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Teaching Copyright Rules using the "Assure" Model

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Regan Michelle

on 1 October 2015

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Transcript of Teaching Copyright Rules using the "Assure" Model



1.3.1 Respect copyright/ intellectual property rights of creators and producers.

1.3.3 Follow ethical and legal guidelines in gathering and using information.

3.1.6 Use information and technology ethically and responsibly1.3.1 Respect copyright/ intellectual property rights of creators and producers.

1.3.3 Follow ethical and legal guidelines in gathering and using information.

3.1.6 Use information and technology ethically and responsibly
Teaching
Copyright rules

using the "ASSURE" Model
Assure learning
By using the ASSURE Model, it helps us assure that our students will understand and correctly apply copyright rules.
Introduction
As the school librarian, it is my duty to help students and staff learn copyright rules.

Mrs. Stewart is a 7th grade reading teacher at our campus. I will be helping Mrs. Stewart and her class learn about copyright rules. In order to assure learning, I have designed a lesson using the ASSURE model.
Goals

Meeting the
Main Goal
Presented By:
Alison Davis, Michelle Guess, Kimberley Maxwell, Jessica Money, Danielle Pesina White, Erica Reyna, Kimberly Richardson, Amanda Rudd, and Regan Sanchez

Teacher
Materials
Student Materials
S
U
S
R
A
Technology
Analyze Learners
State Standards and Objectives
Select Strategies and Resources
Utilize Resources
Require Learner Participation
Evaluate and Revise
E
Main goal:
Teach copyright rules so students in Mrs. Stewart's class will be able to identify and demonstrate their knowledge of
copyright rules.
Engage students in a collaborative lesson
using various multimedia.
Smart Board Projector
Websites
Databases
Microsoft Word
PowerPoint
Knovio
List of student groups
List of assigned websites and topics
Prezi copyright lesson
Handout on copyright rules
Rubric to assess students

Handout
Access to technology
Rubric to reference
General Characteristics
School:
Mrs. Stewart's 7th Grade Reading Class:

Title I school
Approximately 50% of the students receive free or reduced lunch.
Population: 80% Hispanic, 10% African America, 5% Anglo, & 5% Asian


consists of 15 students ages 11-13.
8 students are female and 7 students are male
5 identified Gifted and Talented students
One male student is diagnosed with Asperger’s Syndrome
(Autism spectrum disorder), but is high functioning.

SPECIFIC ENTRY
COMPETENCIES

All students should have at least a 6th grade reading level.
All students should know basic computer skills and how to navigate the internet.
Mrs. Stewart reassures that all her student have these skills and describes her students as “digital natives.”
All have access to internet capable cell phones.
About 25% have access to a computer at home.
About 50% have access to a tablet at home.

Learning styles
Student with Asperger’s requires visuals and does well with digital technology.
Class as a whole would benefit from both visual and audio.



The lesson clearly addresses the students’ various learning styles by providing Powerpoint presentations, visuals, and hands on technology learning experiences.

DIFFERENTIATION

GT group will design a Powerpoint presentation of their understanding of copyright laws.

Each GT student will also design a guide and an example on how to cite different sources as follows: a website, an e-book, a textbook, an online image, and an online encyclopedia.

The student with Asperger’s will receive pre-made flashcards of the lesson’s vocabulary and definitions and examples on how to cite different sources.

ASSESSING STUDENTS

Students prior knowledge is assessed through a discussion at the beginning of the lesson before introducing any new material.

To ensure students have met the desired learning objective, students are first asked to complete an in class group activity. Next, students are asked to complete an individual research project and report with correct citation.

