“I Liked It More!” Student Experiences With Scaffolding in Project-Based Learning

• In Event: Friday Roundtable Session 4:55 pm
  In Roundtable Session: Literacy Instruction Innovation in Special Education (Table 21)

Abstract

Despite widespread support for project based learning (PBL) to engage students in rich learning experiences, few studies have examined how minoritized students experience PBL, with little known about students with disabilities. Using principles of PBL and Universal Design for Learning, a team of researchers and teachers co-designed a PBL unit to be accessible to all 9th graders in English Language Arts classes in an urban high school. When students reflected on the project, they appreciated the authenticity of experiences, the choice and sustained engagement in the research process, and most shared that they preferred this method of learning to more traditional practices. Students noted which scaffolds were most helpful and offered ideas for teachers to provide additional support.

Authors

• Alison Gould Boardman, University of Colorado - Boulder

• Allarie Coleman, University of Colorado - Boulder