Project-Based Learning – Responding to Social Justice Issues in a Writing Classroom
Start Date
2023 4:00 PM
Location
Alter Hall Poster Session 2 - 3rd floor
Abstract
Each school year, students and teachers alike anticipate the overwhelming pressure of standardized testing. Not only have educators argued for years that standardized tests can not accurately assess a student’s full capabilities, but students dread the boredom associated with standardized testing content and procedures. This research paper seeks to discover how writing teachers can move beyond such rote assessments in their classroom by incorporating project-based learning (PBL) into their curriculum. Project-based learning is an instructional method designed to give students an opportunity to build skills and content understanding by engaging in projects that may be applicable to real-world situations. Perspectives about project-based learning and community collaboration were generated using quantitative data collected through survey responses and peer-reviewed public data. To guide this study, the main question sought to answer was: How can students use project-based learning in a writing class to respond to social justice issues in their community?
Project-Based Learning – Responding to Social Justice Issues in a Writing Classroom
Alter Hall Poster Session 2 - 3rd floor
Each school year, students and teachers alike anticipate the overwhelming pressure of standardized testing. Not only have educators argued for years that standardized tests can not accurately assess a student’s full capabilities, but students dread the boredom associated with standardized testing content and procedures. This research paper seeks to discover how writing teachers can move beyond such rote assessments in their classroom by incorporating project-based learning (PBL) into their curriculum. Project-based learning is an instructional method designed to give students an opportunity to build skills and content understanding by engaging in projects that may be applicable to real-world situations. Perspectives about project-based learning and community collaboration were generated using quantitative data collected through survey responses and peer-reviewed public data. To guide this study, the main question sought to answer was: How can students use project-based learning in a writing class to respond to social justice issues in their community?
