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October 23, 2017

Lesson Plan
Class: Education 2500 Lesson Topic: Academic Integrity
Inquiry Question: To what extent does Academic Integrity pose itself as an academic issue as
an academic issue and how can educators work on mitigating this problem?
Lesson Objectives: Define academic Integrity through ethos, describing why its an academic
problem.
Knowledge, Skills, Attributes (KSAs): Ability to ID what cheating is, use critical thinking,
cooperation, interpretation/Application.
Lesson Set:
Material/ Equipment: Computer, projector screen
Summary of Learning Tasks: Students will collaborate to answer the question What is
cheating? and apply their knowledge to theoretical examples.
Main Instructional Strategies: Cooperative Learning, Cues
Lesson Development
Material/ Equipment: Computer, projector screen
Summary of Learning Tasks: To what extent is academic integrity a prevalent issue for
educators, discussing its relevance and implications in education
Main Instructional Strategies: Cooperative learning
Lesson Closure
Material/ Equipment: Computer, Projector screen
Summary of Learning Tasks: Have group discussion on how Academic integrity problems can be
avoided and prevented.
Main Instructional Strategies: Cooperative Learning
1. Refrences: Kessler, K. (2003). Helping High School Students Understand Academic Integrity. The English
Journal, 92(6), 57-63. doi:10.2307/3650536
2. Johnston, H. (2007). Cheating. Research Brief. Education Partnerships, Inc. Retrieved from
https://eric.ed.gov/?id=ED538326
3. Mitchell, S. (2007). Penguins and Plagiarism: Stemming the Tide of Plagiarism in Elementary
School. Library Media Connection, 25(7), 47.
4. Rettinger, D. A., & Jordan, A. E. (2005). The relations among religion, motivation, and college
cheating: A natural experiment. Ethics & Behavior, 15, 107129.
5. David A. Rettinger (2017). The Role of Emotions and Attitudes in Causing and Preventing
Cheating, Theory Into Practice, 56:2, 103-110.
October 23, 2017

Critical Reflection (Post-Presentation)


1. How prominent was your groups inquiry question when you were engaging in your
planning?
I think that our inquiry question was very engaging and lead well into our
planning process as well as our lecture and corresponding activity.
2. How did you ensure all teaching and learning activities were tightly aligned to your
inquiry question for the lesson?
We tried to base all our activities on what they would learn in the lecture
following to reaffirm the ideas they had come up with or their preconceived
ideas about the topic. We wanted our discussions with the class to expand on
the topic.
3. When were your students most engaged?
The students were most engaged during the discussion activity sections where
they discussed the questions in their groups to answer and relate them to the
examples.
4. When were your students least engaged?
The students were probably least engaged in the lecture portions of the class.
But the class a specifically harder time with our last brainstorming discussion on
what could be done to stop cheating in schools.
5. Reflecting on the lessons of your classmates, what did they do that was most effective
for your learning?
The strategy I found most effective was in the multicultural demonstration
where they had students put their personal school experiences with
multiculturalism into jars. Once they had all their data the spread out the rural
and urban multiculturalism ideas out showing how diverse even reclusive areas
are. It was very beneficial because it made me think about what I knew from
before and made it a visual discussion with others ideas.
6. Discuss two insights this project has granted you about teaching.
I liked how this project gave us insight into some of what teachers have to do
when planning. While giving us the support and ideas from our partners. It was
also a great introduction to get the feeling for how it feels to speak in front of a
class.