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Constructing Educational Possibilities With Teachers at the Center of Project-Based Learning Design and Enactment
Sun, April 14, 3:05 to 4:35pm, Philadelphia Marriott Downtown, Floor: Level 4, Room 409Session Type: Symposium
Abstract
For project-based learning (PBL) to provide equitable and justice-oriented opportunities in classrooms, its enactment must embrace student-driven engagement, collaboration, and community-based contexts. To do this, PBL requires educators to have supportive environments where they can leverage their own creative understandings of learning toward flexibility in curriculum design and classroom enactment. In this way, PBL can be a pedagogical approach that moves teachers from roles of technicians, as is commonly found in scripted curriculum, toward agentive co-designers. This session, from six different teams in as many locations and educational contexts, investigates teachers’ roles and developing expertise in innovating learning experiences toward students’ directions and disciplinary expectations in ways that are empowering for both teachers and their students.
Sub Unit
Chair
Papers
Supporting Authentic Learning in PBL (Project-Based Learning) for ALL Students: Scaffolding Within PBL Design Principles - Alison Gould Boardman, University of Colorado - Boulder; Allarie Coleman, University of Colorado - Boulder
“We’re Reimagining What’s Possible”: Co-Designing Project-Based Learning Toward Antiracist Practice - Kristina M. Stamatis, University of Nebraska - Omaha
Teachers Surfacing Identity and Agency Through Data Within a PBL (Project-Based Learning) Module - Katherine M. Miller, Concord Consortium; Joseph L. Polman, University of Colorado - Boulder; Trang C. Tran, University of Colorado - Boulder; Chad Dorsey, Concord Consortium
Teachers as Curriculum Designers: Approaches to Designing Equity-Committed Project-Based Learning - Gavin Tierney, California State University - Fullerton; Rochelle Urban, Digital Promise; Gina Olabuenaga, AdaptiveX
Project-Based-Learning Civics Teachers as Curriculum Specialists: Centering Teachers Through Design-Based Implementation Research - Lisa Utzinger Shen, Independent Scholar
Louisiana Teachers’ Project-Based Learning Science Curriculum Adaptations: Leveraging Elementary Students’ Local Experiences of Climate Change - Emily Adah Miller, University of Georgia; Joseph DeLuca, Fairfield University; Liz French, University of Georgia; Shweta Lahiri, University of Georgia; Julie A. Luft, University of Georgia; Ajay Sharma, University of Georgia; Hong H. Tran, Purdue University