Pittsburgh’s North Hill’s High School used every inch of its campus and every student to tape this energetic lip dub of Avicii’s “Wake Me Up.” It is truly epic, brilliant, and such a positive motivator to get these kids excited about school. Essentially, this one student had a dream - getting every student involved in a massive lip sync. He choreographed this with each student club, by choosing two members from each club to do "their part" for the video. His timing is impeccable. He had a dream, and figured out how to make that happen. And the results? You have to see this.
This video reminded me of some of the CRAZY awesome Rube Goldberg machines I've seen. What's that, you ask? A Rube Goldberg machine, contraption, invention, device, or apparatus is a deliberately over-engineered or overdone machine that performs a very simple task in a very complicated fashion, usually including a chain reaction. The expression is named after American cartoonist and inventor Rube Goldberg (1883–1970). Mashable even did a compilation of " 13 Crazy Genius Rube Goldberg Machines." Here is my favorite:
Like the bride and groom who performed one of the most amazing entrance in the history of weddings (in my humble opinion) and has close to 80 MILLION views on youtube:
Or the brilliance of a flash mob (A flash mob is defined by Wikipedia as "a large group of people who assemble suddenly in a public place, perform an unusual and pointless act for a brief time, then quickly disperse.") (Mashable again did 15 Fab Flash Mobs)
Synchronizing people in these ways is amazing. Something that seems nearly impossible happens when humans put their mind to it. Or, is synchronicity evolutionary? Teamwork keeps some animals alive. If animals can work together and collaborate, maybe it's all in our genes, to come together to solve a task.
“When you challenge other people's ideas of who or how you should be, they may try to diminish and disgrace you. It can happen in small ways in hidden places, or in big ways on a world stage. You can spend a lifetime resenting the tests, angry about the slights and the injustices. Or, you can rise above it.”
Every teacher has probably said, at least once in their career, “If you spent as much time studying for your test, as you spent trying to cheat on this test, you’d have gotten an A.” Unfortunately, many teachers now spend copious amounts of time complaining about Common Core and standardized testing. I have seen enormous amounts of time devoted to bashing the CC, bashing the department of education, bashing testing, and bashing reform. Instead of teachers putting all their energy into improving their lessons, some are putting all their energy into the negativity around the Common Core.
In this article, We Need to Do More than Talk about the Goddamn Test, by Jim Horn, he says:
Since 2002, standardized tests have been used to label, demonize teachers, sort and culturally-sterilize students, and shut down schools to benefit the education technology complex and the low-life losers of the charter industry.
Obviously, Jim is frustrated with testing. I can completely understand why he thinks the ways he does. I happen to view the Common Core and standardized testing another way. I think the Common Core standards and standardized testing give teachers a clear curriculum path, prioritize disciplinary knowledge instead of “play time” in the classroom, and are giving us valuable data about what works, and what doesn't work in education. Charter schools are giving families choices about which schools they feel are right for their children.
In The New York Times piece that Jim refers to, “We Need to Talk About the Test,” by Elizabeth Phillips, she voices similar frustration. She puts forth a real concern about standardized testing:
I’D like to tell you what was wrong with the tests my students took last week, but I can’t. Pearson’s $32 million contract with New York State to design the exams prohibits the state from making the tests public and imposes a gag order on educators who administer them. So teachers watched hundreds of thousands of children in grades 3 to 8 sit for between 70 and 180 minutes per day for three days taking a state English Language Arts exam that does a poor job of testing reading comprehension, and yet we’re not allowed to point out what the problems were.
What do standardized tests really mean? What is their purpose? Why are they necessary? Every educator has witnessed the decline in the rigor of education over the last 30 years. Do you remember a point in your own education where you stayed up all night studying for a test, creating flashcards, making notes, reading the textbook, and collaborating with peers in cram sessions? Do you think students do these same things today? Are they even willing? The only hints our teachers used to give us were "Read the chapter." I remember once sitting down to read a whole chapter of my Intro to Biology textbook that weighed 15 pounds. I highlighted, I took notes from it, I did the questions at the end of the chapter. I went to the library. Now, students want a video summary of the chapter, so that they don't have to read.
