Project- based learning methodology and its implementation within an existing curriculum at a bilingual private school: a research project in the midst of the Covid19 pandemic

Abstract

The purpose of this case study is to analyze how teachers implemented Project-Based Learning within an existing curriculum in an International bilingual school on the Caribbean Coast of Colombia. The initial focus of this study changed due to constraints imposed by the COVID-19 pandemic, so the focus moved from an interest in observing PBL implemented in the classroom to PBL implemented in the design of classroom projects. This qualitative research study identified the characteristics of projects designed by teachers, characterized teachers’ decision-making process in incorporating and designing the projects, and identified the challenges teachers may face when implementing PBL. I used a checklist in order to analyze five teacher-designed projects in science and English as well as interviews to gather information from five of these teacher designers. Findings revealed that the methodology implemented in the school is more similar to Thematic Teaching taking into account PBL and Thematic Teaching similarities and differences. Additionally, adopting a Thematic Teaching basis rather than the intended target PBL teaching and learning methodology might have occurred due to a lack of sufficient training provided to teachers and teacher-designers. Finally, some of the implications resulting from this study include strategic teachers' development and curriculum planning, as well as a consideration of the current methodology described by the school in their current Institutional Educational Project (PEI).