This task was designed by K.B.D. as part of CITE204 Instructional Design course (2020-2021 Fall semester) targeting 8^th grade students in The History of Cyprus subject (for the 2^nd Unit goals), North Cyprus. Contents of this page:

• Task

• The Learning Environment

• Principles of Authentic Learning

SUBJECT: History / Social Sciences

TOPIC: “THE PATH of Dr. FAZIL KÜÇÜK”

EXPECTED TASKS:

Main task: Informing visitors and press members about Dr. Fazıl KÜÇÜK and his struggle for independence.

Sub-tasks: Collecting information from many resources, especially primary resources. Making two interview with war veterans who were friends with Dr. KÜÇÜK. Analysing and summarising collected data. Connecting with a national newspaper for a special anniversary news about Dr. Fazıl KÜÇÜK's Struggle and taking permit for it. Preparing brochures, posters, presentations, info stands, web pages and videos. Anniversary Day organisation (spreading brochures, info stand attendant, presenter, press affairs).

Explanation of links:

• Instructions of the Environment: In this link I gave a general information about the environment and an exploration picture of the environment. Students can learn how to use this environment by using links. I added a contact link to our project web page for the students in case of any need.

• Scenario: In this link, I gave our scenario and I talked about our main task. I thought it will be better for motivation of the students to put a meaningful quote here. So I put a statement from Albert Einstein.

• Objectives / Tasks: I gave the main objective with the scenario and informed students about basic & sub tasks with other links. These tasks require communication, critical thinking, creativity and collaboration skills.

• Working Steps: With this “to do list” link, I intended to give key points of the project to the students. Also, by giving scaffolding periods, I aimed to enable them to manage their time for the project.

• Dashboard: In this link I prepared a noticing board with Padlet™ tool. By using this dashboard students will collaborate and share their work on tasks.

• Finished Tasks Page: With this link I aimed that students can put their finished products in a team publicized area. With this pair work they will motivate each other by giving peer feedback. Every student can see the genuine samples that their friends have prepared. Here, in this page they will find an opportunity to comment on each other’s work. So they will construct their skills by challenging each other.

• Subject Related Media: Students will find an informing video here about their topic.

• Meeting Point: I put a useful Zoom™ link here for the students to have an online meeting when they need.

• Resources: Students can find some useful resources here by using this link.

• Web 2.0 Teaching Tools and Other Tools Links: These two links give an opportunity for the students to learn, explore, investigate and plan how they can create their own polished product through these tools.

• Time-line Editing Tool: Here students will find an extra beneficial tool for history lessons. With this tool everybody can create a historical timeline schema. For our project it will be useful to create such products.

APPLICATION OF THE PRINCIPLES OF AUTHENTIC LEARNING:

The most important aspect of an Authentic Learning Material is having characteristics of Authentic Learning Approach. While preparing this project I tried to apply all principles of Authentic Learning. The Learning Environment and the web site are prepared to encourage the students to improve 21st Century Skills (Collaboration, Creativity, Communication, Critical Thinking and Cultural Awareness). I’m going to explain how I applied Authentic Learning principles on to this project.

1. Authentic activities have real world relevance:

In this project students are forced to struggle with a real life situation. According to the Scenario their task is demonstrating a Historical Leader’s life. They have to do some research like a historian to produce materials and present their products in front of the audience.

2. Authentic activities are complex and ill-defined:

In our scenario, the topic is not given completely to the students which means what happened in the history and what are the causes & effects of the events. They will discover while working on the project. I gave instructions in general. Students are left free to make their own alternative way so it is open-ended. Our scenario includes many tasks so it is complex. It is not given to the students how to solve which problem in which way. Preparing a presentation, making brochures, doing a historical research, these are complex tasks for the students to achieve. They have to cope with real cases.

3. Authentic activities provide the opportunity for students to examine the task from different perspectives, using a variety of resources:

In our scenario, Officials from Turkish Resistance Association, ask our help for a demonstration in an anniversary day. Students will be forced to do a research from variety of resources. While doing this activity they will put themselves in a historian’s shoes and also in the shoes of a history teacher while presenting their product. All these learning processes will improve students’ 21^st Century skills.

4. Authentic activities provide the opportunity to collaborate:

With our scenario students are going to work in teams. Teams are not set by the teacher. Students are expected to choose their group members to work with. Also students are forced to choose a role in teams freely. This will improve their self confidence in life and enrich their collaboration skills.

In our working environment, I gave some opportunities for the students to collaborate. They are dashboard, zoom meeting room and finished tasks page. They will talk, discuss and do brain storming with each other through these options. By this way, they will improve their collaboration, communication and critical thinking abilities.

5. Authentic activities provide the opportunity to reflect:

In our scenario students forced to take the responsibility of the proof of a historical statement. Because of this situation, students will try to use every argument to achieve the goal. On the other hand, they will be left alone in a team. So, every team member will reflect their own knowledge to the work and show their individual attitude. They will automatically affect each other. As a result, students will learn while acting.

6. Authentic activities lead beyond domain–and skill–specific outcomes:

This scenario is related with History of Cyprus Lesson but also it will improve their 21st century skills. By researching sources, collecting and analysing data; their critical thinking, by defending a truth with proofs; their self-confidence, by organizing a teamwork; their collaboration, by using technological tools; their polished product creativity, by presenting a subject; their level of communication will increase. They will act as a historian, a journalist, an ICT worker, a publisher. This shows us the inter-disciplinary aspect of authentic activities.

7. Authentic activities are seamlessly integrated with assessment:

There is no exam, no multiple choice or T/F questions in the Authentic Learning. Outcome products are only one side of assessment too. Authentic Learning focuses on the role of the students during the learning process while implementing the tasks. So, in my scenario, students will be evaluated according to their own performances in the project, their contributions to problem solving process, their collaboration ability and communication skills. For this purpose, in the project students will do a team work and present their work.

8. Authentic activities yield polished products valuable in their own right rather than as preparation for something else:

Authentic Activities motivate students to produce an outcome. In my scenario students are expected to do a research and prepare a presentation about a historical topic. Also they are motivated to attract the audience in the Cultural Centre. They won’t be charged for an exam or a test. They will produce according to their own performances.

9. Authentic activities are open-ended allowing competing solutions and diversity of outcome:

In my scenario, students are forced to think about a main subject: The righteousness of Dr. Fazıl KÜÇÜK on his fight. They will have a team to discuss on it and variety of tasks to prove the main subject. They will concentrate on their aim. They will force their mind to solve problems, to produce products, they may spread brochures or prepare posters, info stands or write an essay for local newspapers or prepare a website or produce an interactive material with Web 2.0 tools. But at the end they themselves will decide what to do. All these opportunities provide diversity of outcome products.

10. Authentic activities are conducive to both learning and communicating:

In my authentic activity, students will do a research. So, while doing research they will learn without being aware of it. Also, they will try to attract the attention of the audience. They will represent what they produce. While the students discussing with their knowledge about subject they will communicate with variety of people from society.

11. Authentic activities provide motivational factors:

By asking students’ help, officials of Turkish Resistance Association will encourage students to reveal their skills. As they become more active in the scenario they will become more aware of their abilities and so they will be more motivated. Also, challenging in new tech tools motivates 21^st century generations. With this regard, in my learning environment, I aimed to provide many tech tools for the students to attract their interest. Moreover, the feeling of publishing polished products will trigger their motivation.

As a result, thanks to this authentic learning environment and the application of 21^st century skills into this learning process, I aimed for the learners to introduce them the principles of authentic learning and to give an opportunity for them in order to have an experience in meeting the 21^st century requirements by using their skills.