Where are the places that our students live, that allow them the time to focus on studying? In stable households, where a child can devote time and energy to studying. These are generally middle or upper-class households. I was successful in high school and college because I had two working parents who could provide a stable house, a car, utilities, a desk to study at, and the materials I needed. I wasn’t hungry or malnourished, as are many children living in poverty. I wasn’t distracted by siblings screaming and fighting in the background, by a child of my own, or by parents who were in desperate need of money, or they’d lose the family home. Both of my parents were college-educated, and could help me with my homework, and suggest ways to study. Many students these days are not as lucky as I was, but should we not even TRY to educate them in a rigorous fashion? Many teachers have to deal with IEPs, home life problems, gang problems, poverty problems - they feel like they have to prioritize keeping their students alive, and not teaching. And that makes me sad.
As it became required that every student be given a chance at a high school education, some teachers may have become more lax so that students "like them." "Popular teacher, and "hard teacher" aren't words students often mutter together. Many teachers teach things that their students enjoyed, instead of covering the entire curriculum. They began offering study sheets, which helped the students get better scores on their teacher-generated tests. The teacher-generated tests showed no consistency between teachers in the same schools, in the district, or in the state. You knew which teachers had easier tests or were more fun, and you clamored to get that teacher. Teachers found they enjoyed teaching so much more when they didn’t have students complaining about how hard their tests were, so they might have told students what exactly was going to be on the test, allowed an open book test, or even allowed students to take group tests. Is a "good teacher" the one parents and students like, or the one who completely teaches the discipline? I'd like to argue that teachers should be both. Both rigorous, and kind. Both thorough, and thoughtful. Both challenging, and fair. I believe all teachers can meet the objectives of Common Core, while keeping their creative flair.
Teachers, like Jim, who was first mentioned, wish they had a cheat sheet for the test. But in essence, they do. They have the standards. What is going to be on the test is thoroughly outlined. Teachers are free to teach their discipline to the best of their abilities, with their own creative flair, as long as they meet or exceed the bare minimum that Common Core requires. The reason Common Core emerged was because there was no consistency in education across America. Good teachers were frustrated with their students, and began dumbing-down the curriculum. Good students were frustrated by their home lives, peer interactions, and hormones, and put less and less energy into their studies.
Standardized testing points out the gaps in educational quality. Just as a doctor does a blood panel during your yearly physical, and then knows where your levels are at, standardized tests tell us what level our students are at, compared to other students across the country. As Elizabeth points out, “yet we’re not allowed to point out what the problems were,” teachers KNOW where the problems are. We know that students come to our classes unprepared from previous grade levels. We know students transfer from other districts, where they received inadequate teaching. We know students are passed on to the next grade, “because they are sweet,” and not because they are smart. Social promotions are part of the problem - letting a child pass on to the next grade level, even if they didn’t master the concepts, because it seems cruel to hold them back.
I would like to challenge every teacher - Instead of spending your precious teacher-energy complaining about the tests, every teacher in every school should vow to spend all their energy helping these kids pass (as many already do). They should research each lesson in their lesson plan and make it better, by identifying the standard it is meant to teach, and increasing the rigor of their lessons (Make one of your lessons better TODAY. Then, make one better tomorrow. Then one the next day…). They can spend their time helping the entire class, instead of leaving the class sitting and waiting, while the teacher attends to one problem student. Teachers can flip their class, so students can watch lectures at home, and teachers help the students through activities or projects during school. And, teachers can turn to experts to help them make more valuable lessons, deal with students in a way that encourages growth and success, and improve themselves as teachers by reading sites such as edutopia and The Teaching Channel.
