I am a Social Studies teacher for grades 7-12, and I have always had a research project done by all of my classes during both semesters. I am trying to encourage my students to use technology as much as possible in their presentations. The problem that I am encountering is that more and more of my students are copying and pasting from websites for their papers and presentations. What are teachers doing out there to combat this common problem? What are some rubrics that teachers are using to grade these projects that include technology? Any and all advice and assistance is greatly appreciated.

Tags: &, Copy, Pasting, Plagiarism, Project, Projects, Research, Rubrics

Views: 124

Reply to This

Replies to This Discussion

I already limit the number of website sources that my students use. I require a minimum of 5 sources, and only two of which can be from the internet, and all five sources have to be cited at least once throughout the paper. The problem is when they copy and paste, they are not too concerned with citing the source, or getting additional sources.
Two things you have to do:

1) Instead of making the assignment a basic "report on Brazil," you should alter the assignment so that students are supplementing their own ideas with their research.

2) MODEL the process of creating the project so they can learn the process.

Another thing you could do is work with the students' English teachers to create the assignment in both classes - research in your class and write in English.
Chris, as I mentioned elsewhere, the best advice I ever got was 'the best way to keep kids from plagiarizing is to give them assignments they can't plagiarize'. I also tell my students when they want to do a 'report on Brazil' I say "been done!!"

I was discussing Concept Based Curriculum with a cohort yesterday and found this website on essential questions. Throw some of these out and you probably won't have to worry about cut/paste.
I attended an in-service last year where the presenter talked about Essential Questions, but in very vague terms. He didn't really explain them very well. When I have tried to research them online (other than the site you listed in your above post), they are also vague and do not explain how to not only develop the questions, but also how to incorporate them into your curriculum. Have you used them very much yet, or are you also a rookie at them as well.
I haven't done a deep dive into essential questions but the people to read are Lynn Erickson Concept Based Learning and Willis and McTighe Understanding by Design. The essential questions are used to drive curriculum development, not really for students to answer but a research project based on essential questions would certainly be authenic learning!!
Have projects that "compare"; projects where the students are writing for a funding/permission application and need to explain their knowledge in a specific context. Change the medium of the presentation from written to audio/video. Give them the sites to use, and have them write for a target audience that is not the target audience of the site (eg: a picture book explaining plate tectonics for Grade 4 students, using a site aimed a Year 8-10 students)
I have tried to encourage my students to use Audio/Video presentation software, which I have had some successes. Some of my students though procrastinate (shocking I know), then just copy and paste their paper onto a powerpoint presentation, and submit that as their presentation.
If you start with the outcomes this won't happen. Use a rubric that sets the expectation for each letter grade, be sure they understand what is expected. Bad powerpoints make me cringe.

RSS

Report

Win at School

Commercial Policy

If you are representing a commercial entity, please see the specific guidelines on your participation.

Badge

Loading…

Follow

Awards:

© 2024   Created by Steve Hargadon.   Powered by

Badges  |  Report an Issue  |  Terms of Service