Introduction:
The teacher will introduce the lesson
by presenting the definition of copyright
by using a Prezi Presentation. She will include rules of copyright in her introduction.
Teacher Demonstration or Modeling:
The teacher will demonstrate or model
how to properly use in-text citations by
writing a simple paragraph about whales.
The teacher will demonstrate or model how
to correctly write a reference using
APA 6th edition formatting.
The teacher will demonstrate or model
how to use the websites easybib.com, bibme.org, and citationmachine.net to produce the
references.
TEKS-Tech applications-7th
(5) Digital citizenship. The student practices safe, responsible, legal, and ethical behavior while using technology tools and resources. The student is expected to:TEKS-Tech App
(A) understand and practice copyright principles, including current fair use guidelines, creative commons, open source, and public domain;
(B) practice ethical acquisition of information and standard methods for citing sources
State Technology
Standards
State ELA Standards
TEKS-ELA-7th
(23) Research/Gathering Sources. Students determine, locate, and explore the full range of relevant sources addressing a research question and systematically record the information they gather. Students are expected to:
(C) record data, utilizing available technology (e.g., word processors) in order to see the relationships between ideas, and convert graphic/visual data (e.g., charts, diagrams, timelines) into written notes;
(D) identify the source of notes (e.g., author, title, page number) and record bibliographic information concerning those sources according to a standard format; and



(25) Research/Organizing and Presenting Ideas. Students organize and present their ideas and information according to the purpose of the research and their audience. Students are expected to synthesize the research into a written or an oral presentation that:
(A) draws conclusions and summarizes or paraphrases the findings in a systematic way;
(B) marshals evidence to explain the topic and gives relevant reasons for conclusions;
(C) presents the findings in a meaningful format; and
(D) follows accepted formats for integrating quotations and citations into the written text to maintain a flow of ideas.


(26) Listening and Speaking/Listening. Students will use comprehension skills to listen attentively to others in formal and informal settings. Students will continue to apply earlier standards with greater complexity. Students are expected to:
(A) listen to and interpret a speaker's purpose by explaining the content, evaluating the delivery of the presentation, and asking questions or making comments about the evidence that supports a speaker's claims;
(B) follow and give complex oral instructions to perform specific tasks, answer questions, or solve problems; and
(C) draw conclusions about the speaker's message by considering verbal communication (e.g., word choice, tone) and nonverbal cues (e.g., posture, gestures, facial expressions).


(28) Listening and Speaking/Teamwork. Students work productively with others in teams. Students will continue to apply earlier standards with greater complexity. Students are expected to participate productively in discussions, plan agendas with clear goals and deadlines, set time limits for speakers, take notes, and vote on key issues.
ALA’s 21st Century
Learner Standards
Using examples and notes on copyright, students will be able to demonstrate in a group a better understanding of copyright and how to avoid plagiarism when using internet sources by correctly giving citation and reference examples at least 2 out of 3 times and then accurately applying those examples to a report that includes a minimum of 2 proper in-text citations and end of report references.
objective
Prepare Resources:
for teacher


The students will practice researching and gathering sources by utilizing available technology and identifying the source of notes and recording bibliographic information concerning those sources according to a standard format.
The teacher will make sure that the computer and projector needed for the PowerPoint used at the beginning of class can operate properly.

The teacher will make sure the Internet is properly working in the room in order to show the students the citation making websites.

Students will be innovative by gathering screenshots to create a product to show their citation skills. The will use communication and collaboration skills by working in groups and then sharing out what they have created in a gallery walk.

Students will be looking for several sources related to the topic presented. They will demonstrate they understand and practice copyright principles and ethical acquisition of information and standard methods for citing sources. The students will use search engines, library searches, and citation websites.
Prepare resources:
for students
The teacher will make sure there are enough laptops/iPads for students to work independently.

The teacher will make sure the laptops/iPads have access to EasyBib, bibme.org, CitationMachine, and the library website and its links for making citations both in groups and individually as well as writing their individual report.

The teacher will make sure each laptop/iPad can access and run Microsoft Word, Microsoft PowerPoint, and Knovio so students can publish their work.
PRepare the Environment
The teacher will make sure there is a central location for all students to comfortably sit and listen during the beginning PowerPoint.

The teacher will make sure the students know where to go to find the physical resources in the library as well as where the laptops/iPads are located.

The laptops/iPads will be placed so that the teacher can walk around and easily view student work without students being too close together or in the way of another student gaining access to a resource.
Prepare the learners
The teacher will explain why copyright is important and why students should work hard to not violate it.

The presentation at the beginning of class is designed to show students how easy it is to use APA to cite resources so that copyright is not violated.

The entire lesson is given in the tone of “citing things is easy, so copyright should never be violated” in order to not overwhelm the students.
provide the learning experience
The teacher will present the Prezi.

The students will work in groups to create citations.

