ASSURE Copyright Lesson – Group 3
SLIS 5720
Dr. Daniella Smith
May 26, 2013
Group Members:
Ashley Daniel
Clarissa Krekel
Autumn Luscinski
Celeste Majors
Jessica Murdter-Atkinson
Lianne Valerio
Dr. Daniella Smith
SLIS 5720
May 26, 2013
Instructional Situation:
This lesson is created for 7th grade middle school students completing a final project for their reading course that incorporates the use digital tools and internet resources.
Analyze Learners
Learner’s General Characteristics:
Mrs. Smith’s class is composed of 27 7th graders with gender breakdown of 19 boys and 8 girls, ages 12 to 13. This is a linguistically diverse group. Of the 27, 15 of them are second language learners. The reading class is a required course for students that failed or were borderline passing on their STAAR exam the previous year, making it necessary to differentiate instruction and cater to varying levels of ability. According to Mrs. Smith, and our own observations of student behavior, some discipline issues arise occasionally in the class for several reasons. Class meets just before their lunch break making them restless and hungry. There are a good handful of close-knit friendships amongst the large male population, making it difficult to keep them on task and away from social interactions at times. Mrs. Smith has found that kinesthetic activities and engaging lessons are the most effective in keeping the entire class on track.
Specific Entry Competencies:
Students are comfortable with digital tools, and use them regularly; however, have little to no knowledge regarding copyright law or practices. The students have regular access to a computer lab on campus. In addition, 2 computers are available for student use in the classroom.
The students have been given prior instruction in using the internet and various search engines, building multimedia presentations using powerpoint, creating blogs, and simple personal web pages.
Learning Styles:
The students have a variety of learning styles, but the higher population of boys tends toward kinesthetic learning. The lesson will incorporate visual and auditory styles, with an emphasis on kinesthetic/hands-on learning. The students will be encouraged to collaborate in small groups, using internet resources. Because students have little working knowledge of copyright principles—and because it can be a “heady” topic—it will be important to find analogies and good “hooks” at the top of the lesson to foster “buy-in” for the project. The rubric by which they are graded will be provided at the outset of the lesson to guide students.
State Standards & Objectives
126.15 (5) Digital citizenship. The student practices safe, responsible, legal, and ethical behavior while using technology tools and resources. The student is expected to:
(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;
(C) practice and explain safe and appropriate online behavior, personal security guidelines, digital identity, digital etiquette, and acceptable use of technology; and
(D) understand the negative impact of inappropriate technology use, including online bullying and harassment, hacking, intentional virus setting, invasion of privacy, and piracy such as software, music, video, and other media.
126.15 (6) Technology operations and concepts. The student demonstrates a thorough understanding of technology concepts, systems, and operations. The student is expected to:
(A) define and use current technology terminology appropriately;
(B) select and apply technology tools based on licensing, application, and support;
(C) identify, understand, and use operating systems;
(D) understand and use software applications, including selecting and using software for a defined task;
Learning Objective:
Using the Internet and other digital tools, middle school students will identify and demonstrate their knowledge of copyright rules with 90% accuracy by discussing/debating different scenarios to identify them as a copyright infringement or an example of fair use.
Select Strategies, Technology, Media, & Materials
Select Strategies
Drama-Based Instruction (DBI) -- Opening “role-play” exercise will serve as a hook at the top of the lesson and provide a segue into lesson objectives.
Multi-media --
Video to engage students and provide preliminary information on the subject
Powerpoint to aid with guiding text and graphics to aid visual learners during direct-teach time.
Group Collaboration for students to discuss and defend answers and ideas about “real-world” copyright issues
Print Resources to aid individuals and groups through their assignment.
Select Technology and Media
This lesson will require the use of Internet-connected computers, a web browser to access a video, websites on the subject of copyright, library databases to access articles on copyright, presentation software such as powerpoint or prezi, a digital projector with sound capabilities for viewing a video with the students, and printed materials with enough copies for student activities.
Select Materials
This lesson will require the use of the video "Teaching Students About Copyright the YouTube Way" (link above) as well as a Powerpoint presentation.
Handouts located at:
-
-
-
Utilize Technology, Media, & Materials
Preview the Technology, Media, and Materials
Spend time creating the presentation and looking for appropriate videos to convey the message.
