Empowering ELL with PBL in mind

Outline

Presentation Outline: Designing Inclusive and Rigorous PBL
(Duration: 90 Minutes)
I. Introduction: The Urgency of Inclusive Design (10 Minutes)
Time
Content Focus
Engagement/Activity (Process)
0:00-0:05
Hook & Context: Introduce the session's theme—moving instruction beyond basic accommodations to deep, collaborative, and cognitive-science-based design. Present the high-stakes reality for MLLs and students with disabilities (equity, achievement, legal mandates).
Introductory Hook (Process): Display two versions of the same PBL task (one restrictive, one UDL-infused). Ask the audience for a Thumbs-Up/Thumbs-Down critique on which task is more likely to yield high-quality, diverse student work.
0:05-0:10
Agenda & Outcomes Review: Briefly review the session structure and the three key participant outcomes (UDL/IEP Design, Explicit Language, Collaboration).
Device Activity (Poll): Use a tool like Mentimeter or a shared Google Form for a Quick Poll: "What is your primary role (Content, SPED, MLL, Tech)?" and "What is your biggest current challenge in PBL design?" (Use data to tailor transitions).

II. Outcome 1: Designing Differentiated PBL Tasks (UDL & IEP Data) (25 Minutes)
Key Participant Outcome: Design Differentiated PBL Tasks using UDL principles and student IEP data to ensure content is accessible and rigorous.
Time
Content Focus
Engagement/Activity (Process)
0:10-0:20
UDL in PBL: Define the three UDL principles (Engagement, Representation, Action & Expression) and their specific application to Project-Based Learning phases (Launch, Investigation, Culmination). Content: Focus on multiple means of expression (Output) and how to maintain high cognitive rigor while varying the medium.
Peer-to-Peer Interaction: "UDL Principle Blitz": Attendees partner up for a Turn-and-Talk activity. Partner A explains how they differentiate Engagement in their current unit; Partner B explains Representation. (2 minutes per partner).
0:20-0:35
Translating Data to Design: Content on synthesizing critical IEP/MLL data points (e.g., processing speed, working memory limits, WIDA level scores) and translating them directly into required task modifications (not optional "accommodations"). Content: Present the "Must-Have vs. Nice-to-Have" framework for task design.
Activity (Immediate Application): Task Revision Lab: Provide a sample, rigid PBL prompt and a mock student profile (including IEP accommodations and MLL data). Attendees work individually/in pairs to revise the prompt, ensuring it aligns with the student's needs and Outcome 1.

III. Outcome 2: Integrating Explicit Language Instruction (SoR & WIDA) (25 Minutes)
Key Participant Outcome: Integrate Explicit Language Instruction by applying Science of Reading principles and targeting the WIDA language domains (Reading, Writing, Listening, Speaking).
Time
Content Focus
Engagement/Activity (Process)
0:35-0:45
Language Acquisition as Cognitive Science: Content on why 'basic' accommodations are insufficient for language development. Apply Science of Reading/Cognitive Science principles to academic language (e.g., Morphology, Syntax, Background Knowledge). Focus on pre-teaching academic vocabulary with structural analysis.
Activity (Practice): "The Power of a Morpheme": Introduce a high-utility prefix/root word common in academic content (e.g., spec-, sub-) and challenge attendees to quickly brainstorm 5 related Tier 3 words and how they would explicitly teach the structural meaning.
0:45-1:00
WIDA Domain Mapping in PBL: Content on intentionally mapping explicit language instruction to the four WIDA language domains (Reading, Writing, Listening, Speaking) across the life of the PBL unit. Content: Provide examples of Listening tasks that target complex noun phrases and Speaking tasks that require the use of specific conditional clauses.
Peer-to-Peer Interaction: WIDA Card Sort: Handout index cards with sample language objectives (e.g., Students will use past-tense verbs to describe a historical event). Pairs decide which WIDA domain is the primary target for each objective, justifying their choice to another pair.

