Project-Based Learning at Lang: Curiosity in Action

At The Lang School, learning is not about memorizing facts for a test—it’s about engaging deeply with ideas, solving meaningful problems, and connecting knowledge to the real world. That’s why Project-Based Learning (PBL) sits at the heart of our academic program. For twice-exceptional (2e) students, who often thrive when their curiosity is sparked and their creativity is engaged, PBL provides the perfect framework for growth.

Why Project-Based Learning Matters for 2e Students

Traditional instruction can feel limiting for 2e learners. Some may find worksheets repetitive or uninspiring, while others may understand content quickly but struggle with organization, executive functioning, or motivation. PBL changes that dynamic.

By centering learning on a driving question or real-world challenge, PBL invites students to explore content through multiple entry points, to collaborate with peers, and to create authentic products that demonstrate their understanding. This approach naturally aligns with Lang’s commitment to Universal Design for Learning (UDL)—providing multiple ways for students to engage, represent their learning, and express what they know.

The result? Students not only master academic content, but also build skills in problem-solving, self-advocacy, creativity, resilience, and executive functioning—the very skills they’ll need for lifelong success.

PBL in Action Across the Grades

While PBL looks different in each division, the underlying philosophy is consistent: learning should be meaningful, connected, and empowering.

• Lower School: A second-grade science unit might ask, “How do communities prepare for storms?” Students study weather patterns, design simple models, and present their findings to classmates and parents. Along the way, they practice literacy skills by reading informational texts, math skills by charting data, and collaboration by working in small teams.

• Middle School: In seventh grade, a history project might center on “Whose voices are included in the story of America?” Students examine primary sources, write essays, and then curate a mini-exhibition highlighting marginalized perspectives. The project integrates ELA, history, and art, while also encouraging critical thinking about identity and representation.

• Upper School: A tenth-grade interdisciplinary seminar might tackle the question, “What does it mean to live sustainably in New York City?” Students combine biology, environmental science, and social studies to research urban systems, propose sustainable solutions, and present their work to an authentic audience—perhaps a panel of local experts or community partners.

Across all these examples, the common thread is that students are not just absorbing information—they are creating, questioning, and applying knowledge in ways that feel relevant and purposeful.

Strengthening Executive Functioning Skills

For many 2e learners, one of the biggest hurdles in school isn’t understanding the material—it’s managing the process of learning. PBL provides a natural, supportive structure for building executive functioning skills. Long-term projects require students to:

• Plan and prioritize tasks over days or weeks.

• Break down complex assignments into manageable steps.

• Stay organized as they gather research and materials.

• Manage time effectively to meet deadlines.

• Revise and reflect as part of the learning cycle.

Because these skills are embedded in authentic, engaging work—not taught in isolation—students are more motivated to practice them. Over time, this steady, supported practice translates into stronger independence and readiness for the demands of high school, college, and beyond.

Building Toward College and Beyond

PBL also prepares Lang students for the independence and rigor of higher education. By engaging in long-term projects, they learn to manage complex tasks, reflect on their process, and present confidently to an audience. For 2e learners in particular, this structure is transformative. It allows strengths—whether in writing, art, science, or public speaking—to shine, while also supporting areas of challenge with scaffolding and feedback.

A Culture of Curiosity and Purpose

At Lang, Project-Based Learning is more than an instructional strategy—it’s part of our culture. It reflects our belief that students learn best when their curiosity is nurtured, their strengths are amplified, and their learning connects to the wider world. From the earliest grades to graduation, PBL helps Lang students see themselves not just as students, but as thinkers, creators, and changemakers.