Building a Culture of Inquiry: Avoiding Plagiarism through Teaching Synthesis

Transcription

1 Utah State University Instructional Technology and Learning Sciences Faculty Publications Instructional Technology & Learning Sciences Building a Culture of Inquiry: Avoiding Plagiarism through Teaching Synthesis Anne Diekema Utah State University Sheri Haderlie Utah State University Follow this and additional works at: Part of the Educational Assessment, Evaluation, and Research Commons, Instructional Media Design Commons, and the Library and Information Science Commons Recommended Citation Diekema, Anne and Haderlie, Sheri, "Building a Culture of Inquiry: Avoiding Plagiarism through Teaching Synthesis" (2012). Instructional Technology and Learning Sciences Faculty Publications. Paper This Presentation is brought to you for free and open access by the Instructional Technology & Learning Sciences at DigitalCommons@USU. It has been accepted for inclusion in Instructional Technology and Learning Sciences Faculty Publications by an authorized administrator of DigitalCommons@USU. For more information, please contact dylan.burns@usu.edu.

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3 Inquiry- based Learning s Problem/question driven s Seek knowledge for new understanding s not just fact finding or filling in blanks building on current knowledge s discovering new ideas s Learner centered & directed s Construct own meaning s Self reflection S image from

4 Moving from Inquiry to Synthesis s What to do with all the new ideas? s How do ideas become new understandings? s What is the process of integrating all the pieces into a new compound whole? s How can this process mitigate plagiarism? S image from mike.blogspot.com/2012/02/i- often- find- myself- with- patient- who.htm/

5 Remember the self- reflection piece in inquiry? s Self- reflection is the bridge from gathering, sorting and reading to synthesis s Self- reflection is where the increased understanding & new knowledge happens S image from popup/

6 Key Features of Synthesis s Accurate reporting using different phrases & sentences s Can see the overlap from sources s Make sense of multiple perspectives & understand to greater depth s Can discuss and reject multiple arguments Jamieson (1999) S

7 What Synthesis IS s Cognitively demanding s Thinking beyond the text s Contemplating the ideas (remember self- reflection?) s Inferring relationships among information from different sources s Presenting own point of view s Analyzing & combining two or more sources in a meaningful way S image from

8 What Synthesis is NOT s Simple summary s Classification s Critique s Compare & contrast s Divide or cluster s Quotes without commentary S image from

9 Guided Practice based on work of Carolyn R. Johnson Arizona State University West s Context for today s One of your family members has been diagnosed with depression. You know very little about depression, the possible causes or treatment options. You decide to do a little background reading to familiarize yourself with this topic so you can provide better support. A

10 Guided Practice 1. Form teams of 3 2. Individually read 2 articles a) 1 shared article b) 1 distinct article 3. Highlight a) what seems important or meaningful to you b) points you could explain or share c) points that you want clarified A

11 Guided Practice 1. Form teams of 3 2. Individually read 2 articles a) 1 shared article b) 1 distinct article 3. Highlight a) what seems important or meaningful to you b) points you could explain or share c) points that you want clarified A

12 Guided Practice 1. Form teams of 3 2. Individually read 2 articles a) 1 shared article b) 1 distinct article 3. Highlight a) what seems important or meaningful to you b) points you could explain or share c) points that you want clarified A

13 Guided Practice 1. Form teams of 3 2. Individually read 2 articles a) 1 shared article b) 1 distinct article 3. Highlight a) what seems important or meaningful to you b) points you could explain or share c) points that you want clarified A

14 Guided Practice 1. Form teams of 3 2. Individually read 2 articles a) 1 shared article b) 1 distinct article 3. Highlight a) what seems important or meaningful to you b) points you could explain or share c) points that you want clarified A

15 Guided Practice 1. Form teams of 3 2. Individually read 2 articles a) 1 shared article b) 1 distinct article 3. Highlight a) what seems important or meaningful to you b) points you could explain or share c) points that you want clarified A

16 Guided Practice 1. Form teams of 3 2. Individually read 2 articles a) 1 shared article b) 1 distinct article 3. Highlight a) what seems important or meaningful to you b) points you could explain or share c) points that you want clarified A

