Wendie Ward

During the course of my action research, I explored how differentiation techniques can compliment the philosophies of project based learning (PBL). Students in my 7th grade English class at Lakeside Middle School participated in a trimester long differentiated PBL experience. Through the analysis of surveys, interviews, exit cards, and class observations, I was able to discover what differentiation strategies were the most meaningful for students. I found that providing choice, exhibiting models, and creating meaningful student groups greatly impacted the quality of student products. These findings indicate that specific differentiation strategies can assist teachers with creating projects that are accessible for all students.