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head: EXPLORING PBL 1

Exploring Project-Based Learning

Yvette Picon

ITL 522 - Content Area Literacy

November 3, 2019

Timothy Calver
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Abstract

Throughout this document, I will be explaining the components that make up Project-

Based Learning (PBL). I will be talking about its benefits in literacy and language

development in mathematics. The benefits of integrating Universal Design for Learning

(UDL) when implementing PBL for the development of content area literacy for English

Speakers, English Language Learners (ELLs), Standard English Language Learners

(SELLs) and students with special needs will also be described throughout this document.

I will share closing remarks, where I will explain the ways that PBL will be used in my

classroom in the upcoming months.

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Exploring Project-Based Learning

1. Identification and explanation of the main characteristics of Project-Based

Learning

Project-Based Learning (PBL) is a learning system that revolves around the

student’s learning. It is a process that is student-led instead of teacher-led. This improves

the confidence and social skills of students through the strategies that are implemented by

PBL. This method is used by teachers in order to create connections between learning and

real life applications. They do this through inquiry-based activities done in groups or

individually. The role of the teachers in Project-Based Learning is to be facilitators to

students as they are working through the projects and developing their ideas. As teachers,

we want students to develop the projects that they feel most identified with. When you

give your students a task that is already developed from a teacher’s point of view, students

will just stick to the instructions given from the teacher and won’t input any new ideas.

However, if we give students tasks that give them the freedom to explore and learn the

desired material, students will grow their problem solving, collaboration, and critical

thinking skills dramatically compared to teacher-led tasks.

2. Benefits of Project-Based Learning in Literacy and Language Development within

Content Area

In my two years of teaching experience, I’ve seen how PBL is one of the best

approaches that teachers can use in order to teach mathematics through K-12. When using

PBL, we are including the information we know about our students’ backgrounds and their

cultural interests into the instruction to provoke participation. Every time I bring in sports,

music, social media, and other trendy topics into the lesson, students are 100% actively

engaging with everyone around them. Students are collaborating and bringing much more

enrichment to the lesson. Personally, it is a must to get my students out of their chairs to

collaborate with their classmates in order for them to acquire literacy and language skills.
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“Students engaged in PBL improve their collaboration skills, such as resolving conflicts”

and “educators who consistently implement effective PBL constantly say their students are

more engaged in learning. In PBL classrooms, students have a better attitude toward their

learning and show better attendance.” There are so many benefits from incorporating PBL in

the classrooms. “When students are engaged, their literacy skills increase. PBL can provide

that framework for engagement” (INSERT)

3. Benefits of integrating Universal Design for Learning when implementing PBL for

the development of content area literacy for English Speakers, English Language

Learners, Standard English Learners, and Students with Special Needs

Teachers can give students through the implementation of Project-Based Learning

and UDL principles multiple means of representation, expression, and engagement. As

teachers, we should use every tool available, such as learning the learning styles of our

students so that we can incorporate a variety of projects that students can choose in order

to meet their specific needs. Not all students learn the same way and at the same pace.

Some students are auditory learners, some are kinesthetic learners, and some are visual

learners. Not only is it important for teachers to provide different means of

representations, but should also have specific rubrics that evaluate student’s progress

according to their individual capabilities.

English Learners will most definitely gain all types of learning skills because the

PBL strategies are made to fit all types of students whether they are newcomers or students

that are already at a proficient English level. Educators will be able to provide to EL’s tools

such as scaffolding activities and word walls with translations between English and their

home language. As math teachers, we must provide additional tools such as visuals with the

symbols, formulas, and shapes students need to use throughout their school year. Like

mentioned before, bringing in students’ culture into the lessons’ topics is a great strategy

where students can feel welcomed and can feel comfortable in expressing their ideas and
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showing their abilities. These strategies also apply and benefit Standard English Learners

and Students with Special Needs.

4. Closing remarks and implications for instructional practice

Learning more about Project-Based Learning allowed me to examine my own

teaching strategies I’ve used in the past. I was able to develop new ways to incorporate my

students’ cultural backgrounds and personal interests into my lessons. I learned more about

the high impact PBL can have on my students in the sense that it develops deeper and

richer understanding in my students through collaborating with each other. I will begin

using PBL more in my classroom because I now know that it will help me communicate

knowledge by creating activities and structure that will actively engage my students into

rich conversations where their critical thinking, problem-solving, and interpersonal skills

will be developed.
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References

California Department of Education. (2013). California common core state standards:

English language arts & literacy in history/social studies, science, and technical

subjects. Retrieved from:

https://www.cde.ca.gov/be/st/ss/documents/finalelaccssstandards.pdf

California Department of Education. (2013). California common core state standards:

Mathematics. Retrieved from:

https://www.cde.ca.gov/be/st/ss/documents/ccssmathstandardaug2013.pdf

Miller, A. (2014, July). 21st-Century Literacy Skills Designing PBL Projects to Increase

Student Literacy. 2014 International Reading Association. doi: 10.1598/e-

ssentials.8060