Embedded Files
This is one of several activities that encourages us to deepen our understanding of various aspects of authentic learning. This particular one focuses on some of the ways in which the notion of authentic learning has been understood in the literature, 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 SCS 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 1: What is 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.
Participate in a reflection process based on the question "What is authentic learning?", using the roving ambassador strategy
The purpose of this learning process is to respond to reflective questions based on the focus question–What is authentic learning? The process includes group discussion, video stimulus and insights from other participants. The roving ambassador strategy involves a group member from each group visiting another learning group to share and bring back ideas.The steps outlined below are provided to assist engagement with this process.
- Individually reflect on the key statements and phrases highlighted in the pre reading–Literature springboard 1: What is authentic learning?
- Form groups of four or five.
- One member of each group should access the adjacent Google document, B5. Reflective questions matrix, make a copy, re name and share with group members for collaboration.
- In light of the pre-reading, discuss the reflective questions that are posed on the matrix. One group member should record responses in the B4. Reflective questions matrix recording sheet.
- As a whole group view one of the stimulus video clips provided below.
- Upon reflection and following the video clip, add to the responses on the group recording sheet.
- Each group selects a roving ambassador to represent the learning group.
- Roving ambassadors visit another learning group to share and bring back ideas.
- Roving ambassadors return to their group and share insights gained from the group they visited.
Stimulus one
This 6.25–minute clip provides both examples and underpinning characteristics of authentic learning as it is experienced in a Primary school. It would be very suitable as a basis for discussion in secondary settings as well.
Stimulus two
This alternate 4.17–minute clip has an explicit focus on Science and observation making use of mobile technology (but the lessons are generalisable to other KLAs). It has a good theoretical perspective as well.
Identify and celebrate authentic learning in your school
The purpose of this activity is to identify and celebrate examples of authentic learning in your own school in light of the pre reading, video stimulus and the accompanying conversations that have taken place.
- Continue to work in the same groups.
- In light of discussions that have taken place and video stimulus viewed about what authentic learning is, individually identify examples of authentic learning that are currently evident in your school. Examples should identify specific groups of students and learning experiences.
- Participants record examples on individual strips of paper and place in the centre of the table.
- As a group select three examples of authentic learning to share with the whole group.
- Record and share examples of authentic learning in a creative manner using images and words. For example, record on coloured pieces of cardboard and display around the professional learning environment; or present each example on a slide on your school copy of the Authentic learning presentation (or similar). If a large group is working on this activity, each of the sub groups can record their findings on a separate slide to contribute to a culminating presentation.
- As a school decide on a way to celebrate the authentic learning that is currently taking place in your school.
This learning activity has explored what the literature says about authentic learning. It has provided the opportunity for participants to identify and celebrate examples of authentic learning in the current context. The following activity examines authentic learning from a Catholic perspective, specifically the integration of faith, life and culture in our school.
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: 1.3.2, 1.4.2, 1.5.2
Standard 3: Plan for and implement effective teaching and learning
Standard descriptor: 3.1.2
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