Project-based learning (PBL) is a natural fit for differentiated instruction. By design, it is student-centered and student-driven, providing teachers with the space to meet a wide range of student needs. PBL allows for effective differentiation in assessment as well as in day-to-day management and instruction.
PBL experts will tell you this, but I often hear teachers asking for real examples, details to help them understand what’s going on in the classroom. We all need to try some specific ideas and strategies to get our brains working in different settings. Here are some specific differentiation strategies used in PBL programs.
1. Differentiation through Teams
We all know that heterogeneous grouping is effective, but sometimes homogeneous grouping can be an effective way to differentiate projects. For example, sometimes it may be appropriate to differentiate students in a fiction- or literature-based PBL program by grouping them by reading level. In this way, I can lead groups that need intensive work and make sure they get the instruction they need.
Teamwork should be intentional, and we need to know the reasons for how we structure our teams. Do you differentiate academic skills? Do you differentiate collaborative skills? Do you differentiate for social-emotional purposes? Do you differentiate based on passion? If you are a designer of a PBL program or a collaborative designer, teamwork is an effective way to differentiate instruction.
2. Reflection and Goal Setting
Reflection is an important part of PBL. Throughout the project, students should reflect on their work and set goals for further learning. This is a great opportunity for them to set individualized learning goals and for you to target instruction to the goals they have set.
At a specific milestone in one program, I observed a teacher ask students to reflect on what they had learned so far in math and science and then develop goal statements for what they still wanted to learn. The teacher then designed activities to support students in learning not only what they wanted, but what they needed to know.
3. Mini-Courses, Centers, and Resources
This is probably one of my favorites. In addition to being a great management strategy to prevent wasted classroom time, mini lessons and centers are a great way to differentiate instruction. Maybe you offer mini-lessons or center work to support your students’ learning, or maybe you show your students a wide variety of learning resources, including videos, games, and readings.
I know a teacher who has a well-oiled PBL classroom machine. Students can seamlessly move from product work to learning stations, resources, and mini-lessons based on what they know. Students are so in tune with their learning that they can actually own it and the teacher provides instruction without assumptions. Not all students need a mini-course, so you can offer or require it for the students who would really benefit.
4. Voice and Choice in Products
Another important component of PBL is student voice and choice, both in terms of student learning outcomes and how they use their time. With these products, you can have students present what they know in a variety of ways. From a written section to an art or drama section, you can differentiate the way students do summative assessments. Their passion plays an active role here.
Again, this depends entirely on the criteria you are assessing, but don’t let the criteria limit your thinking. Yes, if you’re assessing writing, you may have a written section, but ask yourself, “How do I allow for voice and choice here?” Embrace the possibility of differentiated student summary products.
5. Differentiation through Formative Assessments
Formative assessments are the same for all students. They can also look different. We know that students can demonstrate what they have learned in different ways, just like the products of the summative assessments mentioned above. Additionally, when you check for understanding during the process, you can formalize the assessment in different ways when appropriate.
Perhaps your goal is collaboration in a project. You can differentiate formative assessment in different ways. Maybe it’s a verbal meeting. Maybe it’s a series of written responses. Maybe it’s a graphic organizer or a collage. More importantly, these formative assessments allow you to differentiate the type of guidance you need as you move forward in your project.
6. Balancing Teamwork and Individual Work
Teamwork and collaboration occur frequently in PBL projects. We want to utilize collaboration and content. However, there may be times when individual instruction and practice is needed. You need to differentiate between learning environments because some students learn better on their own while others learn better in teams. The truth is, we all need time to process and think, just as we need time to learn from our peers. Make sure there is a balance between the two so you can allow time to meet with students individually while supporting a collaborative environment.
As you master the PBL process in your classroom, you will intuitively find ways to differentiate instruction for your students. You will design projects to support content and skills in a variety of ways. You will create formative and summative assessments to meet students’ passions and goals, and you will manage the process so you can meet students’ needs and move them forward.