Prepare the Technology, Media, and Materials
Before presenting the lesson, double check that the presentation and YouTube video will properly load on the computer being used for the presentation as well as to ensure that the links are still active. Make print copies of handouts for all students, and a copy for each group of the scenarios where they can record their answers final answers. Will also need a copies of the rubric (at least one for each group if librarian decides they would rather display the rubric on the projector instead of making a copy for each individual student).
Prepare the Environment
The lesson will take place in the computer lab. There will need to be enough room for students to work collaboratively in groups on their assignment (gathering around one computer as necessary for groups). There will need to be a projector and screen readily available for the prezi and video presentations. Speakers will also need to be plugged in and tested to be sure ample sound is available for the video.
Prepare the Learners
After hooking them in with a role-play exercise, Introduce the lesson objectives, and any foundational knowledge needed for the lesson, including key vocabulary terms.
Provide the Learning Experience
Opening “role-play” exercise will serve as a hook in which the teacher takes on the role of talk show host/game host and asks students (as if on a talk show) “What would you do if ______” filling in with copyright questions. This can be used as a jumping off point to tell the kids that by the end of the lesson, they will be able to accurately answer all the questions that were posed during role-play time. Open with a game that could serve as a pre-assessment of skills/knowledge of copyright.
-
Go through presentation with students using Powerpoint. Engage students with questions and discussions as you move through the presentation.
Relay detailed requirements for the group assignment, including going over the rubric with students so they know how they will be graded. Each group will receive one grade that will be applied to each group member in Mrs. Smith’s gradebook.
Allow students to work in small groups analyzing different scenarios. As a group, students will discuss and debate whether the scenario is a copyright infringement or considered fair use. The will then document their decision and justification on a handout (one handout per group). Students will be allowed to access the internet in order to investigate their answers and provide evidence for their decisions. They will also be given handouts to aid them in their task. (https://www.lib.umn.edu/pdf/DecisionMap.pdf and http://kathyschrock.net/pdf/copyright_schrock.pdf)
Each group will share their findings for one of the scenarios to the class, and the class will dialogue as to whether the group is on the right track.
Require Learner Participation
Learner Activities
Students will use the exercises used at the end of the presentation to discuss whether or not different uses of materials fall under fair use. They will work in small groups to discuss each scenario and determine why or why not the situation can be classified as fair use. They will be allowed to use the internet and their handouts to find evidence for their answers, and justify their decisions. Scenarios were taken from: http://milicopyrightwiki.pbworks.com/w/page/20921897/Copyright%20Scenarios
Feedback
Groups will share their conclusions with the class (each group being the “leader” for one of the questions), and receive feedback from the teacher and their classmates as each scenario is discussed. Further discussion can be used as necessary to ensure that students understand the principles behind fair use and how it applies to them.
Evaluate and Revise
Assessment of Learner Achievement
Students will be evaluated using a rubric created by the librarian. The rubric will be shared with the students. The librarian can choose to make a print copy for each student, or just display the rubric using the projector, and have enough copies for each group to write feedback on and provide the group with their final grade.
CATEGORY
|
4- Exceeds Expectations
|
3- Meets Expectations
|
2- Developing Understanding
|
1- Beginning Understanding
|
Content
|
Covers topic in-depth. Subject knowledge is excellent. Fully understands copyright standards, including law(s), fair use guidelines, creative commons, and public domain.
|
Includes essential knowledge about copyright standards, including law(s), fair use guidelines, creative commons, and public domain.
|
Includes basic information about copyright standards but there may be minor errors present or missing information regarding copyright law(s), fair use guidelines, creative commons, and public domain.
|
Content is minimal or there are several factual errors. Little to no understanding of copyright standards.
|
Problem Solving
|
Students were able to accurately solve the given copyright scenario, justifying their answer with at least 2 examples and/or pieces of supporting evidence.
|
Students were able to accurately solve the given copyright scenario, justifying their answer with at least 1 example and/or piece of supporting evidence.
|
Students were able to accurately solve the given copyright scenario but were unable to justify their answer. Minor errors may be present.
|
Students were unable to solve the given copyright scenario. Little to no attempt was made to provide supporting evidence.
|
Organization
|
Content is well organized. Organization enhances the project's message.
