09 Jun Project Based Learning
As a special education teacher, project-based learning can seem overwhelming and impossible to do, especially with students with high needs. How can students with unique needs demonstrate mastery of science standards in a meaningful way? How can students experience hands-on learning with their peers in a way that is truly inclusive? How do you modify materials to meet every child’s needs? Who has that much time?
These are all questions I asked myself when I started working at a STEM school. It seemed daunting at first, but the student outcomes were more than enough motivation to continue.
Project based learning (PBL) gives students more freedom to explore and create solutions to real world problems. Within a PBL unit, standards from all subject areas can be included. Projects make learning more applicable and hands-on. On top of covering standards during the projects, children are learning to problem solve and think critically.
With the right accommodations and modifications, all students can experience project based learning in worthwhile ways. Below you’ll find each step of PBL units and how to make them accessible to unique learners.
Step 1: Driving Question
All PBLs start with a question. And not just a simple question such as, “What planet is your favorite?” These questions are inquiry-based and set the stage for a hands-on learning. It should guide the learning and happens at the beginning of the unit. PBLs are about gathering information to actively engage in learning. So often traditional learning is followed by a structured project or craft. PBLs create meaningful opportunities to learn through exploration.
For students with disabilities, the driving question is still just as important. One key takeaway from my experience with PBLs is to try not to underestimate how much students understand. When modifying PBLs in the general education setting, the wording may need to be simplified compared to the essential question same-age peers are using, but try to be creative and simplify the verbiage, not the open-ended aspect of the driving question. For projects completed in the special education setting, create driving questions that are relatable and interesting to your students. Motivation is key to maintaining their interest over a sustained period of time.
Step 2: Research
Researching Dinosaurs
Researching pets
Research is where all the learning happens! Videos and books are wonderful ways to engage students. Use leveled texts during reading groups to incorporate reading goals and science standards. Math activities can also include information about the PBL through the use of word problems and practical application problems. I’ve included pictures to represent the vocabulary words on counting worksheets and number flashcards.
Step 3: Plan
Planning an arctic habitat
Sample planning sheet for a unit on pets
When students have finished researching, they plan their project. This is a crucial step for all students and there are innumerable ways to modify planning sheets. Planning helps them think through their project ahead of time to promote independence when it comes to creating the project. Help them through the planning process so that they can successfully create the project as independently as possible.
Step 4: Create
Creating the project is the fun part! The main goal to keep reminding yourself and the other adults working with students with disabilities is to make it as independent as possible. Let go of any perfectionist tendencies you have and let each student take control of their own project.
Creating a grassland habitat
An arctic habitat created by a preschool aged student
For children who struggle with fine motor skills even with accommodated tools (adapted scissors, pencils, etc.), let them direct you as you cut things out or write things down. Challenge them to use communication devices to request the colors, shapes, and sizes. Incorporate signs and picture cards for them to tell you to “stop” if you are helping cut something out. Pause and have them request “more.”
Believe in your students and their creative abilities. With the right planning sheet and accommodations while creating (communication boards, precut materials, adapted writing utensils), all children can play an active role in creating innovative projects. Prep your assistants ahead of time so they know it is not about the prettiest project, it is about the child using their plan to create.
Step 5: Present
I’ll admit, I was apprehensive about the presenting step at the end of my first project based learning unit. But, after I watched them all present, I was so proud and they were, too. This step quickly became my favorite.
Part of what makes PBLs meaningful is that the projects are practical and relevant to the real world. When students try to solve the problem proposed in the essential question, they are learning to think critically about problems and questions. The presentation aspect is a way for them to share their solution. As students get older, presentations might be actually sharing solutions with companies in a relevant field.
Presenting using a Big Mack switch
Presenting in front of a few peers with her research sheet as a prompt
Presentations for my students range from hitting a Big Mack switch with a prerecorded message to using a communication device to share to speaking verbally about the topic.
After the presentation, the unit is complete! I always share pictures and presentations with staff and parents; it’s amazing to see what students can create when given the resources and opportunities to be creative when learning. Project based learning provides meaningful ways for students to learn how to problem-solve and think critically. It is more than an art project, and is absolutely something that is accessible to all students. Use project based learning to foster inclusion and increase opportunities for students with disabilities to think critically as they learn.
