After reading "Blending Genre, Altering Style: Writing Multigenre Papers" (Romano, 2000), two elementary teachers in Virginia became intrigued with Romano's notion of the multigenre paper as more than just a writing assignment but, rather, a multilayered, multivoiced literary experience. The multigenre paper allows young writers to use their imaginations as they blend facts with imagination through their poetry, short stories, and personal narratives. Realizing that differentiation through instruction is a challenging, multistep process, the teachers wanted to design a multigenre project that would embrace a constructivist approach to learning, allowing the students to make meaning of information and to think and act at high levels. This article describes the implementation and outcomes of this multigenre project.
Providing differentiated learning experiences through multigenre projects
Intervention in School and Clinic, Vol. 44 (5), 288-293.
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