An experiment in Engagement You Like to Write, Right? An experiment in Engagement

Relevant Problem of Practice: Engagement What methods could be used to increase engagement in a middle school writing class? I theorized that technology, specifically the immediate feedback inherent in a blog format, would increase student engagement in writing class.

Plan for Implementation: Step 1—Initial Observation: Baseline Information Both classes answered the following question in Google Classroom to generate baseline data concerning their feelings about writing class in general. “How do you feel about writing? Do you enjoy writing class? Do you write anything on your own time? Do you think you would enjoy writing if you had the option to publish your writing online and receive feedback from both fellow students and others?” Results A majority of the students in both classes stated that writing class is a chore that must be done. While they may find enjoyment in writing, there is none to be found in a writing class.

Plan for Implementation: Step 1 Baseline Info Continued--Selection of Student Responses 801 “How I feel about writing is just about how anyone feels. That's my own opinion. Also, I like writing, but sometimes it is just boring. lol But also, no I don’t like writing so very much!” –Amber, Oct. 6 “I think writing is very important but only should be taught if you are taking a field that involves writing. But I still do enjoy writing nonetheless. I do have to admit that I write on my own. The only thing I typed was my opinion about time. I think I would still enjoy writing if I was given feedback about my writing. It would just help me, not hurt me.” – Brandon, Oct. 6 802 “I like writing, and the class. During my own time, I do write some. If I had the option to publish and receive feedback from fellow students and surrounding people, I would enjoy it more.” –Emma, Oct. 6 “I feel nervous about writing, getting a good grade. Sadly I do not enjoy writing as much as I'd like because, I cant enjoy it without worrying about what grade I'm going to get on it. I do not write a lot on my own time unless I'm asked to. Also I believe it may help for me to relax when I'm writing so I can enjoy it more if I could publish and receive feedback from students and others.” –Leeah, Oct. 6

Plan for Implementation: Step 2—Experimental Groups 801 will act as the test group—these students will complete the majority of their writing responses using the blog site. 802 will act as the control group—these students will complete the majority of their writing responses using the blog site.

Plan for Implementation: Step 3—Experiment in Action: Blogging in 801 After a Google search, I chose to use edublogs.org for students’ blogs. In order to have the ability to create a class, I paid the fee, roughly fourteen dollars every three months. Students used the code “mrsblewis” to request to join the class. Identical prompts were given to both classes, with responses divided between blogs and traditional writing depending on the class.

Plan for Implementation: Step 3—Experiment in Action: Traditional Writing in 802 Major Issues Observed: Boredom Lack of pencils One case of blatant plagiarism

Plan for Implementation: Step 3—Initial Results The process was somewhat confusing in the beginning. Eventually, we learned how to add students to our class, but there are still quite a few individual blog sites in the class. Therefore, not all posts appear on our whole class page. Some students didn’t take to the concept quickly, posting short blurbs instead of full-length blogs.

Plan for Implementation: Step 4—Observations As the kinks were worked out of the blogging process, I observed student engagement in 801 increase. Student quotes, 802— “Can we have a free day?” “Do we have to write today?” “I hate this prompt.” “Writing is boring.” Student quotes, 801— “Can we blog today?” “Can we comment on other people’s blogs?” “The days that we blog are my favorite!” “I love this prompt!” “Listen to this…” (proceeds to share hook with her group, and it is awesome!).

Plan for Implementation: Step 5—Final Survey, To Blog or Not to Blog On March 17th, those students in 801 who had blogged for nearly an entire school year were asked to identify which they preferred, “Days that we respond to prompts using the blog site,” or “Days that we respond to prompts using the traditional pen and paper method,” as well as support their answers. Of the 23 students who took the survey, 19 preferred blogging to traditional writing in the classroom. These results can be found at the following link: To Blog or Not to Blog: Survey Monkey

Blogging, Pre-writing, Editing, & Blogging

Impact on Teaching and Learning: The Results are in! Students who blogged were visibly more engaged than those who did not. Students were visibly happier. Transitions from bell Ringer to blog were faster and more streamlined. A majority of students expressed their preference for the blog experience in our survey. The teacher’s level of engagement increased exponentially in the class that blogged. I was excited to see what they’d write, excited to edit their work, and excited to find interesting prompts that related to our class in the real-world. There was less wasted time in the class that blogged as opposed to the class that did not. There were fewer negative behavioral disruptions. If the class was loud, it was mainly blog related, i.e. discussion of their work, the topic of their writing, requests for tech support, etc.

Impact on Teaching and Learning: Future Plans As a result of this experience: Based on the excitement this experiment generated in both myself and my students, I will always incorporate the blog in some way, shape, or form, every semester, in every class. My knowledge of edublogs.org and Google Classroom has increased exponentially as a result of this experiment. Something that most likely would not have happened this year, being as it is just my second, if I hadn’t written this grant. This first year of tech based instruction and blogging was one of trial by error. I am excited to enter a new school year with the ability to streamline this process and completely fulfill the goal of my initial experiment, real-world feedback from outsiders as well as classmates. More than anything, I hope my students continue to blog on their own.