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This is one of several activities that encourages us to deepen our understanding of various aspects of authentic learning. This particular one explores how we determine where to focus our energies with respect to authentic learning, and provides some additional video materials to extend our thinking. For each of these activities it is suggested that people be given about a week to do the reading in advance -it is usually about four pages.
Each of the literature stimulus papers in these activities draw on an extended paper commissioned by the CEO Authentic Learning Goal group, and largely written by Ken Nobin. The complete paper can be found here, with a full list of references. Our appreciation goes to Ken for his work.
Pre-reading:
Literature springboard 4: Finding the focus in authentic learning
- Participants should read and highlight key statements and phrases as the literature resource is read prior to participating in the tasks in this activity.
Reflect on Literature springboard 4 using a just me, we two, we four strategy
The just me, we two, we four strategy provides the opportunity for individual reflection on Literature springboard 4: Finding the focus in authentic learning and then gain insights from colleagues by forming pairs followed by fours. The benefit of forming 'fours' is that participants have an opportunity to express their thinking and respond to the ideas of others.
- Individually, participants reflect on the key statements and phrases highlighted in the pre-reading–Literature springboard 4: Finding the focus in authentic learning. Reflect on the stimulus questions presented in the adjacent B8. Finding the focus in authentic learning Google document.
- Form pairs. Share and combine responses to the relevant questions. Record your collective responses on a copy of the B8. Finding the focus in authentic learning Google document.
- Pairs combine with another pair to form 'fours'. Share thoughts and respond to the ideas of others. Participants my wish to record insights gained from other group members.
Supplementary activity:
Groups could view one of the following video stimuli and discuss the associated questions
Stimulus One
Stimulus one is 29:11–minutes in length and would need to be viewed prior to participation in the group learning activity. In this clip Dr.Tony Wagner, from Harvard University, discusses what he calls a 'global achievement gap"' He identifies the must-have skills of the future: amongst which are; critical thinking & problem-solving, collaboration, leading by influence, agility & adaptability, initiative & entrepreneurialism, effective oral & written communication, accessing & analysing information and curiosity & imagination.
Stimulus Two
In this 2.27–minute clip Art Costa– an interview with Mindful by Design, discusses evidence of the Habits of Mind being predictors for success in college.
Discussion questions:
- To what extent do you agree with the identified seven skills of graduates? Pick three that you think are important.
- How well are you supporting these at your school? What is your evidence?
Discussion question:
- What do the habits of mind Costa mentions have to offer to our teaching and learning in schools - if anything? How are we doing at our school?
This activity has given us an opportunity to discuss how we focus our activities in learning. The following activity shifts focus to the critical question of how we measure and define success in learning.
Professional learning in this toolbox activity is linked to the following NSW Professional Standards for Teachers
Standard 1:Know students and how they learn.
Standard descriptor: 1.1.2, 1.3.2 , 1.2.2, 1.4.2, 1.5.2 , 1.6.2
Standard 3: Plan for and implement effective teaching and learning
Standard descriptor: Various
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