17 Guided Practice 1. Form teams of 3 2. Individually read 2 articles a) 1 shared article b) 1 distinct article 3. Highlight a) what seems important or meaningful to you b) points you could explain or share c) points that you want clarified A

18 Guided Practice 1. Form teams of 3 2. Individually read 2 articles a) 1 shared article b) 1 distinct article 3. Highlight a) what seems important or meaningful to you b) points you could explain or share c) points that you want clarified A

19 Share with your team s Share what you learned s Ask questions for understanding s from your own reading s from others articles s Teach each other 5 minutes S

20 Share with your team s Share what you learned s Ask questions for understanding s from your own reading s from others articles s Teach each other 5 minutes S

21 Share with your team s Share what you learned s Ask questions for understanding s from your own reading s from others articles s Teach each other 4 minutes S

22 Share with your team s Share what you learned s Ask questions for understanding s from your own reading s from others articles s Teach each other 3 minutes S

23 Share with your team s Share what you learned s Ask questions for understanding s from your own reading s from others articles s Teach each other 2 minutes S

24 Share with your team s Share what you learned s Ask questions for understanding s from your own reading s from others articles s Teach each other 1 minute S

25 Post- its s Work individually s Pull out key points highlighted parts s Put article letter in corner of Post- it (A or B) s 5 Post- its per article s 1 idea per Post- it s 3-5 words max per Post- it (practice word economy) s Write big A 5 minutes image from it- note/

26 Post- its s Work individually s Pull out key points highlighted parts s Put article letter in corner of Post- it (A or B) s 5 Post- its per article s 1 idea per Post- it s 3-5 words max per Post- it (practice word economy) s Write big A 5 minutes image from it- note/

27 Post- its s Work individually s Pull out key points highlighted parts s Put article letter in corner of Post- it (A or B) s 5 Post- its per article s 1 idea per Post- it s 3-5 words max per Post- it (practice word economy) s Write big A 4 minutes image from it- note/

28 Post- its s Work individually s Pull out key points highlighted parts s Put article letter in corner of Post- it (A or B) s 5 Post- its per article s 1 idea per Post- it s 3-5 words max per Post- it (practice word economy) s Write big A 3 minutes image from it- note/

29 Post- its s Work individually s Pull out key points highlighted parts s Put article letter in corner of Post- it (A or B) s 5 Post- its per article s 1 idea per Post- it s 3-5 words max per Post- it (practice word economy) s Write big A 2 minutes image from it- note/

30 Post- its s Work individually s Pull out key points highlighted parts s Put article letter in corner of Post- it (A or B) s 5 Post- its per article s 1 idea per Post- it s 3-5 words max per Post- it (practice word economy) s Write big A 1 minute image from it- note/

31 Cluster s Work with your team s Group like Post- its together s Do not try to do all of them at once Start with a few s Add a few more s Work until all Post- its are in a cluster S image from 5 minutes

32 Cluster s Work with your team s Group like Post- its together s Do not try to do all of them at once Start with a few s Add a few more s Work until all Post- its are in a cluster S image from 5 minutes

33 Cluster s Work with your team s Group like Post- its together s Do not try to do all of them at once Start with a few s Add a few more s Work until all Post- its are in a cluster S image from 4 minutes

34 Cluster s Work with your team s Group like Post- its together s Do not try to do all of them at once Start with a few s Add a few more s Work until all Post- its are in a cluster S image from 3 minutes

35 Cluster s Work with your team s Group like Post- its together s Do not try to do all of them at once Start with a few s Add a few more s Work until all Post- its are in a cluster S image from 2 minutes

36 Cluster s Work with your team s Group like Post- its together s Do not try to do all of them at once Start with a few s Add a few more s Work until all Post- its are in a cluster S image from 1 minute

37 Name your clusters s 1 or 2 word nickname s Must fit EVERY Post- it in the cluster s If not, you may need to s find a different, inclusive name s move Post- its to different clusters s create a new cluster A 3 minutes

38 Name your clusters s 1 or 2 word nickname s Must fit EVERY Post- it in the cluster s If not, you may need to s find a different, inclusive name s move Post- its to different clusters s create a new cluster A 3 minutes