I witness so much energy wasted, complaining about the tests. I observe teachers getting burnt out. I feel these students being anxious and frustrated. I see parents angry at the schools. And I see a way to fix this. I worked with The UT Austin. Charles A Dana Center “Professional Teaching Model (PTM).” The premise of the PTM is that teachers collaborate to look at what children should have learned in the previous grade, coming into their class. They identify what the children should learn in this grade. And finally, they assess what children will be learning the next year. Here is a worksheet, that shows how this works. This is an amazing model, because it utilizes teachers as the professionals that they are. It fosters collaboration, and constant improvement. And it accomplishes what we all want - more student success.
If every teacher in every school improved one of their lessons every six weeks, instead of hating the standards, can you imagine the leaps and bounds education would take forward?
The basic premise of this TED talk was that scientists can look at the data from Facebook about what you “like,” and then make predictions about you. In the case Golbeck presents, many smart people have “liked” curly fries from Arby’s. (I also happen to love them!) So, which came first? Do more smart people like curly fries? Or did one smart person, who hangs out on Facebook with people who also happen to be smart, like those curly fries, and then their smart friends saw their like, and liked also?
Jennifer Golbeck: The curly fry conundrum: Why social media “likes” say more than you might think
I began thinking about big data, and predicting student success. It’s not just “evil corporations” who would have access to our data. What about the universities, or the government? The movie, Minority Report, was grounded on the premise of the government being able to arrest murderers, before they committed the crimes.
Let’s say a college, who has its students go “like” their Facebook page, could do a data analysis of all the students on it’s Facebook site. That school could then categorize their students into those who complete their degrees, and those students who fail out or quit. Maybe there is a certain pattern that successful students take, and a certain like pattern that unsuccessful students demonstrate. What if liking Starbucks was an indicator of student success (drink more coffee, study longer) and liking the local bar (take out stress, let’s go drink!) was an indicator of student failure?
It’s often been said that the SATs, the ACTs, or GPA do not adequately predict who is going to be successful in college. What if social media data patterns DO tell us who is successful or not?
To take it a step further, what if schools made it so part of your college application package was to HAVE TO like the college page? Then, the school could collect data about you… What if the school sees a pattern in your Facebook likes that is that of an unsuccessful student, and then never lets you in? What if you didn’t know your data was being used in that way? What if the data shows that minorities have patterns of unsuccessful behavior? Could social media data discrimination be the next big outrage?
Or, what if this data was put towards helping students already enrolled? If the college sees a students starting a pattern on Facebook that shows distress - end of the semester complaining, substance abuse, withdrawing from friends - what if the school then stepped in to intervene? Just like in 1997, when I was in undergrad, the Resident Assistants would report you to the student life department if they thought you showed patterns of failure (sleeping late, missing classes, drinking, filthy room, not showering), what if Facebook is now used to look for patterns?
The data is there. Big Brother is here. My question is, should we not let scientists analyze our data? I might be HAPPY if Facebook reported to the college that I was showing a pattern of failure I didn’t recognize myself, and then got me help. I might not be happy, however, if my Facebook showed a pattern of failure, and the school kicked me out, because I was no longer worth “the investment.”
What if my employer could analyze me to see if I was worth hiring? (WHOOPS! They are already watching you at work)
What if doctors could predict which patients would comply with their directives? (WHOOPS! Neuroscientists already can)
What if Target could predict I was pregnant, and then send me coupons? (WHOOPS! Target already figured out a teen was pregnant, before she told her dad)
Here are the top ten movies that predicted the future, before it actually happened.
Chilling, thought-provoking, and raises more questions than it answers. What if I applied to a college, and they told me, “We analyzed your social media patterns, and those patterns show you only have a 23% likelihood of achieving your degree. Therefore, you don’t get in.” What if I could be in that 23% who DID succeed? Shouldn’t I be allowed to try? Or does the college know IN FACT that I CAN’T be successful, and won’t let me waste my money? Or does the school let me in, and THEN use my data to shape me, mold me, personalize my education to MAKE ME a success? Who gets to decide - me, Facebook, or the university?
“True humility is not thinking less of yourself; it is thinking of yourself less.” — C.S. Lewis
1. Ed Tech
Amy - When I was a teacher, I was a (sigh) hoarder. I knew to stock all the copier paper, construction paper, pens, markers, glue, and knick-knacks available at any time, because if I didn’t, it wouldn’t be there in the future. This article talks about the ways educators can do more with technology in the classroom.
