Project-Based Learning in English Language Arts: Shifting Pedagogy, Shifting Practice

• In Event: Moscone Center West Roundtable Session 3
  In Roundtable Session: Discussion, Discourse, and Collaboration in the English Language Arts Classroom

Abstract

Project Based Learning (PBL) is emerging as an opportunity for teachers and students to engage more deeply with academic content to increase student outcomes in ways that feel authentic and meaningful. More information is needed about how teachers experience PBL, particularly in relation to the content they teach. This qualitative study explored the perceptions of 10 teachers committed to enacting a PBL course in 9th grade English Language Arts. Benefits included increased student engagement, critical thinking and real-world skills. Most teachers were energized by teaching PBL but grappled with traditional notions of teaching English, teaching explicit skills, and integrating texts into PBL projects. School-level influences and a call to action for stakeholders are also described.

Authors

• Alison Gould Boardman, University of Colorado - Boulder

• Antero Garcia, Stanford University

• Karoline R TREPPER, Stanford University

• Joseph L. Polman, University of Colorado - Boulder