PP6 - creates authentic contexts for learning.
Context
To synthesise the above, the articles below consider the salient and pertinent characteristics of the principle.
Successful Futures
Independent Review of Curriculum and Assessment Arrangements in Wales Professor Graham Donaldson CB February 2015
Chapter 5: Pedagogy
6. Good teaching and learning creates authentic contexts for learning
The curriculum purposes and Progression Steps will reinforce the need to make learning meaningful and authentic. Mick Waters describes good teaching as bringing ‘the world into range’. It is important that children and young people see the relevance in their learning to the world beyond the school gates and that opportunities are taken to forge links to that world. Many schools already recognise the need to go beyond their own expertise and have forged strong links with outside bodies and individuals. The Welsh Government has encouraged outside agencies to work with schools. Visits and visitors can help to bring abstract learning to life. Similarly, the internet opens up immense possibilities to access resources, explore sources and engage with real-life issues.
Performance in its widest sense is also part of creating authenticity. Leadership skills can be fostered in classroom roles as well as through more formal participation in clubs and societies. The application of learning can and should be demonstrated in talks, debates, plays, choirs and so on – whatever form can best bring out the application of what has been learned in ways that are appropriate and not contrived.
https://gov.wales/sites/default/files/publications/2018-03/successful-futures.pdf
Making Learning Irresistible - Mick Waters
Former head of curriculum at the QCA, Mick Waters, leads an inspiring conference session giving staff a chance to stand back and think about how they teach and how children learn.
In a session for staff at a Surrey secondary school and its feeder primary schools, Mick takes a look at the future of teaching and learning, and the impact of technology on the classroom.
He then considers what engages children in their learning, and how we label young people according to attainment targets and behaviour.
Mick examines the relationship between knowledge and skills and considers fruitful contexts for learning inside and outside the classroom.
He makes links between the skills children practise in the early years and what they need to be able to do as they get older, and look towards the world of work and higher education.
Authentic learning: what, why and how?
As educators, we have all known for a long time that learning is best done through experience - learning by doing rather than learning by listening or observing. Educational theory and research support this claim. The daunting thing is, how do we as educators, plan for this? How do we design learning so that it is a meaningful experience? How do we ensure that students are active and engaged participants in their learning? In this article, I aim to help to define ‘authenticity’ in learning, and begin to introduce some ideas to help guide you through the design process.
http://www.acel.org.au/acel/ACEL_docs/Publications/e-Teaching/2016/e-Teaching_2016_10.pdf
Authentic learning what why and how.docxCreating a Learning Adventure - Mick Waters.docxCreating a Learning Adventure - Mick Waters
https://www.nationalmuseums.org.uk/media/documents/publications/learning_to_live.pdf (Chapter 13)