Article - 5 Ways To Do EdTech On A Shoestring Budget
2. Time Management
Amy - I use time-tracking software at school. It tells me where I am spending my time, and if I’m spending my time doing the “productive behaviors.” I use RescueTime. It helps me to stay productive, keep from getting distracted, understand my daily habits, and to balance my work with my busy life!
Article - Time is of the essence, so you better track it well
3. Being Humble
Amy - Really helpful advice for people like me who are teachers, need to work with teams of teachers, and need to work with students. This very concept is described in great detail in "Think and Grow Rich" by Napoleon Hill. That teams want to work with leaders who don't brag, are positive, are kind, and who push the team in the right direction.
As a Biologist, I sometimes struggle with "experts in the field" who are arrogant and have lost sight of their beginnings. They don't believe that their accomplishments were luck, they believe they are smarter than everyone else. Very elitist, and very belittling to the people they are supposed to help. I always strive to be a better leader, to be kind to my students (even when they make me nuts), and to help as many people as I can.
Article - Why the best entrepreneurs and creators are humble
Amy - As a Biologist, I have LOVED looking at the microscopic world. From viewing bacteria, parasites, pond water, macroinvertebrates, and all kinds of little things, the microscopic world holds many of the answers to the questions we ask. We can diagnose diseases. We can find out what’s hurting our ecosystems. We can figure out how systems work. Whether your microscope is a stereoscope (that magnifies up to 40x) or a SEM (scanning electron microscope that can view up to 12,000x) or a TEM (transmission electron microscope that can view up to 50 million times!) Unlocking the microscopic world has given mankind an amazing portal into another universe.
Article - 5 Common Objects That Look 300x Cooler Under a Microscope
I was recently asked for my thoughts on dual enrollment at my school. Dual enrollment is where students are taking a university course, that counts as credit for both high school and college. While I think this is an awesome opportunity for students - giving them access to college, getting them college credit, making one course count for two similar purposes - there are some drawbacks.
I spoke to Sherri Coon, who wrote the article "Is Dual Enrollment Right For Your Teen?" She interviewed two teens who were helped by duel enrollment, another college professor who talked about the difference between Advanced Placement courses and Dual Enrollment Courses, myself, and a parent. The article is very detailed, and provides a lot more info than I could post here (you should read it, if you are thinking of putting your child into dual enrollment courses).
Here was my response to her question "What should people know about Dual Enrollment courses?
Dr. Amy B. Hollingsworth is an instructor at The University of Akron, who works closely with dual enrollment students in her biology course. "One of the known issues with dual enrollment (DE) is that students don't feel like they belong in either high school or college," Dr. Hollingsworth says. "A student who is 16, and in a college course, may have trouble relating to the other students in the class, which can make them feel isolated. In my lab course, where my students work in groups, I have seen 16-year-olds feel very uncomfortable when the others are talking about drinking or going to fraternity parties," she adds. These students may not feel that they belong in high school, either. "While I feel it is an advantage curriculum-wise, I don't think students are truly emotionally prepared for college at 15 or 16. Unless they are in a distance-learning situation (where the college course is broadcast to their high school via the web or on a screen in a lecture hall) or have excellent counseling, first generation students may feel isolated," she shares. "The word we use for it is 'liminality.' This is where they are at a crossroads between being a teenager and being made to skip the crucial years of understanding oneself, and going straight into college without the emotional maturity," Dr. Hollingsworth adds.
I think back to all those things I learned during high school, that were not part of the curriculum. Learning to be a social person. Learning to navigate the school system. Learning to drive, playing in the band, being a cheerleader, working with my peers. And then, I think about college. During that time, I took courses, learned to live on my own, learned about credit cards (ouch!), went to parties, joined a sorority, worked as a waitress to pay my bills.
