Create

Step 6.

Create an Authentic Piece:

"Authentic pieces inspire and resonate. I keep them for years and share them often” (MacKenzie, p. 103).

While authentic pieces must connect to the relevant course learning standards and reflect important course content, according to MacKenzie, "Authentic pieces begin with students genuinely deciding how they want to demonstrate their understanding" (p. 104). That won't happen with structured inquiry, but it's possible to involve students in making choices and teach them skills they will need later for free inquiry. To avoid a gap between "voice and choice" and course learning goals, MacKenzie assigns these tasks:

• Task #1: Work with students to co-construct criteria for the authentic piece. Including self-assessment of learning takes "student agency to another level."
• Task #2: "Step back and review your learning evidence." What ideas for the essential question need to come across to the audience?
• Task #3: "Self-assess and revise as you go."
• Task #4: "Hook your audience on what you have learned." How can the audience experience your excitement?
• Task #5: "Get other people's eyes on your learning." Step outside of the classroom for advice that will prepare students for the public display and see if they have hooked the audience.
• Task 6: "Have an eye on the details." Students should be producing "slick, professional, and innovative authentic" pieces (MacKenzie, pp. 104-110).

Step 7.

Give a Public Display of Understanding:

"Publicly sharing students’ learning with other students demonstrates to them how their work in school is more than just ‘work in school’ ” (MacKenzie, p. 116).

MacKenzie always shares inquiry products within his classroom and school because by "displaying our learning to our school, we make a great impact toward changing our educational landscape" (MacKenzie, p. 96). Sometimes he sets up an open house in a hall or the gym and has groups come in using a speed dating format. He also uses a gallery walk format with a visual, an inquiry statement, and a short video demonstrating their understanding. Mackenzie offers many ways to use technology to share pieces. While students may display work in wider venues, he warns that some students may be uncomfortable with public scrutiny. He uses an open house within the classroom for those students (MacKenzie, pp. 113-116).