One way I think that project-based-learning lends itself to differentiation in the classroom is it allows students to get to different ending points with a similar starting point. Project-based-learning can appeal to the less motivated students because they can focus on learning the basics to get their grade and be done, but also allows those students who are motivated and want to be challenged to go above and beyond the level of expectations (Zouganeli, Tysso, Feng, Arnesen, & Kapetanovic, 2014). For me personally, differentiation all has a different ending. Some students are going to go one way with a project, others are going to go down a completely different path, the outcome for learning goals is the same, some may have just taken the responsibility upon themselves to learn more. I believe that every classroom will have those students who take it upon themselves to go above what the expectations are simply because they want to do their best, while others will do the minimum. While that may not be the exact meaning of differentiation, there are choices to get to a final product, and some of those choices are going to be easier than others.
Another way I think project-based-learning lends itself to differentiation in the classroom is the constant need for assessment. Since differentiation often includes a lot of different choices for students, teachers need to be checking in with students regularly. Assessment is an integral part of project-based-learning and because of this it is maintained during the project and at the end (Gulbahar & Tinmaz, 2006). Teachers have to be constantly gauging whether what the students are doing is beneficial. The same happens with differentiation, we have to keep an eye on whether the variety of assignments are meeting the needs of the goals we have set for the unit. This also allows for constant discussion with students during the project to see what they are learning. Teachers can ask probing questions to get students thinking instead of just standing in front of the class lecturing. This allows for a lot more retention as students come to find the answers on their own (Tawfik, Trueman & Lorz, 2014).
A third way project-based-learning lends itself to differentiation is it allows there to be meaningful learning to occur in the classroom. Meaningful learning encompasses active, constructive, intentional, authentic, and cooperative learning (Howland, Jonassen & Marra, 2012, pgs. 3-4). It is often difficult to include all these types of learning into one single lesson. One way we can incorporate these different elements is through project-based learning. Students are able to work together to solve problems that are authentic, curriculum-based, and interdisciplinary. Students decide what steps to take to solve the problem. They gather information and learn through a variety of different sources as they collaborate with each other to create a finished product. They are graded on the knowledge they have learned and how well they communicate it to others. Teachers are there to guide students through the process, rather than to be in charge of the process (Solomon, 2013). “When project-based-learning is thoughtfully designed and implemented, evidence suggests that it can be more effective than traditional instruction for teaching concept mastery” (Lattimer & Riordan, 2011, pg. 18).
I think project-based-learning lends itself to differentiation naturally in so many ways that it would be too much to put into one blog. One of the most important ways though is the fact that it needs to be intentional and thought through in order for it to be effective. A teacher cannot just walk into a classroom and think today we will do project-based-learning, there has to be some forethought put into it just like with differentiation. Project-based-learning allows teachers to think through all the different facets of learning and what students will need and not need in order to be successful in meeting the goals that have been developed by the curriculum or teacher ahead of time. It is no longer printing off a worksheet and having students complete it, it’s getting to the core of what the students need and what is beneficial and meaningful for all of them, which is the main way I think project-based-learning lends itself to differentiation in the classroom.
Bibliography:
Alber, R. (2010). Defining differentiated instruction.
http://www.edutopia.org/blog/differentiated-instruction-definition-strategies-alber
Gulbahar, Y., & Tinmaz, H. (2006). Implementing project-based learning and e-portfolio assessment in an undergraduate course. Journal of Research on Technology in Education, 38(3), 309-327.
Howland, J., Jonassen, D., & Marra, R. (2012). Goal of technology integrations: Meaningful learning. In Meaningful learning with technology (4th ed., pp. 1-19). Boston: Pearson.
Lattimer, H., & Riordan, R. (2011). Project-based learning engages students in meaningful work. Middle School Journal, 43(2), 18-23.
Solomon, G. (2013, January 15). Project-based learning: A primer. http://pennstate.swsd.wikispaces.net/file/view/pbl-primer-www_techlearning_com.pdf
Tawfik, A., Trueman, R. J., & Lorz, M. M. (2014). Engaging non-scientists in STEM through problem-based learning and service learning. Interdisciplinary Journal of Problem-Based Learning, 8(2), 4. http://docs.lib.purdue.edu/cgi/viewcontent.cgi?article=1417&context=ijpbl&sei-redir=1&referer=https%3A%2F%2Fscholar.google.com%2Fscholar%3Fstart%3D10%26q%3Dproject%2Bbased%2Blearning%26hl%3Den%26as_sdt%3D0%2C2%26as_ylo%3D2014#search=%22project%20based%20learning%22
Wolpert-Gawron, H. (2015). What the heck is project-based learning? http://www.edutopia.org/blog/what-heck-project-based-learning-heather-wolpert-gawron
Zouganeli, E., Tyssø, V., Feng, B., Arnesen, K., & Kapetanovic, N. (2014). Project-based learning in programming classes the effect of open project scope on student motivation and learning outcome. https://oda.hio.no/jspui/bitstream/10642/2318/1/1152690.pdf