Project-Based Learning

Of the different models I studied, I see project-based learning (“PBL”) as one of the most promising for literacy development for both English learners and native English speakers.

One of the primary reasons I think PBL is so promising for literacy development is that PBL provides authentic reasons for students to read and write (and speak, though oral language is not the focus of this website). Motivation is a key factor in successful literacy programs for adolescents. Additionally, PBL allows teachers to differentiate for reading level and other aspects of literacy development without singling out individual students. Perhaps most importantly, I see PBL as a vehicle to ensure or at least increase the chances that English language learners and striving readers receive meaningful curricula. I see significant potential for PBL in heterogeneous classrooms as well as in intervention and ELD/ELA classes. Marble Hill, referenced in the opening page of the School Models section of this website, combines a PBL approach with other approaches. Projects help students see the real-life applications of the subject matter. I believe that having even two major well-designed projects a year in a class can help students see the relevance to what they are learning.

I was unable to find research studies that compare PBL specifically targeted at EL and/or literacy development for students with reading difficulty with other approaches for these students. In Setting the Standard for Project Based Learning (2015), John Larmer, John Mergendoller and Suzie Boss outline results based on extensive research including randomized studies in K-12 classrooms that demonstrate higher achievement on both traditional assessments and performance-based assessments by students engaged in PBL (p. 55). The authors also point out the positive impact PBL has on motivation for both teachers and students (p. 64-65). However, the description of the research in their book does not specifically target outcomes for ELs and students with reading difficulty.

The focus of this page is project-based learning for English language learners. That said, I have included resources, links and commentary that are relevant to PBL for both English learners and students with reading difficulty.

One of the most helpful resources about PBL is an open source chapter written by Brigid Barron and Linda Darling-Hammond entitled "Teaching for Meaningful Learning." The chapter is a review of the research about inquiry and cooperative learning and includes specific information about PBL, though it does not specifically address PBL for ELs and students with reading difficulty.

The following is a powerpoint I developed to provide an overview of PBL, including specific benefits and challenges for English language learners. This powerpoint is focused on PBL for ELs and is not specifically focused on literacy.

Challenges of PBL for English Learners and for Students with Reading Difficulty.

Fredericka Stoller, a professor at the Northern Arizona University, is an expert on reading instruction for English language learners as well as PBL for English language learners. One of the challenges of implementing high-quality PBL for English language learners is ensuring that the language structures are taught and practiced in the context of the projects. To address this, Stoller created the following model for project-based learning to support language development.

Jane David, who studies public education in the United States as Director of the Bay Area Research Group, has outlined the benefits of PBL but also cautions educators to ensure that they have the necessary support before implementing a complete project-based model. In her column, "What Research Says About Project-Based Learning" (2008), she concludes:

These studies suggest that project-based learning, when fully realized, can improve student learning. However, the research also underscores how difficult it is to implement project-based learning well. Together these findings suggest caution in embracing this practice unless the conditions for success are in place . . .Yet, teachers can use the key ideas underlying project-based learning in some measure in any classroom. Using real-life problems to motivate students, challenging them to think deeply about meaningful content, and enabling them to work collaboratively are practices that yield benefits for all students.

David wrote this in 2008, and since that time the PBL movement has developed significantly. Teachers can find many models for successful PBL units. Larmer, et al., in Setting the Standard for Project Based Learning (2015), encourage teachers to implement PBL, but also caution that the success of PBL "depends on the teacher, the project design, and the implementation" (p. 59). These same cautions apply to teachers working to integrate PBL into programs targeted for English learners and students with reading difficulty.

Helen Maniates, from the University of San Francisco, posed some questions via email that provide valuable insights into some of the challenges of effectively meeting the needs of some of the most at-risk students in our public schools when using a PBL model. In an email exchange about this topic, she asked the following important questions:

Does PBL privilege more-prepared students? Within a PBL model, how do we build in skill development for those that would benefit and really need that? The last time around with PBL in the 90's often had less skilled learners coasting along and without the opportunity to build skills because they were not explicitly taught (the same problem occurred with whole language).

I do not believe that PBL and skills development are mutually exclusive. In fact, I feel that PBL provides motivation to improve skills. I have not yet found many robust models for supporting, assessing and monitoring reading development within a PBL framework. Stoller's model represents one promising approach for integrating explicit language instruction into PBL for English language learners, and aspects of her model may be modified to strengthen the potential of PBL for developing readers.

Other Resources for PBL

General Information about PBL

Buck's Institute

Project-based Learning and ELs:

Amy Reising, Director of Credentialing and Teacher Development at High Tech High, and Katherine Carter, doctoral student in educational leadership at Harvard University, outline benefits of PBL for English learners in "English Learners and Project-Based Learning." (2014).

Literacy as the Focus for PBL

Suzie Boss makes a case for literacy being the focus of PBL in this blog on Edutopia.

Components for Success for PBL

Vanessa Vega, in an Edutopia article entitled, "Project-Based Learning Research Review: Evidence-Based Components of Success," (2014) outlines research-based components for robust project-based learning (in general, not just for English language learners). The article also includes links to additional resources.

Annotated Bibliography PBL