The students will work individually to create reports
about their favorite animals.
Student Learning
The learning objective is clear and shows what is expected of the student. (Objective: Using examples and notes on copyright, students will be able to demonstrate in a group a better understanding of copyright and how to avoid plagiarism when using internet sources by correctly giving citation and reference examples at least 2 out of 3 times and then accurately applying those examples to a report that includes a minimum of 2 proper in-text citations and end of report references.).

By meeting with each group during the group work time where students are creating citations, the teacher will be able to determine if all students are grasping how to identify appropriate information required for citation and if they can properly set up the information for in-text and reference citations.
Students will present their individual work in presentations, where they were expected to create both in-text citations and references.

Through the assessment of student presentations, the teacher will be able to determine if each student was able to successfully create both in-text citations and references.

This type of assessment is more authentic in that it allows students to create citations within and for their own writing.

Having the teacher model to the whole group is essential as a first step in that it allows students to see how information is identified and then used properly to create the citation.
During this whole-group instruction, the teacher can ask questions to the group or individual students as pulse-checks to see how students are conceptualizing the information and if there are misunderstandings.

Having students work in groups allows for any misconceptions to be cleared up as well as allowing for students to teach their own knowledge about citation information and learn from their peers.

This is an opportunity for the teacher to discuss and calculate what students learned from the teacher’s modeling as s/he goes from group to group. Was it helpful? Did the student understand the purpose and basic know-how?

Evaluation of instruction
Requiring students to create citations individually is the best way to see if they truly grasped the concept.

Again, the teacher can hold discussions with students (individually, now) to see if both the teacher modeling creating citations and working within groups to create citations actually helped the student understand the purpose and the basic know-how of creating citations.

Throughout the lesson, the teacher is providing websites for students to use. This allows for students to be guided to good sources that not only provide appropriate information but also make citing the information easier, as it is an introductory lesson.

revision
After seeing students’ presentations and reflecting on discussions held with students both in groups and individually, the teacher will need to evaluate what worked and what needs more work for the lesson.

Students will be honest in discussion when the questions asked are authentic and can allow for them to answer naturally about the work that they are completing/creating.

The students’ individual presentations will be a direct way to see if a student understood how to identify pertinent information and demonstrate how to properly cite that information.

1.3.1 Respect copyright/ intellectual property rights of creators and producers.

1.3.3 Follow ethical and legal guidelines in gathering and using information.

3.1.6 Use information and technology ethically and responsibly
Guided Practice
CREATIVITY, INNOVATION, COLLABORATION,
AND COMMUNICATION
INFORMATION FLUENCY, CRITICAL THINKING,
AND DECISION MAKING
Resources:
Microsoft Word, PowerPoint, or Knovio
Library Books, Magazines
Library Webpage Sites - World Book Encyclopedia, PebbleGo
Websites: kids.nationalgeographic.com; nationalgeographic.com; easybib.com; citationmachine.net; bibme.org
Laptop or iPad
Guided Practice:
The teacher will place students into cooperative groups. The groups will look up 2 books, an article, and a website to produce bibliographic references in APA 6th edition format. The students will take screenshots of each item and then they will enter their information into one of the citation websites using a laptop or iPad to produce references. The groups will print their citations and present either to the teacher or hang them up and let other students view in a gallery walk style . The teacher will observe the students work and conference with groups as needed.
Independent Practice:
The students will write a report about a favorite animal that they have researched using library books, magazines such as Zoo Books, and online encyclopedias such as World Book from our school library page. Another source from our library page is PebbleGo. They may use websites such as the National Geographics website- nationalgeographic.com or National Geograpics for Kids - kids.nationalgeographic.com. The students are required to include at least 2 in-text citations and must give 2 references written in APA 6th edition format. Students may use the websites easybib.com, bibme.org and citationmachine.net to correctly format their references. Students have the options of publishing their work using Microsoft Word or with a PowerPoint and may include voice over with Knovio.
Please note, all information regarding the "Assure Model"
comes from Smaldino, Lowther, Russell, and Mims (2014).
Smaldino, S. E., Lowther, D. L., Mims, C., & Russell, J. (2014). Instructional Technology and Media for Learning (11th ed.). Pearson Education.
References
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