Maybe students NEED these two sets of experiences (high school, and college), in order to work their way through their young adult years. If you do high school and college at the same time, you skip some experiences from both high school and college. In order to give students more academic experiences, are we forgetting about them just needing TIME to grow up?
I've always found that anything worth achieving will always have obstacles in the way and you've got to have that drive and determination to overcome those obstacles on route to whatever it is that you want to accomplish.
One of the biggest obstacles students face in being successful in college is learning that there is a whole new set of rules, which are much different than in high schools. These rules often trips up students who did not attend a rigorous high school, still think they are in high school, or are just (sadly) clueless.
Instructors are challenged daily by these students, and their misperceptions of “how school works.” There is a certain intersection where each instructor must say, "I deal with my students in context, and I expect my students to understand the reasons for my course being organized as it is, as well."
An excellent instructor explains WHY things are the way they are. I have a giant Google Doc I keep of "canned responses" that are both informative, and kind. When a student asks me about extra credit or makeup exams, I can tell them what the answer is, and why. Sometimes, the answer is that I can't do whatever they ask me, because I can't do it for the 640 students in my class also. Here are some of the canned responses I use:
1. When asked if I can override the school's class limit (usually so they can get into a lab that meets at a different time) - I respond:
If we explain to the students WHY we flip the class, why our syllabus is set up as it is, and why we have the procedures and rules - we have the chance to be fair, be kind, and be firm. We all know that students are students, and they are learning to navigate this game called college as well.
I dislike courses where the professor is a jerk, and is mean because they don't like students asking those silly *questions*. Like, how dare these students not *get it.* What if they've never encountered the change to "get it?" You can be kind in explaining your pedagogy, and every educator should improve their FAQs regularly. I post a FAQ (Frequently Asked Questions) for my courses, and I find it is really helpful. Having a detailed syllabus is also helpful.
Back in my “Curriculum and Instruction” class, in 2009, I was asked to define curriculum. So, in my typical “let’s get every thought in my head on the paper” type of fashion that was common for me, here is what I wrote:
What is curriculum? As a concept, curriculum is a set of knowledge to be taught by an instructor to a student. A High School Science Curriculum, which is what I am familiar with, is Physical Science, Biology, and Chemistry. The Biology class I taught encompassed several key concepts – Nature of Science, Organization of Living Systems, Interdependence of Organisms and the Environment, and Evolution. Each of these concepts have tests that go along with them, to measure learning.
(I’d still agree with this. Exposure to a wide variety of concepts is important in the development of our future citizenry)
From a teacher’s perspective, they can design lessons, create worksheets, do activities, hold discussions, have labs, and eventually test their students to see if they understand the concepts. Curriculum is important to the teacher, as it guides them into what they should focus on in teaching the course. If the teacher knows they have five concepts that their curriculum has to cover, and 16 weeks in which to cover those topics – then they can gauge whether or not they are on track. When a teacher is on the second concept, but it is week 12 – they know they have not spaced themselves properly.
(This is still true. I wrote about teachers who can’t keep up with the standards here.)
From a management perspective, principal’s can evaluate their teachers to see whether or not they are teaching the entire curriculum, or only the parts they like. I worked with a Biology teacher who was a super teacher, very exciting, was always doing “biology” during class, but she taught plants for almost half of the year! The scope of a Biology curriculum is so great, but she only taught the things she liked. She didn’t want to teach about cells, or DNA – so when it came time for the End of Course Biology test, her students did really poorly. If I, as a principal, were to observe her class on a daily basis, I would have said the kids were engaged, her teaching was entertaining, and there were no classroom management issues. But if she and I were to sit down and analyze her curriculum, and the amount of time she spent on each concept, she was lacking.
(How often do principals or department heads sit down with teachers and make sure what they are teaching is actually TEACHING something? Probably not very often)
(Still pretty accurate. Descriptive of the discussion still going on about curriculum today)
I view curriculum as more of an “Instruction Manual.” In order to get an “end product,” (which would be the high school graduate) I have to do each step, use the proper materials, and assemble the product so that it is sturdy and functioning. This is where the “operational definition” of curriculum comes into play. We have a State-wide curriculum guideline for every subject, in every grade. In theory, each grade and each class should build on previous knowledge. The students should be building on their knowledge from day one.
