The challenge that I am facing has to do with differentiation during project-based learning (PBL) activities. Some students move through the stages in a PBL activity quickly and easily while other students need more time and scaffolding in order to progress through the stages. I call my challenge synchronizing asynchronously because I have two intertwined objectives. The first is allow students to work at their own pace and level of ability. This is what I mean by asynchronous. The second is to create a pedagogical method and structure that enables students to productively collaborate and interact with others in the classroom no matter where they are in the learning process. Synchronizing students asynchronously matters because I believe in the importance of collaborative learning and inclusion as well as differentiation. These do not have to be mutually exclusive goals.