Project-based learning (PBL) approaches seek to challenge the grammar of schooling by providing opportunities for students to (a) explore meaningful questions using multiple disciplinary lenses; (b) read, interpret, and produce a wide range of texts as they engage in disciplinary inquiry; and (c) develop and use a range of social-emotional skills as they work together to solve real-world problems. As PBL gains momentum in K–12 classrooms, we need to better understand the ways in which teachers and students take up these opportunities. This case study explored how one third-grade teacher’s enactment of a PBL curriculum provided opportunities for students to learn and use social-emotional skills and literacy in the service of disciplinary learning. Findings revealed that the curriculum and enactment diverged from the grammar of schooling by providing opportunities for students to use literacy as a tool for disciplinary inquiry while simultaneously advancing goals associated with social-emotional learning.

中文翻译：

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小学项目式教学中社会情感和识字学习的重叠机会

基于项目的学习 (PBL) 方法旨在通过为学生提供机会来挑战学校教育的语法：(a) 使用多学科视角探索有意义的问题；(b) 在进行学科探究时阅读、解释和制作范围广泛的文本；(c) 在他们共同努力解决现实世界的问题时，发展和使用一系列社交情感技能。随着 PBL 在 K-12 课堂中获得动力，我们需要更好地了解教师和学生利用这些机会的方式。本案例研究探讨了一名三年级教师制定的 PBL 课程如何为学生提供机会学习和使用社会情感技能和识字服务于学科学习。