Building Foundational Literacy Skills in Project-Based Learning Classes

• In Event: AERA Research in Progress Roundtable Session Four
  In Invited Roundtable: Research-in-Progress RT004 (Saturday)

Abstract

Project-Based Learning (PBL) has grown increasingly popular in recent decades, drawing widespread appeal for enlivening classes, promoting deep understanding and 21st century skills. However, certain unresolved instructional design issues must be addressed in order to maximize efficacy, including the overarching question guiding this investigation: how to incorporate foundational literacy skill-building into authentically contextualized projects. Current lack of guidance in this area can result in a lack of curricular alignment, and gaps in reading and writing skill development. Drawing on Eisenhardt’s multiple case-study methodology, this exploratory mixed methods study builds a typology of pedagogical strategies and approaches from across one PBL school network, to help teachers improve their practice, and lay the groundwork for school and district-level streamlining discussions.

Author

• Marco Chacon, University of California - San Diego