Matsatsi Shomang201028268

Authentic learning

what is authentic learning According to Donovan, Bransford,

&Pellegrino Authentic learning, also known as experiential learning, is a teaching method that allows students to explore, discuss, and meaningfully connect concepts and relationships that are relevant to the real-world and are meaningful to the students.

•Learning is real-world oriented and has value beyond the school setting.

•Learning is often interdisciplinary.•Students use higher-order thinking skills and learn

concepts as well as basic facts.•The classroom is learner cantered and allows for a

variety of learning styles.•Students have ownership of their learning.•Instruction uses hand-on approaches and is

accessible for all learners.

Some major characteristics of authentic learning are:

Continued...•Learning is active and student driven.•Teachers act as coaches or learning facilitators. They are one of

many resources students may turn to for learning. Parents, outside experts, and community members may all serve as sources for learning.

•Scaffolding allows students to receive help when they need it and allows them to work freely when they can accomplish tasks on their own.

•Learning uses real-time data, which students investigate and from which they draw conclusions.

•Students often work together and have opportunities for discussion as they work to solve the problem.

•Students produce a product that is directed toward a real audience.

Authentic teaching Authentic instruction, which differs from

traditional teaching methods, use teaching strategies such as: structuring learning around genuine tasks, employing scaffolding, engaging students in inquiry and social discourse, and providing ample resources from the school and community.

Authentic task An assignment given to students designed

to assess their ability to apply standard-driven knowledge and skills to real-world challenges

In other words, a task we ask students to perform is considered authentic when students are asked to construct their own responses rather than select from ones presented and the task replicates challenges faced in the real world.

Characteristics of Authentic Tasks

 

Traditional

Selecting a Response

Contrived Recall/Recognition Teacher-structured Indirect Evidence

Authentic Performing a Task Real-life Construction/

Application Student-structured Direct Evidence 

For example: If I were teaching you how to play golf, I

would not determine whether you had met my standards by giving you a multiple-choice test.  I would put you out on the golf course to "construct your own responses" in the face of real-world challenges.  Similarly, in school we are ultimately less interested in how much information students can acquire than how well they can use it.   Thus, our most meaningful assessments ask students to perform authentic tasks.

Authentic task in English

Character Analysis

Scenes from the play: http://www.youtube.com/watch?v=uTqe

aNngLKI http://www.youtube.com/watch?v=44GK

ZrErSFQ http://www.youtube.com/watch?v=lD8YF

i5LYUw&feature=related

Task: When preparing for a role, actors

definitely do their homework. Whether the role is historical or fictional, actors must delve into the script and discover the heart, mind, and soul of a character. In this case the characters are from the Shakespearean play Othello

They do this in primarily 3 ways:

1. Textually – extracting all possible

information from the Othello. What does the Shakespeare directly say about the character? What do other characters say about a character? What does the character say about themselves?

2. Inferentially – using all textual clues to

infer information about a character. What does the Shakespeare imply about the character? What do a character’s actions imply about that character? How do other characters react to a character? What does that imply?

3. Interpretively – adding necessary information that is

not textually based, but remains consistent with collected character knowledge. What else does an actor need to know in order to “flesh out” the character? What was the family of the character like? What happened in the past to make him/her act this way? What baggage does the character bring to the scene? What educational background? These questions could go on forever; however, it is important to discern which questions are appropriate and important to ask concerning the character you choose from the book Othello

What you must do Go to any one of the blogs and interact with other

students and get there view of the characters

http://theshakespeareblog.com/tag/othello/ http://blog.iqmatrix.com/iq-matrix-products/william-sha

kespeare-othello-mind-map www.shakesphearehelp.com/othello.htm

Write a character analysis of your character from the Shakespeare play of Othello. It should cover all 3 aspects of analysis and conform to the course writing standards. Length should be approximately 2-3 pages.

Othello on facebookTo find out more about the book and characters a facebook search can be uses

What makes it an authentic task What make it authentic is the fact that they

will need to interact with the text Not only that what they read will not be

sufficient so they will be required to actually go out and do research on the characters

They would have to physically engage in the task by researching, going to the interactive blogs or even asking questions to there peers to find out what the character was all about.

Conclusion: Whit authentic learning it becomes important to make

sure that it becomes child centred and relates to the real world. Now also with authentic tasks what becomes important is that when you give that task you need to make sure that the child can not only relate to the task but also interact with it. The more a child is able to outsource and discover for themselves what they should learn the more they can relate to it. When they are able to see what it is they must do they can learn. Through out the presentation I have shown not only what authentic learning is but also how it can be done and what needs to be incorporated when performing authentic learning.

References: Visible Knowledge Project,

http:crossroads.Georgetown.edu/vkp/resources/glossary/authenticlearning.htm

North Central Regional Education Laboratory, www.ncrel.org/sdrs/areas/issues/content/cntareas/science/sc500.htm

Project-Based Learning, www.rmcdenver.com/useguide/pbl.htm

The Shakespeare blog,  http://theshakespeareblog.com/tag/othello/

blog.iqmatrix, http://blog.iqmatrix.com/iq-matrix-products/william-shakespeare-othello-mind-map

Continued: Homepage of authentic task design run by Reeves, Oliver and

Herrington http://www.authentictasks.uow.edu.au/index.html

Authentic assessment toolbox http://jfmueller.faculty.noctrl.edu/toolbox/index.htm

Effects of technology in the classroom http://www2.ed.gov/pubs/EdReformStudies/EdTech/effectsstudents.html#improved

Jan Herrington's link to 9 videos on authentic learning http://www.youtube.com/user/JanH119/featured

Jan Herrington's home page on authentic learning http://web.me.com/janherrington/AuthenticLearning/Home.html