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How can you differentiate project tasks to increase student engagement?

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Project-based learning is a powerful way to engage students in authentic and meaningful learning experiences. However, not all students have the same interests, abilities, and preferences when it comes to working on projects. How can you differentiate project tasks to increase student engagement and ensure that all learners have access to the content and skills they need to succeed? Here are some strategies you can use to tailor project tasks to your students' needs and interests.

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Jorge Oliveira

Educador de História | Especialista em Humanas | Aprendizado Personalizado e Desenvolvimento Crítico
Renaud Gicquel

Professor, Developer of educational digital ressources - Professeur, Développeur de ressources numériques pédagogiques

1 Use pre-assessment data

Before assigning project tasks, it is important to gather some information about your students' prior knowledge, skills, and readiness levels. You can use pre-assessment tools such as quizzes, surveys, interviews, or portfolios to identify what your students already know and can do, and what they need to learn or improve. Based on the pre-assessment data, you can group your students according to their learning goals, and assign project tasks that match their level of challenge and support. For example, you can provide different options for the project topic, product, or presentation format, and let your students choose the one that suits their interests and abilities.

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Jorge Oliveira

Educador de História | Especialista em Humanas | Aprendizado Personalizado e Desenvolvimento Crítico
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A pré-avalia??o é crucial para personalizar tarefas de projeto. Ao reunir informa??es sobre o conhecimento e habilidades dos alunos, você pode adaptar os desafios de forma específica. Permitir que os alunos escolham entre diferentes op??es de projeto com base nessas avalia??es promove uma abordagem mais inclusiva e personalizada.

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2 Incorporate student voice and choice

One of the benefits of project-based learning is that it allows students to have a say in what and how they learn. By incorporating student voice and choice into project tasks, you can increase student engagement and motivation, and foster a sense of ownership and agency. You can give your students some autonomy and flexibility in choosing the project focus, question, or problem, the resources and tools they use, the criteria and standards they follow, and the ways they demonstrate their learning. You can also encourage your students to share their opinions, feedback, and suggestions throughout the project process, and involve them in decision-making and problem-solving.

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Jorge Oliveira

Educador de História | Especialista em Humanas | Aprendizado Personalizado e Desenvolvimento Crítico
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Dar aos alunos voz e escolha nas tarefas do projeto é um princípio-chave. Essa abordagem n?o apenas aumenta a motiva??o, mas também instila um senso de responsabilidade e participa??o. Ao permitir que os alunos escolham o foco, os recursos e a apresenta??o do projeto, você cultiva um ambiente onde a aprendizagem é significativa e adaptada às preferências individuais.

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Renaud Gicquel

Professor, Developer of educational digital ressources - Professeur, Développeur de ressources numériques pédagogiques
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A great way to strengthen social bonds in higher education teaching is to ask learners to complete assignments in small groups and then present them to all their peers, especially in the form of short oral presentations and written reports. This teaches them to organize collectively and distribute roles to achieve the proposed pedagogical objective. By working together on the basis of the resources provided by the teacher as well as those they can procure on their own, they exchange their approaches and points of view, allowing them to overcome many of the difficulties they would encounter working alone. Such collaborative activities can be carried out without difficulty even remotely.

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3 Provide scaffolding and differentiation

Differentiating project tasks does not mean compromising on the expectations or quality of the work, but rather providing the appropriate scaffolding and support for each student to reach their potential. To do this, you can adjust the project tasks according to your students' readiness, interest, and learning profile. For example, you can offer tiered assignments, extension activities, or open-ended questions of varying levels of complexity, depth, and breadth. Additionally, you can provide different types of support such as graphic organizers, checklists, rubrics, or peer or teacher conferences. Moreover, you can offer different modes of engagement such as multimedia, visual, auditory, or kinesthetic options to express and represent the project tasks.

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Jorge Oliveira

Educador de História | Especialista em Humanas | Aprendizado Personalizado e Desenvolvimento Crítico
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Diferenciar tarefas do projeto é uma arte que envolve ajustar o suporte conforme a necessidade. Ao oferecer variedade hierárquica, extens?es e diferentes tipos de suporte, você assegura que cada aluno tenha a orienta??o necessária para ter sucesso. Essa abordagem respeita a diversidade de estilos de aprendizagem e níveis de prontid?o, promovendo uma experiência educacional mais equitativa.

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4 Monitor and adjust project tasks

Differentiating project tasks is not a one-time event, but an ongoing process that requires monitoring and adjusting based on your students' progress and performance. You can use formative assessment tools such as observations, journals, self-assessments, or peer reviews to collect evidence of your students' learning and growth throughout the project. Based on the formative assessment data, you can modify the project tasks to meet your students' changing needs and interests, and provide additional challenge or support as needed. You can also use the formative assessment data to provide timely and specific feedback to your students, and help them set and achieve their learning goals.

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Renaud Gicquel

Professor, Developer of educational digital ressources - Professeur, Développeur de ressources numériques pédagogiques
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Generally speaking, online assessments should be carefully prepared according to the teacher's objective (diagnostic, formative, or summative), as it is always difficult to ensure that the answers obtained come from the enrolled learner. Today, the problem is amplified by the existence of generative AIs, which can provide most of the learner answer. If it is a summative assessment, it is even more justified that a significant part of the mark should be awarded in an oral examination, face-to-face or remotely, preferably at the end of the training. It is recommended that you keep a record of these assessments, which can be used in the event that the learner disputes the grade.

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Jorge Oliveira

Educador de História | Especialista em Humanas | Aprendizado Personalizado e Desenvolvimento Crítico
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O processo de diferenciar tarefas do projeto n?o é estático, mas dinamico. Utilizar avalia??o formativa, observa??es e revis?es por pares é vital para entender o progresso dos alunos. Ao ajustar as tarefas com base nessas avalia??es, você atende às mudan?as nas necessidades e interesses dos alunos, promovendo uma abordagem mais flexível e centrada no aluno.

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5 Celebrate and showcase project tasks

At the end of project-based learning, it is important to celebrate and showcase the tasks and outcomes. This is a chance to recognize and appreciate your students' hard work, successes, and diversity, as well as share their work with an audience. To do this, you can organize a project fair or exhibition, publish or share project products online, or reflect on the process and products. Differentiating project tasks is a great way to boost student engagement and achievement. By using these strategies, you can create project tasks that meet the needs of your students and give them meaningful learning experiences.

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Jorge Oliveira

Educador de História | Especialista em Humanas | Aprendizado Personalizado e Desenvolvimento Crítico
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Celebrar os resultados do projeto é crucial para reconhecer conquistas e promover o orgulho dos alunos. Expor o trabalho em feiras ou online cria oportunidades de compartilhamento com um público mais amplo. Essa celebra??o n?o apenas valida o esfor?o dos alunos, mas também inspira outros, fortalecendo a cultura de aprendizado colaborativo.

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6 Here’s what else to consider

This is a space to share examples, stories, or insights that don’t fit into any of the previous sections. What else would you like to add?

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How can you differentiate project tasks to increase student engagement?

1

2

3

4

5

6

1 Use pre-assessment data

2 Incorporate student voice and choice

3 Provide scaffolding and differentiation

4 Monitor and adjust project tasks

5 Celebrate and showcase project tasks

6 Here’s what else to consider

Teaching

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How can you differentiate project tasks to increase student engagement?

1

2

3

4

5

6

1 Use pre-assessment data

2 Incorporate student voice and choice

3 Provide scaffolding and differentiation

4 Monitor and adjust project tasks

5 Celebrate and showcase project tasks

6 Here’s what else to consider

Teaching

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