http://www.ncrel.org/sdrs/areas/issues/students/atrisk/at6lk38.htm
In the 1980's while at the University of Illinois, Ann Brown developed a terrific strategy on reciprocal teaching that is basically what Gary has described below--an ongoing interaction between the instructor and students clarify the major ideas, answer questions, making predictions, etc. The above URL takes you to an excellent description of this process. However, if you google "reciprocal teaching" you will also get to various other sources for how to use this strategy to improve readers' comprehension, one of which even includes a film of a teacher practicing this procedure with students. Joan Joan Warmbold Boggs Professor of Psychology Oakton Community College [email protected] > I think it would be a useful class exercise to give students--as you did > here--some paragraphs and explore what the author was saying, what the > major point was, and what other ideas, assumptions, suggestions might be > found in that paragraph. Then, when it comes to summarizing it or > paraphrasing, students should have a better sense of how the points > covered can be described differently while retaining and giving credit to > the key ideas the author presented. At the same time, such exercises, in > groups or as class activities, might help with problems of reading > comprehension. Gary > > > Gerald L. (Gary) Peterson, Ph.D. > Professor, Psychology > Saginaw Valley State University > University Center, MI 48710 > 989-964-4491 > [email protected] > >>>> <[email protected]> 5/10/2009 9:05 pm >>> > > > I agree that the Indiana site is one of the best ones to send > undergraduates to, especially because of that certificate of completion > that can be mailed directly to you. > > > > And for a little shameless self-promotion, in the future you should > consider having your students read my short piece in Eye on Psi Chi titled > "Avoiding those little inadvertent lies when writing papers": > http://www.psichi.org/Pubs/Articles/Article_666.aspx : > > > > Miguel > > > > > > ----- Original Message ----- > From: "Paul C Bernhardt" <[email protected]> > To: "Teaching in the Psychological Sciences (TIPS)" > <[email protected]> > Sent: Sunday, May 10, 2009 8:32:11 PM GMT -05:00 US/Canada Eastern > Subject: RE: [tips] Reality check > > I am finding the same patterns increasingly. I do not think I have become > better at spotting the pattern. I think that there is an increasing level > of acceptance of these kinds of plagiarism, possibly due to an attitude of > "I got it off a web page, there is no ownership on the internet, > therefore, I can't be stealing." > > I, too, will have my students complete the Indiana University School of > Education (Bloomington) tutorial, requiring each supply me with their > certificate of completion by the end of the first week of the course. > Here's the link: > > http://www.indiana.edu/~istd/ > > Paul C. Bernhardt > Department of Psychology > Frostburg State University > Frostburg, Maryland > > > > -----Original Message----- > From: DeVolder Carol L [mailto:[email protected]] > Sent: Sun 5/10/2009 5:00 PM > To: Teaching in the Psychological Sciences (TIPS) > Subject: RE: [tips] Reality check > > Thank you all for your comments and suggestions. I have been grading > papers nonstop for several days now (with a brief recess for graduation). > Generally, what I am finding is that my C and D students are the ones who > are stringing together sentences that are not their own. I start reading a > paper that is grammatically poor, maybe started with the phrase "In this > paper I am going to talk about..." and then suddenly shifts to a > beautiful, fully-formed sentence or set of sentences. Of course I Google > it immediately and sometimes have some luck, other times it doesn't come > up. If I am still suspicious, I go to the database and look up the > original article. Students sometimes reference the article, although there > have been some who have omitted references. Sometimes I find entire > paragraphs taken verbatim, other times I find phrases here and there, > interspersed with other phrases lifted from other articles. I believe the > student could not figure out a way to rephrase what the article said, and > took the lazy (and deceitful) way out. I would rather have a poorly > written paper(poor from a grammatical standpoint) than one in which the > student made no attempt to understand the material. One the other hand, I > had one student who wrote her paper on stroke because both her sister and > father had strokes and she wanted to understand what happened in each > case. She told me that one of her articles was too difficult and she was > going to find an article that she could understand. I respect that. I > believe if I repeat this assignment, I am going to have all students > complete a plagiarism tutorial before handing in their papers, and as Tim > mentioned, I'm not going to wait until the end of the semester to collect > the papers. I can't remember which school has the excellent plagiarism > tutorial--one of the Indiana Schools? > > Thanks again, I appreciate your collective insight. If nothing else, I'm > learning a great deal (though becoming somewhat more cynical as I do). > > Carol > > > Carol L. DeVolder, Ph.D. > Professor of Psychology > Chair, Department of Psychology > St. Ambrose University > 518 West Locust Street > Davenport, Iowa 52803 > > Phone: 563-333-6482 > e-mail: [email protected] > web: http://web.sau.edu/psychology/psychfaculty/cdevolder.htm > > The contents of this message are confidential and may not be shared with > anyone without permission of the sender. > > > > --- > To make changes to your subscription contact: > > Bill Southerly ([email protected]) > --- > To make changes to your subscription contact: > > Bill Southerly ([email protected]) > > --- > To make changes to your subscription contact: > > Bill Southerly ([email protected]) > > --- To make changes to your subscription contact: Bill Southerly ([email protected])
