What are some ways to make PBL projects more accessible to all students?

1 Choose relevant and diverse topics

One of the key elements of PBL is the driving question or problem that guides the project and sparks students' curiosity and interest. To make PBL projects more accessible, educators should choose topics that are relevant to students' lives, experiences, and communities, as well as reflect the diversity of perspectives, cultures, and identities in the world. For example, instead of asking students to design a bridge for a generic scenario, educators could ask them to design a bridge that meets the needs and preferences of a specific group of people, such as refugees, indigenous communities, or people with disabilities. This way, students can connect their learning to real issues, explore multiple viewpoints, and value the contributions of different groups.

2 Provide multiple entry points and options

Another way to make PBL projects more accessible is to provide multiple entry points and options for students to access the content, process, and product of the project. This means that educators should differentiate the instruction, assessment, and resources according to students' readiness, interests, and learning profiles. For example, educators could offer students different types of texts, media, and tools to learn about the topic, such as books, videos, podcasts, or websites. Educators could also allow students to choose how they want to demonstrate their learning, such as through presentations, posters, portfolios, or podcasts. By providing multiple entry points and options, educators can accommodate students' strengths, challenges, preferences, and goals, and enable them to learn at their own pace and style.

3 Scaffold the project process and skills

PBL projects often require students to engage in complex and challenging tasks, such as conducting research, collaborating with peers, managing time and resources, and presenting their findings. To make PBL projects more accessible, educators should scaffold the project process and skills by breaking down the tasks into manageable steps, providing clear instructions and expectations, modeling examples and strategies, and giving feedback and support along the way. For example, educators could use graphic organizers, checklists, rubrics, or templates to help students plan, organize, and evaluate their work. Educators could also use mini-lessons, coaching, or mentoring to teach students specific skills, such as how to ask good questions, find credible sources, or communicate effectively. By scaffolding the project process and skills, educators can help students develop the confidence, competence, and autonomy they need to complete the project successfully.

4 Build a supportive and respectful learning community

PBL projects often involve students working in teams, sharing ideas, and giving and receiving feedback. To make PBL projects more accessible, educators should build a supportive and respectful learning community where students feel safe, valued, and engaged. This means that educators should establish and model norms and expectations for collaboration, communication, and feedback, such as listening actively, respecting differences, and offering constructive criticism. Educators should also facilitate and monitor the group dynamics and interactions, and intervene when necessary to resolve conflicts, address issues, or celebrate achievements. Educators should also encourage and celebrate the diversity and uniqueness of each student and group, and highlight the strengths and contributions they bring to the project. By building a supportive and respectful learning community, educators can foster a positive and productive learning environment for all students.