How can project-based learning be inclusive for all K-12 students?

To cater to diverse learners, leverage standards and goals to differentiate instruction and provide targeted support. Utilize assessment tools such as rubrics, checklists, and portfolios to evaluate students’ progress and performance on projects. Offering multiple avenues for students to showcase their learning and skills accommodates various learning styles, fostering an inclusive PBL environment that recognizes and supports individual strengths.

Beyond the standards, when it comes to inclusivity, have the students participate in goal development. Give them the ability to define what they expect (with your guidance) from the project and how they intend to evaluate and iterate the process.

Project-based learning should be designed based on the learners' understanding and standards. Inclusivity comes with different layers abilities and challenges. Map them by using the right rubrics to achieve the standards by being aware of their exceptional portfolios

“You can involve your students in selecting or generating topics that interest them … that they care about.” If we aren’t involving our students in the process of generating topics & ideas, we’re missing out on opportunities to bring authentic & meaningful learning to our students. Today’s learners are asking for more from our education system, and giving them a voice is the first step towards increasing inclusivity.

For classified students to be included, the PBL should take into account the student’s classification, and their learning goals and objectives. Accommodations and/or modifications should be implemented in order to ensure inclusivity and the optimal participation of classified students while respecting their varied abilities and upholding their rights under special education law.

One of the essential components of meaningful learning is relevance. Topics must be relevant to the student and significant to the community. While this may not be feasible for every teaching unit, consider how each unit builds your curriculum. If the ultimate goal is to propose a solution to climate change, for example, then each unit can be build around small, manageable challenges. These will build the knowledge and skills to solve the ultimate problem.

In my school system we have started implementing 'empathy through design' projects in which the students solve authentic problems of individuals within our community using the skills they have learned in their engineering and technology classes. After learning about the problems and the needs of the end user, the students are given the choice to design a solution of their choice. We have seen students highly engaged in this work because of the relevancy of the problems. Meeting the individuals who are setting the stage for the problem makes students more invested in the work. Further, knowing their final product will be used by an individual other than themselves gives students an added bonus to design at a high level.

21st century problems need 21st century solutions .Project based learning approach needs a diverse and broad subject matter. Projects such as building a home made solar panel or A.I robotics are topics students would find relevant and engaging.

Project based learning in diverse groups lets each person shine in their skills while learning other skills with the support of peers.

Try to think of project-based learning like a big adventure for every kindergartener! Include diverse topics that spark interest in all kids. Offer various ways to express ideas, like drawing, talking, or even acting. Support kids with different strengths, so everyone feels important. Celebrate each small victory, making sure every little one shines in their unique way.

Learning rides on the wings of curiosity. By allowing students to select their own PBL journey, we are fueling their intrinsic motivation, and allowing curiosity to be their teacher.

Generally, PgBL needs purpose to be meaningful. There are usually multiple ways to accomplish the overarching goal (purpose). Allowing students some freedom to choose how they want to address the issue (design the project) is a good step towards inclusivity. Students can learn to leverage their strengths but also encourage students to reach beyond their comfort zone. Students can identify their own limitations in a non-judgmental way and develop methods or partnerships that will overcome limitations. Help scaffold the design, dev, implementation and eval, but let them take the reins. That's inclusive and empowering.

In thinking about the product your students will produce for the assigned project, you need to take into account their diverse academic needs. If you teach in an inclusive classroom setting, I highly recommend that you collaborate with the special education teacher on this step. They can assist you in creating a scaffolded or modified version of final work products that are developmentally appropriate for each individual student receiving instructional support. Ultimately, the final products should provide multiple access points for the diverse learners in your class and allow them to best demonstrate mastery of skills and their knowledge of the topic/learning unit.

It’s helpful to identify the knowledge, skills and dispositions students might need in order to successfully complete the project. When you’ve done this, you can assess prior understanding and support students in acquiring and developing helpful knowledge, skills and dispositions using a variety of teaching methods. This will set them up for success when tackling more open ended aspects of the projects.

In order for collaboration and communication to be an integral part of any Project Based Learning plan, students need to be taught how to collaborate and communicate with each other. Often this component is a forgotten piece of any PBL process and will hinder the results of PBL and its intended goals.

As a high school teacher, my students appreciate any opportunity I give them to evaluate any lesson plan and it's accompanying project. Once students learn that a classroom is open for free opinion without any penalty, they are typically truthful. Students have to present their opinion in a non-threatening way, and support their opinion from things learned, experiences, or personal situations. In order for reflection to be helpful, students have to know their words and opinions are sacred and will not get them "in trouble", and they have to trust their own opinions and supporting evidence.

PgBL with a strong PrBL element (Problem BL) gives all students a chance to contemplate how they, with their own "specialness" (or superpower), can contribute. I like to think of this as an opportunity to develop the soft skills (ingenuity, team seeking, problem solving, etc.) associated with getting the most out of PgBL. Students benefit from discovering for themselves how to contribute and make a difference. Teacher tip: check out the foundations of improv - beginning with "yes and!" Encourage students to use the foundations of their learning as a springboard to imagine/improv what's next.

For assessment purposes, I like to incorporate the use of choice boards at the end of each major unit. A choice board is basically a menu of differentiated learning tasks where students can choose anywhere from two to three tasks to complete. Typically, choice boards are in the form of a 3 x 3 graphic organizer that consists of nine different tasks that tap into the diverse learning styles of the students in your classroom. Choice boards allow students to be less anxious and provide them with an opportunity to take ownership of their learning because they can select a task that allows them to activate the multiple intelligences that they possess. In short, choice boards give students autonomy with how they choose to learn.