Fall+2014+Team+2

Be sure to design toward your rubrics for your 5 minute video and 8-10 page paper.

 * I. Design space for paper planning **


 * What are some potential compelling questions your team is considering? **
 * Will the inclusion of choice in what students are reading (book clubs), what they're researching, and the use of digital learning tools increase student motivation for the completion of writing assignments?
 * How does the multigenre research paper, completed with the use of digital media, impact students' perceptions of writing?

We would like to introduce multigenre writing to students. Students would then complete a small research project using a variety of genres to communicate their findings. Students will use their book club book to generate a research question and will have free range in genre(s) used to create a product. Students will receive scaffolding and support through writer’s workshop. Digital tools will be modeled, but student exploration and use of additional tools will be encouraged. A presentation of students’ findings will take place. Students will have choice in their presentation format.
 * What initial ideas do you have for your PBI? **

A multigenre research paper is created on a topic of the learner’s choice using traditional writing and research methods. It is developed through a writing workshop, communicated through a variety of genres, and presented through learner-selected forms. Romano (2000), author of //Blending Genre, Altering Style: Writing Multigenre Papers,// makes a statement about education’s general rejection of narrative forms whilst simultaneously promoting the form in our culture. The exploration of genres encourages the writer to embrace creative writing, such as poetry and narratives; however, multigenre writing can still inform expository writing, as it requires students to develop a thesis and to work around a conclusion that that they want readers to come to about a subject. Allen (2001), the author of //The Multigenre Research Paper: Voice, Passion, and Discovery in Grades 4-6,// defines the multigenre research paper as one for which “each piece in the paper utilizes a different genre, reveals one facet of the topic, and makes it own point […] - a collage of writing and artistic expression with an overarching theme that engulfs and informs the reader” is, in itself, exciting (p. 2). The multigenre research paper is multifaceted and includes many benefits for the student.
 * What is multigenre research? **

A multigenre research paper embodies a number of best practice methods. Multigenre writing encourages student empowerment, ownership, pride, and growth (Allen, 2001, p. 1). The multigenre research paper makes room for student choice, and provides students with the differentiation that most expository assignments do not. The fact that “each student who participates in the process has different experiences and learns different things” should be enough of a reason for anyone to test the waters (p. 8). Tom Newkirk (2001) adds that the concept is “incredibly rich and, in a powerful way, matches the experience children today have with media” (as cited in Allen, p.15). Writing instruction has found a way to meet the digital native’s creative needs!
 * Why Multigenre research? **

In regards to the sixth grade English language arts curriculum, students can use the multigenre concept to practice creating writing in which the organization and style are appropriate for the purpose, audience, and format. Additionally, students can: explore the impact of genre as they work to complete writing assignments; work collaboratively; and engage in deep play with a variety of digital learning tools.

For more information, Langstraat (n.d.) offers a solid overview: [|Multigenre: An Introduction]


 * What is your target age group? **

Grade 6, English language arts students


 * Think about TPACK. What content will you focus on? What pedagogical approaches will you use? What technologies will you use? **


 * Content **
 * Students will: **
 * engage in the writing process.
 * apply grammar skills.
 * practice speaking and listening skills as they engage in collaborative efforts through writer’s workshop.
 * explore how the choice of genre can strengthen the transfer of written communications.
 * practice presentation skills as they present findings as the culmination of the project.
 * analyze a variety of digital tools in order to determine which would be the best for their purpose, audience, and form.
 * utilize digital tools for communication.


 * Pedagogy **
 * Students will: **
 * be provided with choice in topic, genre, and presentation.
 * construct knowledge through research and collaboration.
 * express knowledge through a variety of mediums.

Students may choose their own topics. Although sharing a list of possible topics with students “gives them ideas to contemplate,” the teacher’s input should guide, rather than assign (Allen, 2001, p. 27). Student choice in topic allows learners to choose topics with which they have some prior exposure or interest; the result is a deeper connection with and intrinsic motivation for writing. Each students’ zone of proximal development differs. Student choice in a topic allows students to work within their zone. The teacher will scaffold throughout the process.
 * Freedom in Topic – Vygotski and Erikson **

While all learners benefit from choice, sixth grade students are in embarking on the journey through Erikson’s psychosocial developmental stage ‘identity versus role confusion’. This is the stage in which adolescents are asking an important question: “Who am I?” Providing choice allows students to explore this question while learning.

By differentiating the ways in which students express what they know the multigenre research paper employs theories supported by the Universal Design for Learning. The use of multiple genres allows students to demonstrate knowledge through media that is best suited for their individual learning needs. Additionally, student creativity is sparked through this freedom. Students may compile writing in a variety of genres in order to communicate a greater theme, thesis, or conclusion about their initial inquiry.
 * Freedom in Genre – Universal Design for Learning **

Students still adhere to traditional research methods of gathering and synthesizing information for multigenre research. Conducting research and communicating findings is a constructivist mode of learning. The learner is active, while the educator facilitates opportunities for knowledge construction. During this stage, the educator can guide students toward be practice in research, provide additional resources, or assist in the narrowing or expansion of a topic / question. The learner will develop a question for inquiry. He will gather sources, read them and determine their relevance. He will take notes and organize information as he seeks to answer his initial research question.
 * Traditional Research – Constructivist **

It is in the communication of knowledge learned that the change takes place. The learner will work to communicate a thesis or conclusion about his topic through his writing, as is done in a traditional research paper. However, rather than include paragraphs of writing below headings and subheadings, the learner will include “multilayered, multivoiced blend of genres, each revealing information about his topic, each self contained, making a point of its own, unconnected to other genres by conventional transitional devices” (Romano, 2000, p. 5). He will work to organize his pieces so that each is placed to best contribute to his communication of ideas, just as he would organize sentences, paragraphs, and sections in a traditional research paper.

