Chapter 3 - The Power of Authentic Learning
Learning Objectives
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1. Participants will be able to orally explain the features and characteristics of Authentic Learning to another team member at the end of this workshop.
2. Through examples and diagrams, participants will understand the standards and assessment procedures for Authentic Learning and will create their own map of the information provided below.
3. Each team will develop a five point set of Authentic Learning standards for their field of study.
2. Through examples and diagrams, participants will understand the standards and assessment procedures for Authentic Learning and will create their own map of the information provided below.
3. Each team will develop a five point set of Authentic Learning standards for their field of study.
Chapter Three Summary
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What is Authentic Learning?
Authentic learning is creating an environment where students are able to learn and use their knowledge in real-life situations. Doyle notes that this concept has been around for quite awhile. There was a time in our history where most education took place in the guise of apprenticeships. Students not only learned the vocabulary and concepts of a particular subject, they practiced this information in a real world context concurrently. It takes different sets of skills to be a problem solver than it does to recite and retain information. When students are involved in authentic learning both types of skill sets are engaged. When students are learning and using their knowledge simultaneously their brains are fully engaged. This ignites the brain's reward pathway which becomes an information retention machine. Authentic learning is active, not passive. As has been discussed in earlier chapters, this promotes brain function (Doyle, 2011).
Authentic learning is creating an environment where students are able to learn and use their knowledge in real-life situations. Doyle notes that this concept has been around for quite awhile. There was a time in our history where most education took place in the guise of apprenticeships. Students not only learned the vocabulary and concepts of a particular subject, they practiced this information in a real world context concurrently. It takes different sets of skills to be a problem solver than it does to recite and retain information. When students are involved in authentic learning both types of skill sets are engaged. When students are learning and using their knowledge simultaneously their brains are fully engaged. This ignites the brain's reward pathway which becomes an information retention machine. Authentic learning is active, not passive. As has been discussed in earlier chapters, this promotes brain function (Doyle, 2011).
![Alphabet represented by photos that look like alphabet shape.](/uploads/3/8/1/8/38182723/5766181.jpg?292)
Features of Authentic Learning
Authentic learning involves work that touches real world situations, is useful outside of school, connects various disciplines of education, and uses various styles of learning. Students are in charge of their own learning, use scaffolding skills, and are challenged to problem solve and thing creatively. Collaboration is key in an authentic learning environment. In developing authentic learning experiences educators attempt to create real-world situations in the classroom by accepting and acknowledging students particular skill and knowledge levels. It is up to the student to determine what other skills and knowledge are necessary to be productive. As in the real world, students should be encouraged to work as teams to solve problems and attain new knowledge. Authentic learning invites students to attain this knowledge through as many venues as can be made available (Doyle, 2011).
Authentic learning involves work that touches real world situations, is useful outside of school, connects various disciplines of education, and uses various styles of learning. Students are in charge of their own learning, use scaffolding skills, and are challenged to problem solve and thing creatively. Collaboration is key in an authentic learning environment. In developing authentic learning experiences educators attempt to create real-world situations in the classroom by accepting and acknowledging students particular skill and knowledge levels. It is up to the student to determine what other skills and knowledge are necessary to be productive. As in the real world, students should be encouraged to work as teams to solve problems and attain new knowledge. Authentic learning invites students to attain this knowledge through as many venues as can be made available (Doyle, 2011).
![Airplane taking off at a busy airport.](/uploads/3/8/1/8/38182723/1635880.jpg?323)
Model Eliciting Activities
Continuing on the problem solving theme, mathematics education researchers developed a program called Model Eliciting Activities (MEAs) for students to improve these skills. For example, students were were given the task of figuring out which airline had the best statistics for landing on time at a particular airport. To complete this project students needed to use authentic mathematical rules, data needed to be relevant, and results needed to be measurable. Students also needed to be able to express their results in a way that they could be transferred to a similar situation and useful to others. Not only were students benefitting from authentic learning, teachers got a glimpse of the student's thought processes which, in turn, helped them create more learning situations to promote continued growth (Doyle, 2011).
Continuing on the problem solving theme, mathematics education researchers developed a program called Model Eliciting Activities (MEAs) for students to improve these skills. For example, students were were given the task of figuring out which airline had the best statistics for landing on time at a particular airport. To complete this project students needed to use authentic mathematical rules, data needed to be relevant, and results needed to be measurable. Students also needed to be able to express their results in a way that they could be transferred to a similar situation and useful to others. Not only were students benefitting from authentic learning, teachers got a glimpse of the student's thought processes which, in turn, helped them create more learning situations to promote continued growth (Doyle, 2011).
