Differentiate Distance Learning with Self-Directed Project-Based Learning

Distance learning is a challenge in itself, as is differentiated learning, even in a classroom setting when you are face-to-face with students on a daily basis. But differentiating learning from a distance significantly adds to the challenge. How do you engage high school learners in content and skill-building while also considering and applying each student's unique qualities and circumstances?

Project-based learning is an awesome tool for differentiated learning, especially when projects are self-directed. My students self-direct every PBL project while I facilitate, meaning they have choice in driving question, project topic, how they will demonstrate learning, who they will share their new skills and knowledge with, etc. Students all gain the same skills and learn whatever content you assign them, but they learn it in a way that works for them. Projects are designed and catered to each unique student to ensure success for all.

Click here for posts on self-directed learning for more details. 
 
So how do you apply individuality to project design when you can't be face-to-face?  It will take several posts to answer this question to its entirety, so I'm going to start with talking about creating digital personal learning plans. 

A personal learning plan is a document developed by each student in collaboration with their instructor. A personal learning plan includes a variety of features such as interests, learning challenges, learning styles, goals, etc. That info is then used to develop a learning plan specific to each student. Part of that learning plan includes a list of self-directed PBL projects and desired outcomes.

I have a digital personal learning plan in my store. It is a Google Slides and it is editable for YOU to include whatever features you find important for understanding your students. You will use this digital PLP to help students develop self-directed PBL projects that suit their needs, interests, etc.

The following is a list of what my digital PLP includes. Have students develop a personal learning plan right away when they head "back to school" this fall. Get to know your students right away to ensure successful project-based distance learning for the rest of the year.

Differentiate Distance Learning with Digital Personal Learning Plans

My Digital Personal Learning Plan Includes:
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• Cover Page
• Table of Contents
• About Me
• My Interests
• Learning and Personality Survey
• I Want You to Know
• Project Topic Brainstorming
• Future Aspirations
• Session Goals
• Personal Learning Plan Template
• End of Session Reflection
• Summary of Learning Outcomes

Using a PLP to Design Self-Directed PBL Projects: 
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• About Me/Interests - This is an opportunity for students to talk all about themselves. We know teenagers love to do this. This can include their hobbies, siblings, favorite traditions, pets at home, etc. Use this information as a way to inspire project topic ideas for self-directed PBL. Students are more engaged in learning when it is relevant.
• Learning Style - I find it helpful to know effective learning tools for my students when helping them design projects. Many of my students are auditory learners, so I would encourage them to research their project topic or driving question by listening to podcasts, for example.
• Personality Profile - Understanding personality traits of each student is important in itself, but particularly when it comes to relationship building and communication between you and your students from afar. For example, if I learn that one of my students is an introvert, I expect that I will need to incorporate a detailed check-in system with this student because they will be less likely to communicate struggles and questions.
• I Want you to Know - Again, this is an important question to ask students because they will fill you in on things that you might not think to ask. 
• Project-Topic Brainstorming - This is clearly important for self-directed project-based learning. This is basically a brain dump slide where students can unload all of their questions about life, all of the things that they wonder, topics of interest, etc. that can become potential project topics or driving questions. 
• Future Aspirations - This slide is all about their career goals and where they see themselves in the future. This is helpful information to know when designing projects. If they are interested in graphic design, for example, they may plan to demonstrate learning by creating an infographic.
• Goals - Apply student goals to all projects. One goal might be to complete a specific project on a specific topic. But some goals might apply to project design in a less obvious way. For example, a student might be interested in building communication skills. They might, then, choose to gather information about their driving question by writing and conducting interviews with relevant experts. 

This is one way to differentiate learning with high schoolers, but one very powerful way. I stick with self-directed project-based learning for a reason. 

I highly recommend adding my free PBL teacher tools to this experience. My project-based learning outcomes portfolio is a great way for students to add and manage their learning outcomes in one place. Differentiating learning with PBL means students will arrive at unique outcomes. This portfolio is a great way to showcase those outcomes.

Project-Based Learning Outcomes Portfolio

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