39 Name your clusters s 1 or 2 word nickname s Must fit EVERY Post- it in the cluster s If not, you may need to s find a different, inclusive name s move Post- its to different clusters s create a new cluster A 2 minutes

40 Name your clusters s 1 or 2 word nickname s Must fit EVERY Post- it in the cluster s If not, you may need to s find a different, inclusive name s move Post- its to different clusters s create a new cluster A 1 minute

41 Review your information s Quick visual picture s a lot of information s very little information s Having about the same number of Post- its in each cluster will make for a more balanced end product S

42 If a lot... s Narrow the topic s Use the big clusters as main themes s Split the cluster(s) S image from concept- maps- in- product- development.html

43 If very little... s Drop clusters out as too minor s Return to current articles to get more information s Return to the gathering phase to find more articles now with more specific focus S image from news- in- national/post- it- note- turns- 30- years- old/

44 Team Time for Review s Work with your team s Look at your clusters s Decide if too little, too much, or just right 3 minutes S

45 Team Time for Review s Work with your team s Look at your clusters s Decide if too little, too much, or just right 3 minutes S

46 Outline s Refine scope of presentation s Decide on a sequence that makes sense s Use clusters for sequencing s Organization & sequence are critical for a successful presentation s Sources should support your ideas not the other way around A

47 Avoid Plagiarism s Reread articles highlight one or two possible quotes per article, maximum s Make sure all pertinent points are covered by a Post- it s Set articles aside s Work from Post- its to start writing s After initial writing, check articles for direct quotes for inclusion to support, not explain s Foster peer collaboration S

48 Examples of practice s A Visual Approach: Teaching Synthesis s McGregor (2011) s Synthesis Writing s Jamieson (1999) s Teaching for Synthesis of Informational Texts With Read- Alouds s Cummins & Stallmeyer- Gerard (2011) A

49 A Visual Approach: Teaching Synthesis s Color code of direct matches text is purposefully blurred A McGregor (2011)

50 A Visual Approach: Teaching Synthesis s Comparison of papers from 4 students A McGregor (2011)

51 Synthesis Writing s Arrange by topic rather than source s Background, Thesis- driven, or Literature s Self- review / Peer review questions A Jamieson (1999)

52 Teaching for Synthesis of Informational Texts With Read- Alouds s 3rd grade s Informational text more cognitively demanding than fiction s Teacher reads, students listen s Students write and draw A Cummins & Stallmeyer- Gerard (2011)

53 Wrap- Up s What did you learn? s Do you think the Post- it method has promise for YOUR center? s Has our presentation sparked ideas to take back to your school? S

54 References s Colburn, A. (2000). An Inquiry Primer. Science Scope (March), s Cummins, S. & Stallmeyer- Gerard, C. (2011). Teaching for Synthesis of Informational Texts With Read- Alouds. [Article]. Reading Teacher, 64(6), doi: /rt s Donham, J. (2010). Deep Learning through Concept- based Inquiry. [Feature ABI: Y FTI: Y; P]. School Library Monthly, 27(1), s Dowell, J. (no date) Synthesis Information. Retrieved from 1/24/2012 s Jamieson, S. (1999). Synthesis Writing. Drew University On- Line Resources for Writers. Retrieved from /13/2012 s Johnson, C. R. (2003). Synthesizing Information. Workshop materials. Arizona State University West. Glendale, AZ. Retrieved from 01/24/2012 s McGregor, J. (2011). A Visual Approach: Teaching Synthesis. School Library Monthly, 27(8), May- June 2011, 5-7. s Murray, J. (2004). Standards Series, Part 5 of 5: Demonstrating Achievement of Standards: Synthesis and Evaluation. Retrieved from achievement- of- standards- synthesis- and- evaluation. 01/24/2012 s Story- Huffman, R. (2007). Big6 Stage 5: Synthesis of Information Posted in September. Retrieved from stage- 5- synthesis- of- information. 01/13/2012 s Trinkle, C. (2009). Reading for Meaning: Synthesizing. School Library Media Activities Monthly, 25(7),