Project-Based Learning

Caleb Ricks
ITL 522
What is Project-Based Learning?
● According to Nadia Behizade (2014),
Project-Based Learning is “a systematic teaching
method that engages students in learning
knowledge and skills through an extended
inquiry process structured around complex,
authentic questions and carefully designed
products and tasks.”
Characteristics of Project-Based Learning
According to Perkins (2011), the five main characteristics of PBL include:

1. Aligned Thinking: Teacher-generated questions facilitate students’ research in line with desired standards/skills
2. Rich Inquiry: Project provides open-ended driving questions that require high levels of thinking
3. Authenticity: Project challenges students to create original products for real-world purposes
4. Assessment: Students create product of learning that can be assessed by teacher (formative and summative
assessments)
5. Craftsmanship: Project provides students reason to create quality products for the real world
Benefits of PBL in the English Classroom
According to Nadia Behizade (2014):

● Creates student-centered learning experiences

● Teaches critical thinking skills
● Puts learning in real-world context
● Incorporates students’ interests
● Facilitates collaboration
● Increases student engagement and achievement, particularly in literacy education
● Better meets Language Arts Common Core Standards which are oriented toward larger learning
processes
● Emphasize student writing, research, and literacy
● Students use prior knowledge to build new knowledge
PBL and UDL
“The 3 principles of universal design for learning are well suited for a project-based learning
environment” (Learning Innovation Lab, 2019)

1. Multiple Means of Representation: PBL offer multiple avenues for students to

comprehend the materials in a way that works best for them (auditory, visual,
kinesthetic, etc.)
2. Multiple Means of Expression: Because PBL provides students with a choice
regarding their project, students can choose their ideal way of presenting the project
material and ultimately allows all students to be able to display their finished projects.
3. Multiple Means of Engagement: Though PBL is designed to be completed in groups,
the teacher can adapt the project so that all students can engage. Collaboration
provides an engaging environment, but if a student prefers to work individually, the
project may be “tweaked” to allow this
UDL, PBL, and ELL: The Benefits
● Universal Design for Learning will provide multiple means of engagement, representation, and expression
for ELL students
○ This will allow ELL students to produce various types of projects in writing and speaking
○ Will engage more ELL students since they are not all one learner type (auditory, visual, kinesthetic,
etc.)
○ Will engage more ELL students since they will be able to pursue a topic of interests
○ Will enhance their English language competency since PBL facilitates collaboration and discussion

“This collaborative model ‘speeds up students’ language acquisition’ by moving the classroom
‘beyond the old, sequential mode of teaching grammar and then having students apply their
language knowledge to the real world’” (Lexia, 2016)

● Project-Based Learning allows ELL students to “show what they know” (Lexia, 2016)
● Promotes discussion and dialogue among peers (Lexia, 2016)
● Allows ELL students to pursue projects aligned with ELA Common Core Standards (Lexia, 2016)
● “Project-based learning puts ELLs at the center of dynamic teaching practices, casting students as active
agents in their own learning” (Lexia, 2016)
UDL, PBL, and Students with Special Needs
By incorporating UDL into Project-Based Learning, these projects become customizable for every individual
student’s learning needs (Kumiega, 2019)

● The flexibility of PBL allows students to represent, engage, and express their projects in whichever method
works best for them (video, audio, visual, kinesthetic, drawing, oral presentation, etc.)
● The flexibility of PBL can also allow it to adapt to any IEP
● Because PBL is collaborative in nature, it can help students with special needs build their socialization skills
such as speaking, eye contact, and dialogue
● If a student has a learning disability such as dyslexia, UDL can be implemented into the PBL so that this
student can gain the information, do his/her research, and display his/her final product
Implications for Instructional Practice
When done well, project-based learning can emerge as a form of problem-posing education that asks students to use
critical thinking skills to gain knowledge. The main idea of problem-posing education is that students learn by
questioning the world around them, and project-based learning is a great way to implement this student-based
inquiry (Behizade, 2014). A well-constructed PBL assignment centers around a driving question that must be solved
through analysis and critical thinking (Markham, 2011). Because PBL is so flexible, it is easy to see how the three
primary principles of UDL can be implemented into PBL. Afterall, learning is universal and therefore one mode or
method of instruction, engagement, or expression is far too limited. By providing PBL assignments, all students have
a choice and a voice regarding what they research. Also, because PBL projects require inquiry and research, students
are able to learn through doing rather than by memorizing facts, and keeping UDLs present in the assignment will
make these inquiries accessible to all. When I teach, I will be utilizing UDL in PBL assignments to allow all of my
students to engage and express their knowledge through a finished product, and inquiries will be represented through
various means every step of the way.
References
Behizadeh, N. (2014). Enacting problem-posing education through project-based learning. The English Journal, 104(2), 99-104.
Retrieved from http://www.jstor.org/stable/24484422
Kumiega, J. (2019). 3 benefits of using PBL in a special education classroom. Retrieved from
https://www.definedstem.com/blog/3-benefits-using-pbl-special-education-classroom/

Learning Innovation Lab (2019). UDL and project-based learning. Retrieved from http://www.learninginnovationlab.com/pbl-udl.html

Lexia (2019). Project-based learning: A beneficial approach for english language learners. Retrieved from
https://www.lexialearning.com/blog/project-based-learning-beneficial-approach-english-language-learners

Markham, T. (2011). Project based learning A bridge just far enough. Teacher Librarian, 39, 38-42. Retrieved from
https://nuls.idm.oclc.org/login?url=https://search-proquest-com.nuls.idm.oclc.org/docview/915254354?accountid=25320
Perkins, D. (2019). 5 characteristics of project-based learning that work. Retrieved from
https://www.teachthought.com/project-based-learning/5-characteristics-of-project-based-learning-that-works/