As the learner works to complete multigenre research and writing, participation in writer’s workshop will help him as the moves through the writing process. Discussion of writing with one’s peers and teacher will lead the student to discover meaning. Through the workshops, students will:
 * Writer’s Workshop – Social Constructivism **
 * be presented with brief, focused writing lessons that they may apply to their work;
 * receive clear, consistent, and constructive feedback from peer writers and teachers on the effectiveness of their communication; move through the five stages of the writing process;
 * construct an understanding of the multigenre paper by viewing samples created by peers, previous students, teachers, and other authors.

Students have freedom in the form of their final presentation. They may choose to compile their multigenre pieces via multimedia, art, dance, drama, or traditional written form. The presentation of the multigenre product is a professional, best-representation-of-self, no matter what form students choose. The educator may have students orally present their findings, as well. In this case, verbal communication skills can be developed.
 * Presentation – Gardner’s Theory of Multiple Intelligences **

Following are a few digital tools that may be presented for student use:
 * Technology **
 * [|Puppet Pals] – This is a tool that utilized characters, audio, and video to create a show.
 * [|Pic Collage] – This tool can be used to create photo collages and/or to add text to images.
 * [|Voki] – This tool plays recorded audio through a personalized character.
 * [|Story Bird] – This tool uses images to create a story.
 * [|Adobe Ideas] – This is a drawing tool.
 * Animoto- This is a video creation tool.
 * Google Maps -

(We will adjust which tools we present based off of student interest.)


 * Technology Pedagogy **

As students analyze the digital tools presented for use in the project they will strengthen their media literacy skills. Students may encounter situations as they develop their pieces through digital tools which require them to problem solve, and/or be flexible. Manipulation of digital tools for the purpose of this project will lead students to recognize the potential of the technologies.
 * 21st Century skills **

The guidelines for the Universal Design for Learning are each complied with through multigenre research. Students are provided with multiple means of representation for their learning. Second, they are provided with multiple means of expression of their understanding. Students are able to self-regulate their pace along with exacting choice in topic, which supports the third guideline of engagement.
 * Universal Design for Learning **

> Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. > Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.) > With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 6 [|here] .) > Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting. > Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate. > Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others' ideas and expressing their own clearly.
 * What specific [|Common Core or Essential Standards] learning objectives will your PBI address? **
 * [|CCSS.ELA-LITERACY.W.6.2]
 * [|CCSS.ELA-LITERACY.W.6.4]
 * [|CCSS.ELA-LITERACY.W.6.5]
 * [|CCSS.ELA-LITERACY.W.6.6]
 * [|CCSS.ELA-LITERACY.W.6.7]
 * [|CCSS.ELA-LITERACY.SL.6.1]

October 24: Introduce Multigenre Research Project, students write essential questions October 27th and 28th: Students research chosen topics. October 30th and 31st: Two mini-lessons offered each day on tech tools taught by Wenting, Kristen, and Jill. Students will choose which workshops to attend. Nov 3rd-6th: Time to work with groups, explore the digital tools, and create the multigenre project. Nov 10th &11th : Students present their projects.
 * What is your timeline for implementing and completing your PBI? **


 * What materials and resources do you need to be successful? **
 * The teachers will need: **
 * consistent access to a class set of mobile devices
 * to explore and play with technology in order to select pedagogically sound tools and to develop a plan for modeling use
 * a [|sample product]
 * assignment explanation documents and rubrics
 * a clear plan for writer's workshop, including a plan for mini-lessons to take place throughout
 * a letter to parents explaining reason for possible increased use of student owned mobile devices and computers


 * Students will need: **
 * to review [|examples of multigenre papers] as they work to build understanding of the assignment.
 * a [| list of possible genres]
 * headphones (for digital tools that allow for audio)
 * space to record audio with little interruption (for digital tools that allow for audio)
 * adequate time to explore digital tools

Allen, C. (2001). //The Multigenre Research Paper: Voice, Passion, and Discovery in Grades// // 4-6. // Portsmouth, NH: Heinemann.

Romano, T. (2000). //Blending Genre, Altering Style: Writing Multigenre Papers.// Portsmouth, NH: Heinemann.

=II. Watch our VIDEO on Youtube.=

1. We would especially like feedback on 1:10 through 1:44. Do you think the standards need to be written word for word from the Standard Course of Study or should we paraphrase?

2. Also, does the overall video seem to have a definite purpose? Should the video seek to convince other teachers to try this project, or should it serve to explain how we implemented the project with a 6th grade class and evaluate the process?