By Andrew Miller
Project-based learning (PBL) naturally lends itself to differentiated instruction. By design, it is student-centered, student-driven, and gives space for teachers to meet the needs of students in a variety of ways. PBL can allow for effective differentiation in assessment as well as daily management and instruction. PBL experts will tell you this, but I often hear teachers ask for real examples, specifics to help them contextualize what it “looks like” in the classroom. We all need to try out specific ideas and strategies to get our brains working in a different context. Here are some specific differentiation strategies to use during a PBL project.
via 6 Strategies for Differentiated Instruction in Project-Based Learning | Edutopia.
By Andrew Miller
In the past, I wrote about how, along with other teachers, Ive ventured into truly personalized project-based learning. I discussed the challenges we face as well as what it looks like in the classroom. Many of us may be personalizing PBL without even knowing it.
Teachers have always had students pursue their own research projects on their own questions. Students around the globe are engaged in genius hour activities about their passions and are given voice and choice in how they show their learning. These are just some aspects of personalized PBL, and we can improve the model further still when we adopt more tenets of personalization into the already-existing PBL framework. In addition, many teachers are claiming that theyre personalizing learning for students when in fact they are not. However, PBL and personalized learning make an excellent match that creates engagement for students through authentic, personal work on content and skills that they want and need. Here are six strategies that you can try.
via 6 Strategies to Truly Personalize PBL | Edutopia.