|
Organization is satisfactory. Organization adds to the project message.
|
Content is logically organized for the most part. Organization neither adds nor detracts from the project message.
|
There was no clear or logical organizational structure. Organization significantly interferes with project message.
|
Mechanics
|
No misspellings or grammatical errors.
|
Three or fewer misspellings and/or mechanical errors.
|
Four misspellings and/or grammatical errors.
|
More than 4 errors in spelling or grammar.
|
Presentation
|
When students shared their group's findings, their oral delivery was smooth and reflected preparation.
|
When students shared their group's findings, their oral delivery was mostly smooth and thoughtful.
|
When students shared their group's findings, their oral delivery was not smooth. Group appeared unprepared at times.
|
Students did not share their findings due to a lack of preparation and/or understanding.
|
Evaluation of Strategies, Technology, and Media
The librarian informally assesses student understanding and engagement throughout the lesson, taking note of verbal and nonverbal feedback provided by students. The librarian can also download with students on how they felt about the lesson, or perhaps even provide a quick survey with a few questions for students to fill out. The librarian will also need to follow-up with Mrs. Smith once the students’ final reading projects have been completed and graded to discuss the strides made by the students in terms of copyright. What did Mrs. Smith see in terms of improvements, and what gaps does she still notice in terms of student output and their proper use of information?
Revision
Revisions can be made based on student and teacher feedback for future copyright lessons.
References
Berger, P., & Trexler, S. (2010). Choosing Web 2.0 tools for learning and teaching in a digital
world. Santa Barbara, CA: Libraries Unlimited.
Metronet Information Literacy Initiative (MILI). (2013). Retrieved 6/25/10 from the MILI wiki:
Schrock, K. (2004). Copyright and fair use guidelines for school projects. Retrieved from:
Smaldino, S., Lowther, D., & Russell, J. (2012). Instructional technology and media for
learning. 10th ed. Boston, MA: Pearson Education Inc.
University of Minnesota Libraries. (2011). This image/article/clip is great! Can I use it? Retrieved
You Tube. (n.d.). You Tube copyright school. [Video file]. Retreived from:
Student Worksheet for Group Assignment:
Group Members: ______________________________
Date: _______________________________________
Put Your Knowledge to the Test!
Now that you have learned so much about copyright law, it’s time to put that knowledge to the test. Working in groups you will be given a few scenarios involving copyright issues/questions. Using online resources, the handouts we gave you, and what you've learned from our lesson today--determine if the example is fair use, or a copyright infringement. Write your answers, your reasoning and your evidence on the group worksheet. Each of the three groups will share out one of the answers and we will discuss the answers as a class.
Scenario 1:
A teacher has recently started using PowerPoint lectures in his classes. To keep the presentations lively, he likes to include hip hop music in the presentations, and he sometimes includes current photos from the news. Sometimes the teacher would like to make changes to the music and pictures in order to try to make a point, but he's not sure if he should. Can he? Fully explain your answer, your reasons, and cite any evidence you found to prove your argument.
Scenario 2:
A teacher has found an article in a journal that is particularly useful for a class she teaches every semester. She would like to include the article as a reading assignment this semester, and then again next time she teaches the course. Can she? Fully explain your answer, your reasons, and cite any evidence you found to prove your argument.
Scenario 3:
A teacher records a segment of the evening news on her home VCR and shows the recording the next day in class. Afterwards, she selects a two minute clip from the segment and burns it onto a DVD for future classroom presentations. Is this okay? Fully explain your answer, your reasons, and cite any evidence you found to prove your argument.
Scenario 4:
A school's library holds several older VHS videocassettes that are used regularly for classroom presentations. The videos are no longer available commercially in either VHS or DVD formats. The librarian wants to create a compilation of clips by converting segments of the VHS tapes to digital form and burning them onto DVD for use in classroom lectures. Is this okay? Fully explain your answer, your reasons, and cite any evidence you found to prove your argument.
Scenario 5:
For an assignment, a student is writing a paper on the influence of Bob Dylan on American pop music. In this article, she quotes lines from several of his songs. Is this a fair use of the song lyrics, or does she need to seek permission to use the material? What if the paper is published in the local music magazine? Fully explain your answer, your reasons, and cite any evidence you found to prove your argument.
Power Point Presentation:
