I knew that the moment would come soon enough, but I was still not quite ready when it did. My professor informed the class that we would need to design a project-based learning activity for our English Language Learners (or ELLs) to complete, a course requirement that was expected because project-based learning is a focal point of the course. Sigh. Though expected, I was not enthusiastic about the assignment at first, especially when I still had so many questions about project-based learning in virtual learning spaces.

As we unpacked the meaning of Project-Based Learning in my doctoral course, I began to get an understanding of how it could be beneficial, particularly for ELLs. The formal definition of Project Based Learning is that it is a teaching method in which students gain knowledge and skills by working an extended period of time to investigate and respond to an authentic, engaging, and complex question, problem, or challenge. There were many 21st Century skills that my students could gain from this type of learning. Still, I was unclear as to how I could effectively design a project with multiple steps for my Intermediate ELLs to complete. Planning a project prior to a world-wide pandemic was one thing, but designing a lesson for students receiving hybrid instruction was another. Despite my uncertainty, I was interested in exploring how to approach this task.

It just so happened that our science department typically calendared a biome project for our students around the same time that I was designing the PBL activity for my doctoral course. The timing was impeccable because it meant that I could also assign the project to my ELLs. Doing so would enable to to obtain qualitative data that I could refer to when making decisions about how to alter the project in the future. Still, I had so many questions. How would I monitor progress on the project for students who are home learning virtually? Could I successfully support students receiving in-person instruction while simultaneously supporting virtual learners? Would implementing project-based learning while facilitating hybrid instruction be a total success or an epic failure? The only way I could get my questions answered would be to actually assign the project. I held my breath and did just that.

The truth is, my first attempt at implementing project-based learning was neither a total success or an epic failure. It was, however, an experience that taught me a lot about meeting the learning needs of my ELLs so that they can be in a position to do a project that meets my expectations. After breathing a sigh of relief once students submitted their final products, I reflected on the experience and thought about what I learned most. Ultimately, there were 4 lessons that I learned that I would like to share. They are:

1. Be patient as students become accustomed to multi-step projects.– It is easy to assume that all students should be capable of understanding how to do a project. With ELLs, assuming is not the best idea. What some teachers may consider a “simple task” could be quite daunting for students who have language barriers. Recognizing the need for patience is key. Though I wanted students’ projects to have all of the essential elements of PBLs, I was realistic and understood that I would need to be flexible since I was just getting started with Project Based Learning. Certain aspects of it were not clear to some, meaning that it was necessary to repeat instructions at times. I knew that eventually, they would become more familiar with the process and my expectations. My ELLs needed a great deal of support, especially since none of them had ever done a project before. Having this awareness helps me to prepare for future projects.
2. Provide instructions that include lots of visuals.– When I initially assigned the project, I uploaded detailed instructions on Schoology, the learning platform used by my school district for the purposes of virtual learning. I was quite pleased with myself, but later realized that my ELLs were overwhelmed with so much information. Instructions with lots of visuals help to make the language more comprehensible. One way to do this is to record a screencast that explains the process step-by-step. A screencast can show students exactly what to do to access important information that is relevant to the project, answer questions they may have about the process, and show them where and how to submit the finished product. Students can watch the video as many times as necessary when they need a refresher on what to do.
3. Provide students an option bank with 3-4 forms of technology they can use to present their projects.- Unfortunately, I had to learn this the hard way. PowerPoint has been a quick and simple way for my students to make presentations in the past. However, I ran into an issue when I realized that my ELLs did not have PowerPoint installed on their computers. Having only one option for presentations very limiting, especially when there are so many alternatives that can be explored. Google Slides, Prezi, and Animoto are just a few of the possible alternatives that student can use to make creative presentations. Additionally, Screen-Cast-O-Matic is a great way to present with voiceover narration. Giving students choices will give them an opportunity to explore tech tools that are different than what they are accustomed to.
4. Consider how vocabulary knowledge can play a role in project completion.- Grappling to understand content and academic vocabulary could create a barrier that causes ELLs to move slower as they work to complete the project. In my class, some students are very vocal about not having a full understanding of some terms that they have learned. Online translation tools gave my students much needed support. These resources should be on hand at all times for students to use, and teachers should remind and encourage students to use them throughout a variety of tasks. In addition to allowing the use of translation tools, I also provided a vocabulary list with content terms that were relevant to the assigned project. Doing so allowed me to reinforce key science vocabulary that was associated with the biomes unit and necessary for them to remember.

Project-Based Learning can be a fun and interactive way for ELLs to show their comprehension of content concepts. Getting started may have its challenges initially, but with time and support, they have the potential to excel. Knowing how to support them and preparing accordingly will make the process smoother and more enjoyable for all involved.