Research and Reflection
I implemented my own informal style of the PBI process with my multi-genre project. About halfway through the project I asked my students to fill out a survey using Google Forms with some specific questions about the multi-genre project and their progress so far.
These are the questions I asked my students:
These are the questions I asked my students:
- 1) Do you like the multigenre project?
- Yes
- No
- Kind of
- I like that I can write about whatever topic I want.
- I like doing something that's not a 5-paragraph essay.
- I like all the independence we get with it.
- I like using the computers.
- I enjoy conducting research on a topic that interests me.
- I like creative writing.
- I don't like the multi-genre project. I'd rather just write a five-paragraph essay about what my teachers tell me to write about.
- Other:
2) Check the reasons why you like the multigenre project. Check as many that apply.
3) Please describe how you’re feeling about your project and research so far. In your answer include what you’ve done, what you may need help with, how you feel about your progress, etc.
4) Is there anything that is confusing you, anything that you have questions about, or anything you need help with? Explain here.
5) What are some genres that you have decided you are going to do? (from list, your own mind, ones we’ve gone over, ones we have not gone over)
6) Are there any genres from the list that you’re unsure about and would like us to do a mini-lesson on/learn more about? List them here:
- Results
- Overall I found that my students were enjoying the project, and it is interesting that the primary reasons my students enjoy the project is the ability to choose their own topic and to use the computers. Here are the results I found:
Additional Findings and My Response
Conclusion
Through this PBI process I have learned that differentiation is key for a writing activity like this. Not all students love this much independence; some need more structure and guidance. Some students need more time to create their genres before jumping into creating a website. This reflection process has reminded me that when implementing a new activity (or any activity!) with students, I need to assess, evaluate, and change course when necessary, so that I am able to appropriately differentiate for all students' needs.
- Through this feedback I found that many students actually wanted more guidance and more feedback. Many asked if I would put more comments and feedback on their Google docs, so I began checking their Google docs more frequently and providing more targeted, specific feedback.
- I was surprised to find that two of my students would really rather write a five-paragraph essay than create a muli-genre project! I am now having conversations with both of these students, and together we have selected genres that would better fit their abilities and learning styles.
- I used the students' suggestions for what genres they wanted more information about to plan my lessons for the following week after this survey.
- I found that many of my students feel overwhelmed about making a website out of their projects. I have been feeling this same worry--mainly, this project is taking longer than I thought, so I have decided to scrap the website creation. However, there are several students who are working extremely quickly, so I am going to ask them to create a website as an enrichment/challenge activity for them.
Conclusion
Through this PBI process I have learned that differentiation is key for a writing activity like this. Not all students love this much independence; some need more structure and guidance. Some students need more time to create their genres before jumping into creating a website. This reflection process has reminded me that when implementing a new activity (or any activity!) with students, I need to assess, evaluate, and change course when necessary, so that I am able to appropriately differentiate for all students' needs.