IV. Outcome 3: Facilitating Interdepartmental Collaboration (20 Minutes)
Key Participant Outcome: Facilitate Interdepartmental Collaboration by recognizing and synthesizing the instructional expertise of the MLL/ENL Teacher, Special Education Teacher, and Educational Technologist.
Time
Content Focus
Engagement/Activity (Process)
1:00-1:10
Expertise Synthesis: Content defining the unique, high-value instructional lens each role brings: MLL/ENL (language demands, WIDA), SPED (cognitive processing, IEP data), and Ed Tech (UDL-aligned platform tools, maximizing agency).
Process (Scenario Analysis): Present a problem (e.g., "Students are struggling to organize their research notes and complete the final project on time"). Ask attendees to quickly jot down the three different solutions that each specialist would provide.
1:10-1:20
Unified Planning Protocol: Content on a shared, simplified backward design template that forces collaborative input. Process: Focus on starting meetings with the question: "What are the essential cognitive demands of this task, and what is the lowest-barrier entry point?"
Role-Play/Jigsaw: Attendees briefly get into cross-functional teams (or pretend roles) to collaboratively build a 5-step instructional sequence for a provided PBL phase, making sure to integrate a contribution from all three specialists.

V. Conclusion & Synthesis: Platform-Neutral Scaffolding (10 Minutes)
Key Participant Outcome: Implement Platform-Neutral Scaffolding Techniques by demonstrating and applying accessible design principles using a variety of technology platforms (Google, Microsoft, Apple).
Time
Content Focus
Engagement/Activity (Process)
1:20-1:25
Platform-Neutral Scaffolding: Synthesize the session by showing that inclusive design principles are tool-agnostic. Content: Demonstrate 3 key techniques that work across any device/platform (e.g., Speech-to-Text for Writing, Immersive Reader/Read Aloud for Reading, Visual Organizers).
Activity (Device-Based): "Try It Now" Challenge: Attendees quickly access one of the three demonstrated techniques on their own device (using their preferred platform) to ensure they know the mechanism.
1:25-1:30
Q&A and Next Steps: Open floor for questions and final thoughts. Share curated resource list.
Process (Commitment Card): Attendees write down one specific, implementable action item for their next instructional unit related to the session's content. Collect or encourage teams to share their commitments.

Outcomes

Key Participant Outcomes
After this session, participants will be able to:
Design Differentiated PBL Tasks using the principles of Universal Design for Learning (UDL) and student IEP data to ensure content is accessible and rigorous for multilingual learners with diverse needs, processing speeds, and disabilities.
Integrate Explicit Language Instruction by applying Science of Reading principles (e.g., academic vocabulary, phonological awareness) and targeting the WIDA language domains (Reading, Writing, Listening, Speaking) to move instruction beyond basic accommodations into deep, cognitive-science-based language acquisition within their PBL units.
Facilitate Interdepartmental Collaboration by recognizing and synthesizing the instructional expertise of the MLL/ENL Teacher, Special Education Teacher, and Educational Technologist to create a unified, high-impact instructional plan for vulnerable student populations.
Implement Platform-Neutral Scaffolding Techniques by demonstrating and applying accessible design principles using a variety of technology platforms (Google, Microsoft, Apple) to maximize student agency and ensure strategies are relevant regardless of school district resources or existing tech ecosystems.

Supporting research

Cunconan-Lahr, R. & Gentille Green, B.
Designing for Inclusion: Universal Design for Learning as a Catalyst in the IEP Process (CAST Publishing)
2022
King, Sara E.
Designing to the Edges: Using Universal Design for Learning in PBL (PBLWorks Blog)
October 23, 2017
EAB Research Team
Universal Design for Learning and Other Inclusive Practices (EAB Research Report)
2023

WIDA (The Reading League, et al.)
Answering your questions on multilingual learners and the science of reading (WIDA Resource)
2023
WIDA
Reading Development and Multilingual Learners: Research-Based Guideposts for Equitable Literacy Instruction (WIDA Report)
2021
WIDA
Developing Reading Comprehension and Academic Literacies (WIDA Snapshot Series)
2021

Schwartz, Sarah
How Special Ed. and English-Learner Teachers Can Collaborate: A Guide (Education Week)
October 19, 2023
Kit for Teams
The Importance of Collaborative Lesson Planning for Special Education Providers (Kit for Teams Blog)
June 20, 2023
deBettencourt, Laurie C.
Learn to Collaborate in Support of Multilingual Learners with Exceptionalities (Corwin Connect)
August 28, 2024