As we wrap up another school year, it's the perfect time to shift from routine instruction to meaningful, differentiated projects. But how do we ensure these projects aren't just "busy work"? The answer: use your student data to drive your end-of-the-year projects. At BlendedLearningPD.com and DynaGuide.org, we believe that data-driven projects are the key to impacting achievement, fostering growth, and keeping engagement high during those final weeks. Here's how you can make it happen: Click here to grab a FREE copy of the planning guide to use with your team.

Start with Your District Resources

​Before you jump into project planning, review the district resources aligned with your grade level and standards. These materials will ensure your projects stay aligned to required outcomes while allowing room for creativity and differentiation.

Explore and Analyze Your Student Data

Dig into your MAP scores, benchmark assessments, and formative data. Group students based on skill levels to better tailor their projects. Data might reveal that some students are ready for more advanced tasks, while others need foundational reinforcement. ✅ Pro Tip: Place students into four differentiated groups based on achievement and growth data to provide more targeted support.

Choose the Right Project Framework

Time Saving Choice Board Creation 

​Incorporate Progression Boards

Set Data-Driven Goals

Why Data-Driven Projects Matter

Ready to Plan Your End-of-Year Projects?

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The Class Project: Structured Creativity

A class project is typically a teacher-designed activity with a clear outcome and predetermined steps. These projects offer students a chance to demonstrate their understanding, often at the end of a unit or lesson. Example: The teacher assigns the entire class to design a school garden. Students may follow the same template, research plants, sketch layouts, and present their designs. Key Characteristics: Teacher-directed Defined goals and deadlines Limited student voice or variation Often used for assessment Pros: Structured and predictable Good for practicing collaboration Allows for creativity within boundaries Limitations: Minimal student choice Often lacks real-world context or extended inquiry Reference: Larmer, J., & Mergendoller, J. R. (2010). Seven Essentials for Project-Based Learning. Edutopia.

The Choice Board: Empowering Student Voice

Choice boards are tools that allow students to choose how they engage with content. This differentiation strategy encourages autonomy while maintaining alignment to learning objectives. ​Example: Students are given a menu of activities related to a community garden. Some may create a brochure, others might research soil types, and a few might design signs or plan watering schedules. Key Characteristics: Student-selected tasks Differentiated options by learning styles or interests Tasks may vary in format but connect to the same core standard Pros: Boosts motivation through choice Allows for personalized learning Encourages ownership of work Limitations: Less collaborative than PBL Tasks may be disconnected without a unifying problem or goal​

Click Here to Grab this Choice Board

Project-Based Learning: Purpose-Driven Inquiry

Project-Based Learning is a comprehensive instructional approach where students investigate and respond to a complex question, problem, or challenge. It goes beyond simply doing a project; it’s grounded in inquiry, student voice, and real-world relevance. Example: The teacher introduces a tropical plant as a “hook” and asks students: “How can we design a garden that supports both native and tropical plants in our local environment?” Students work in teams to research, interview gardeners, draft proposals, and present actionable plans to a community partner. Key Characteristics: Centered around a driving question Student-led inquiry and investigation Real-world connections and public audience Reflective and iterative process Pros: Deep, authentic learning Enhances collaboration and critical thinking Promotes student agency and real-world impact Limitations: Requires time and thoughtful planning Needs teacher facilitation and scaffolding Assessment must be ongoing and multifaceted Reference: Buck Institute for Education (now PBLWorks). (2021). Gold Standard PBL: Essential Project Design Elements. https://www.pblworks.org/ Click here for the PBL Checklist that was created by:  Maria Salomon

Click here for the PBL planner from Canva

Conclusion: Know the Difference to Know the Impact