Maximizing Project Based Learning for Neurodiverse Learners

Abstract

Project Based Learning (PBL) is becoming more common in K-12 classrooms (Ayton & Capraro, 2021). PBL is pedagogical form of inquiry-based learning that allows students to learn while actively engaging in projects to explore authentic real-world problems or question while learning content. Students who find traditional classroom instruction challenging tend to thrive in inquiry based instructional settings (Barron & Darling-Hammond, 2008). Inquiry based learning improves student engagement, deeper learning, and decreases the achievement gap (inquirED, 2022). Neurodiverse learners benefit from PBL because having a variety of options leads to increased achievement. The student’s role is based on their strengths giving them confidence to speak up and fully participate; motivation is high because it is an authentic solution; hidden or underdeveloped talents that may have never been discovered without the freedom of PBL; there is no “one-stop-shopping” for the answers; lastly it can help to develop social and presentation skills (Mississippi College, 2022). This presentation will discuss the accommodations and modifications, such as self-scaffolding and assistive technology that maximize an educators PBL pedagogy for neurodiverse learners in the classroom.