● Edudemic Educational Technology Guy A Teacher’s Thoughts

13.) The teachers will also be introduced to turnitin.com,

Group 13 EDCI 270 Case 3 which offers an iPad app for educators that the teachers can easily find and download from the Apple App Store. turnitin.com allows educators to utilize unique grading templates with which they can outline for students where they should and should not include in-text citations. 14.) Another option the teachers will be given is plagtracker.com, which offers an array of useful tools teachers can use for evaluation student work and identifying plagiarized material. For instance, one such tool is a cross-reference mechanism that allows educators to check a group of papers together to detect potentially plagiarized material. 15.) The teachers will be introduced to one final tool that they can have their students complete after the teachers develop their own classroom expectations regarding academic honesty, iuplagiarismtest.appspot.com. The teachers will be encouraged to use this test to gauge their students’ understanding of proper citation techniques and what actually indicates plagiarized material. 16.) The meeting will conclude with the opportunity for any of the teachers to voice their thoughts on the matter of online academic dishonesty, as well as to have any questions they may have answered by the meeting leaders. At the conclusion, the team leaders will also ask for ten of the teachers to volunteer to email an overview of the academic integrity expectations and activities that they implemented in their classrooms to the team leaders and the other teachers of the school corporation. The email addresses will be available via the school’s website.

Assessment

Teachers will be able to pass the IU Plagiarism Test from the given link: https://www.indiana.edu/~istd/test.html

Group 13 EDCI 270 Case 3

Resources

IU Plagiarism Test https://www.indiana.edu/~istd/test.html YouTube Plagiarism Video: https://www.youtube.com/watch?v=8TJGQUscfKI

Part B The purpose of our lesson plan was to teach our peer teachers on Online Academic Integrity. We decided to focus on the topic plagiarism within Online Academic Integrity. We specifically wanted to tailor our lesson plan to teach the teachers how to recognize plagiarism within his or her students works, as well as what to focus on when teacher his or her own students on plagiarism and how to avoid it within the students’ works. We were inspired by an earlier assignment (Badge) that we had to accomplish for EDCI 270. In this assignment, the class had to complete IU plagiarism course online as well as submit one of our papers to a plagiarism tracker database. We wanted to include IU’s plagiarism online course because we thought it was an efficient and easy to use website for busy teachers. As well, at the end of the online course there was a certificate of completion that the teacher could earn showing they have completed the survey and understood online academic integrity. Through our research, we found two articles that should the benefits of working together on a task. Stanley’s and Waterman’s article focused on the benefits of group work in problem-solving by letting students discuss ideas with their peers. As well, our other article shows the benefits of team teaching for the instructor include enabling better organization, a positive atmosphere, and meaningful participation. As such, we decided that having a meeting after the teachers have completed each task would be beneficial to spread ideas.

Group 13 EDCI 270 Case 3 Part C

Laughlin, K., Nelson, P,. & Donaldson, S. (2011). Successfully Applying Team Teaching with Adult Learners. MPAEA Journal of Adult Education, 40(1). 11-17. Retrieved from http://web.b.ebscohost.com/ehost/detail?sid=21bc8946-58cb-48a2-9b000efefa96ca01%40sessionmgr110&vid=1&hid=128&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d %3d#db=eft&AN=85944037 Stanley, E. D., & Waterman, M. A. (2000). LifeLines OnLine--curriculum and teaching strategies for adult learners. Journal of College Science Teaching, 29(5), 306-310. Retrieved from http://search.proquest.com/docview/200331326?accountid=13360
Successfully Applying Team Teaching with Adult Learners This article discussed the advantages and disadvantages of team teaching adult learners. Team teaching can be defined as a group of two or more teachers working together to plan, conduct, and evaluate the learning activities for the same group of learners (Goetz, 2000). Harris and Harvey (2000) said that some benefits of team teaching for the instructor include enabling better organization, a positive atmosphere, and meaningful participation. Some advantages for the learner include opening a learner's eye to viewing more than one opinion on a subject. These type of learning could be good for all age groups from early childhood to adulthood. Curriculum and Teaching Strategies for Adult Learner This article discussed how case-based learning defines what problems should be studied as well as strategies by which to approach these problems. Group work is beneficial in problem-solving by letting students discuss ideas with their peers. Stanley believes this will be a great way for adult learners to gain new knowledge.