Clean Hands

1
Clean Hands

• A proactive approach to plagiarism

2
The students hand

• What we want
• Thought (independence)
• Evidence (assertion)
• Ethics (behavior)
• Accuracy (documentation)
• Process (problem-solving)
• GROWTH

3
The metaphor

• Clean hands
• Behave ethically
• Behave responsibly
• Put into the hands,
• hand over
• Transfer
• Empower

4
Are your hands clean?

• 5 detergents
• Challenging assignment
• Communication
• Focused instruction
• Practice
• Reflection

5
Down with the report!

• Topic report research
• regurgitationcut and paste
• Gold Rush in California, discovery of
  penicillin, Newtons contributions to physics,
  Mars, Trumans presidency, aardvark, Harlem
  Renaissance,Enola Gay, Wankel engine,
  hybridization
• no thought, little processGROWTH???

6
Been there, done that!

• Re-search or investigation?

7
The Critical Three

• Active learning
• Explicit teaching
• Literacy skills

8
I-Search

• Values and reinforces search process in finding
  out about
• Whothe private life of Abraham Lincoln
• What rap music offers young people
• Why Bush won in 2004
• Student self-selected, narrow topic

9
The I-Search goes to college

• Sarahs task
• Topic The issue of homosexuality in Jewish
  denominations
• Paper
• Introductionthe parameters of the issue
• Literature review
• Methodology interviews, film
• Analysis of research scope
• Conclusion

10
Inquiry

• The question, hypothesis, tentative thesis
• --Whose contributions to the feminist movement
  had greater impact Susan B. Anthony or Gloria
  Steinem?
• --Is Kobe Bryant a ball hog?
• --Is Closer a movie worth seeing?
• --Which drug has had the greater impact on the
  20th century penicillin or Prozac?

11
Background knowledge

• The topic
• Reading broadly
• Understanding context
• Knowing general knowledge

12
What about elementary students?

• Grade 2 exampledecision-making
• Is it an insect?

13
Provide challenging assignment

• Prompts inquiry, hypothesis, or thesis
• Requires voice
• Asks for the unexpected
• Requires quality sources
• --primary sources
• Contains oral or in-class piece
• Stays fresh and meaningful
• Differentiates
• Values process (http//mciu.org/spjvweb/researcha
  ssigncheck.html)

14
Communicate

• explicit expectations
• Assignment sheet
• Requirements
• Checkpoint calendar
• Policy
• Rubric
• Climate

15
Focus Instruction

• and provide the tools
• e.g., 52 card pick-up, highlighting draft
• Facilitate and coach
• Teach/review/value the skills
• Technical and reading
• Manage the process
• Help students locate appropriate resources
• Use time management intervention

16
Provide Practice

• Content acquisition activities
• Summarize a chapter or section
• Create graphic organizer for article
• Paraphrase poem
• Translate science chapter into dialogue
• Color-code main ideas and details
• Sequence
• Write narrative based on 3 primary documents

17
More ideas for practice

• Play --
• Whos reliable/credible?
• Who said it best?
• Whats My Line?
• You are there
• Role plays, simulations
• Primary documents
• Weigh, evaluate, order, categorize, analyze,
  synthesize, problem-solve, decide

18
Reflect

• What is the efficacy of your practice?
• How do you know?
• Tuning protocol

19
Ten Things You Can Do

• Before
• During
• After

20
Before

• Set climate that values academic integrity
• --Make it hard to cheat
• --Provide clear consequences
• --Model
• School communitys role
• Teachers role

21
Before

• Change the assignment
• --Down with the report!
• Do something with the information.
• See Planning a Research Assignment

22
Before

• Communicate
• --expectations
• --performance criteria
• --parameters
• --value of process (assess)
• Consistency issue
• school, department, grade

23
Before

• Incorporate higher order thinking activities and
  research-related skills as part of daily content
  acquisition and extension.
• --synthesis --paraphrase
• --decision-making --note-taking
• --problem-solving --skimming
• Role of curriculum scope and sequence
• Role of curriculum mapping

24
During

• Develop and require checkpoints
• --Collect all materials at end
• Review skills as needed
• Teach research as recursive process and as great
  conversation (Lathrop and Foss, 2000)
• Provide support, organizational and metacognitive
  structures

25
After

• Provide opportunity for reflection and
  goal-setting
• 10. Use student work to evaluate efficacy

26
Are your hands clean?

• If you dont
• require inferences, judgments
• ask students to weigh and use information
• check up and follow through
• Then
• you probably ask for and receive regurgitated,
  cut and pasted, plagiarized work

27
Its not just about

• Ethics
• Documenting, citing paraphrase/summary
• Intentional versus unintentional

28
It is about

• Creating an environment
• Teaching the thinking skills
• Valuing the process
• Practicing
• Developing assignments that prompt excitement and
  individual thought
• Reflective practice
• Building a culture

29
Clean Hands

• If we all have clean hands
• we can hold students accountable
• we proactively combat plagiarism
• we provide consistency and climate
• we prompt better products

30
Policies

• Documentation for all research-based products
  policy
• Guidelines for Documentation Formats
• Research Integrity policy/procedure
• Springfield Township High School Research
  Integrity Policy
• Academic Integrity policy/procedure

31
One Schools Story

• Making it happen
• The players
• The process
• Checking our progress
• What we need to do next