"You Get What You Inspect, Not What You Expect" - Steve Davies
"Trust, but Verify" - Ronald Reagan
I taught high school Biology, Chemistry, Anatomy and Physiology, and Remedial Science in Texas for ten years. There was a high school teacher who taught Biology with me at the high school, who was well loved, and students clamored to be in her class. She was one of the most popular teachers in the school. Parents loved her, students loved her, and she never had discipline problems. She seemed to be a "model teacher."
If you walked into her class at any point in time, her students were having fun, were engaged, and she was working with them. The HUGE PROBLEM, though, was that she only liked to teach about plants. And she liked to do art projects. So, in her high school Biology class, she had students coloring pictures of plants, cutting out flowers from construction paper to make a tree in the back of the class, and looking at plants under the microscope and drawing what they saw. That's it. Arguably, it IS "biology." It certainly wasn't high school biology, wasn't rigorous, and wasn't teaching her students all the things they should know about biology.
These were things a first grader should be doing. She didn’t TEACH them about plants. She didn’t TEACH them about cells, DNA, or evolution. She just did little art projects, and claimed that was Biology. I feel she did a great disservice to her students in refusing to cover the entire curriculum. And if I knew this teacher in MY high school, I am pretty sure this was not the only “fun and easy” teacher.
This is another reason I am for the Common Core. If you let teachers decide whatever they want to teach, they will pick the topics they like, and that are easy to teach. Not every teacher would go to this extreme, but some certainly would. What if your child was in this class? You'd see pretty pictures sent home, you'd hear that the class was fun and they were building a tree. But what about all the other things that Biology is? How do we make sure teachers are teaching what they are supposed to be teaching?
The answer is, standardized tests. In order to make sure each teacher is covering the entire curriculum, the tests have to be made by someone other than the teacher. Maybe the teacher I speak of gave tests where you filled in the blanks, or matched flower parts, and every student got an A, while my students had to memorized the photosynthesis and cellular respiration equations and use them in problems. If my students get less than an A, they complain I'm too hard. Standardized tests make sure each high school biology class is learning the bare minimum, however I decide to teach it, and checks my students for learning.
For as many problems as there are with the tests, and the Common Core, there is a much bigger problem facing our students. The problem is unprofessional teachers. Like your teacher or hate your teacher, teachers are hired to cover an entire set of standards. If the teacher doesn't like teaching, or wants to be unprofessional, they shouldn't be in our schools, working with our most precious resource - our kids.
Just because we EXPECT teachers to be professionals, if we do not INSPECT them, using standardized measures, we don't know that they are doing what they are supposed to be doing. Local measures of evaluating teachers are too subject to manipulation. Standardized measures are the way to go.
My son and I have a very specific routine in the morning. I came up with this routine because I hate it when moms are screaming at their kids to get up, get ready, or get out the door. I save screaming for only emergencies. Life threatening emergencies.
I set my iPhone to go off one hour before the bus comes. I get out of bed, look at my phone to make sure no one sent me anything urgent, and put on my slippers. I walk over to my son's room, and open the door, turn on the lights, and say "Time to get up, love of my life!" I feel like the first thing my son should hear is how much I love him. When I think about all the parents who are screaming "GET UP! GET DRESSED OR WE'RE GOING TO BE LATE!!!" I feel anxiety, just writing that. I want to start our day on a positive note.
I don't stop there and make sure he's up. Essentially, the first get up is just a warning. You are going to have to get up. I make sure he at least moves. Then, I take the dog out the front door to go potty. As I re-enter the house, I call upstairs "Are you up?" I wait for an answer. If no answer, I call again, "Hey darling, you up???" I've never had to go back upstairs to roust him, but I'm sure that's coming when he's a teenager.
I do my blood sugar and take my shot (I'm a Type I diabetic). Then, I make a pot of coffee. I pour my son's bowl of cereal. After that, I go back upstairs.