![Instrumental ensemble of college musicians and instructor.](/uploads/3/8/1/8/38182723/8897613.jpg?373)
Authentic Learner Standards and Assessments
Students working in real world situations need to meet the professional standards this situation would warrant. Doyle uses the example of instrumental teachers. The standards the students must meet include conducting an ensemble, arranging music for several instruments and voices, rehearsing with the ensemble; basically have the same expectations for the student as would be for the professional. He also suggests that if a student is interested in journalism they be required to write an op-ed piece for a newspaper or magazine or put their writing on an online forum where their peers can read and review their work. By using authentic standards and assessments the student experiences what they would encounter in this profession in the future. Doyle gives many examples of Authentic Learner Assessments that are unique to particular situations. Creating an authentic learning environment does not increase the workload of the teacher, it simply makes learning more active and relevant (Doyle, 2011).
Students working in real world situations need to meet the professional standards this situation would warrant. Doyle uses the example of instrumental teachers. The standards the students must meet include conducting an ensemble, arranging music for several instruments and voices, rehearsing with the ensemble; basically have the same expectations for the student as would be for the professional. He also suggests that if a student is interested in journalism they be required to write an op-ed piece for a newspaper or magazine or put their writing on an online forum where their peers can read and review their work. By using authentic standards and assessments the student experiences what they would encounter in this profession in the future. Doyle gives many examples of Authentic Learner Assessments that are unique to particular situations. Creating an authentic learning environment does not increase the workload of the teacher, it simply makes learning more active and relevant (Doyle, 2011).
Connections
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How many times did you ask yourself as a student, "When am I ever going to need this?" Authentic Learning answers that question immediately. When my oldest daughter was in high school she determined she wanted to be an educator because of some wonderful teachers she had throughout her childhood. Luckily, the university she attended had students in that had expressed in an interesest in an Elementary Education Major placed as volunteers in classrooms throughout the city. After the first semester she realized this was not the career path she wanted to follow. I've always been appreciative that she didn't waste three years of her college career (not to mention thousands of dollars) working toward a field she ultimately didn't choose. Ultimately, she interned in a library at a hospital, another Authentic Learning experience, which led her to become a Medical Librarian at a Children's Hospital, a career field she loves.
Ideas for Implementation
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Job Shadowing
Contacting different professionals in your area and asking about their job shadowing programs would be a great way to implement Authentic Learning. Here in Dayton, OH, Wright Patterson AFB has a job shadowing program for future meteorologists. Students in the local area set up a day to come and and watch meteorologists at work. There is time set up for discussing various employment opportunities in this career field. They are given a tour of the offices and see where the meteorologists get their data to make their forecasts. There are many professionals and businesses that offer this opportunity to local students.
Contacting different professionals in your area and asking about their job shadowing programs would be a great way to implement Authentic Learning. Here in Dayton, OH, Wright Patterson AFB has a job shadowing program for future meteorologists. Students in the local area set up a day to come and and watch meteorologists at work. There is time set up for discussing various employment opportunities in this career field. They are given a tour of the offices and see where the meteorologists get their data to make their forecasts. There are many professionals and businesses that offer this opportunity to local students.
![Computer art of earth wrapped in recycling symbol.](/uploads/3/8/1/8/38182723/9425700.jpg?169)
Team Work
Students in the class could brainstorm ideas for something that needs improvement in their school or local community. For instance, one group could decide that they would like a recycling center set up for the entire school. It would be up to them to figure ways to resolve the problem, contact those who would make the decisions, be able to articulate the problem to others, and finally implement the solution.
Students in the class could brainstorm ideas for something that needs improvement in their school or local community. For instance, one group could decide that they would like a recycling center set up for the entire school. It would be up to them to figure ways to resolve the problem, contact those who would make the decisions, be able to articulate the problem to others, and finally implement the solution.
Let's Review
Please take the following assessment as a review of the material we just covered. In the short answer sections, one paragraph will be sufficient. Please click submit when you have completed the assessment.
Resource: Doyle, T., (2011). Learner-centered teaching: Putting the research on learning into practice. Sterling, VA: Stylus Publishing.