If he's up, I ask him if he knows what he is going to wear. I could pick out his clothes the night before, but he sometimes gets cranky about putting on the outfit we chose. So, I let him choose what he's going to wear. I make suggestions, sure, but I leave the choice up to him. He always wants to wear jeans and a short sleeved t-shirt. I'd be cold, but he prefers it.
As he's getting dressed, so am I. I'm usually taking longer to get dressed and beautiful for the day, so he eats his breakfast while I'm finishing. Then he puts on his shoes, and gets out a few items he wants for lunch. He'd prefer to eat clementine oranges for lunch, but I demand a protein. I also have him get out a vegetable. He loves grape tomatoes, so that's usually what he packs. After I come downstairs, I make his PBJ sandwich.
He always puts his shoes in one place, by the door. He always puts his book bag on a specific chair. His coat is always on the back of that chair. My keys and coffee cups are in the same spot every day. Pretty much everything in the house has a home, or a special spot we keep it. This keeps me from the freak out of "Where are my KEYS!@!!"
Everything has a spot.
The routine is pretty much the same every day.
There is an alarm set on my phone that goes off at 8:02 for the bus. He knows, and I know, that means business. We have never missed the bus, praise the Lord!
We don't talk much, because I'm not a morning talker. I'm usually planning my day in my head. We save the chit-chat for after school.
I feel sorry for parents who have chaos. I'd recommend getting into a routine where you eat the same thing each morning, go through the same prepping routine, and have alarms set. Starting your day off on a positive note, and with love instead of screaming, makes every day better.
If you are doing the paper option for NSB (because you have to, or prefer to), here are the guidelines to getting it done:
Natural Science Biology
When I am writing a paper for Natural Science Biology, I need to use my own voice. This is important, so that I can show my instructor that I learned something while doing this assignment. It’s also important that I give other authors credit for their articles, web pages, or sources from Google Scholar and the library. If I am citing an internet source, I need to give the author and the date. For example, If I use this source “Here are modern North American guidelines for quoting (citing) your online research in your essay, paper, or news article” Then I must give Paul Gil his credit. I put the author’s name first, and then the year this was published (Gil, 2013). Then I cite Gil at the end of my paper.
If I am going to use more than one sentence from a source, I have to put it in “block quotes” to show that I used a lot of text. For example, if I want to use a long quote from “How Proper Online Research Works (Gil, 2014),” I would show the paragraphs like this:
Legitimate online research involves much more than 10 seconds with Google and copy-pasting the Wikipedia links. Legitimate research is called re-search for a reason: patient repetition, careful filtering, and the separation of drivel from verified content, all performed with a critical and skeptical mindset.
Either APA or MLA is fine for your paper.
Each paper will be put through a plagiarism-detection website. If you feel confused, you can ALWAYS ask your TA for help or advice, and there is a FANTASTIC writing center on campus. It’s so great, that I even used it during my dissertation. They will make sure your writing is correct, and that you cite correctly. Check them out here.
Gil, P. (August, 2013). How to properly cite internet references in your research. Retrieved from http://netforbeginners.about.com/od/searchenginehandbook/a/proper_citing_of_internet_references.htm
Gil, P. (April, 2014). How proper online research works. Retrieved from http://netforbeginners.about.com/od/navigatingthenet/tp/How-to-Properly-Research-Online.htm
Dr. Amy B Hollingsworth has a long history in education. Most recently, she was a Learning Coach at the NIHF STEM School in Akron. She was the Executive Director of Massillon Digital Academy. She was the District Technology Specialist at Massillon. She was the Natural Science Biology Lab Coordinator at The University of Akron. She has been teaching over 20 years, and specializes in Biology Curriculum and Instruction, STEM education, and technology integration. She has written six lab manuals, and an interactive biology ebook. She has dedicated her life to teaching and learning, her children - Matthew, Lilly, and Joey, her husband Ryan, and her NewfiePoo Bailey.
What's Amy Reading?