5 best practices for authentic learning
TRANSCRIPT
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with Lindsay Bellino
BEST PRACTICES5
for Creating Authentic Learning
Experiences
Introducing
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Lindsay BellinoHost
Katrina TalleyQuestion Panelist
Libby BrienGuest
Joining you today
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No Really…JOIN US!by using the Question Pane to chat with us.
#authenticlearning, @PearsonOLE, @oleLindsayBell
Back- Channel
http://bit.ly/ZCnjwz
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QUESTION
Using the ? pane, list 1 memorable learning experience from school.
?
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Authentic
Learning
adj. Real or genuine. Not copied or false. True to one’s own personality, spirit, or character.
n. The act or experience of one that learns. Knowledge or skill acquired by instruction or study. Modification of a behavioral tendency by experience.
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• Hands on
• Project oriented
• Takes place in the real world
• Experiential
• Global
• Personal
• Relevant
Authentic Learning is…
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QUESTION
List 1 or 2 skills that you believe you need in order to be successful in your current role.
?
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Workplace Skills
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LIFE READINESS!
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BEST PRACTICES5
for Creating Authentic Learning Experiences
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Working with peersWorking with technologyConnecting the real world to the work we doClearly love what you doGet me out of my seat!Bring in visualsStudent choiceUnderstand your clients - the kidsMix it upBe Human
Study conducted by Heather Wolpert-Gawron. April 26, 2012. 220 Eighth - graders
What engages students?
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ENGAGE & DISCOVERcollect, unwrap, acquire, explore, curate
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• Build background knowledge
• Engage students with relevant problems, challenges,
and scenarios
• Ask students: What’s worth exploring? What’s the
essential question? So what? Who cares?
• Find non-Googleable questions
• Have students take ownership of their learning
• Help students identify reliable resources
Engage & Discover
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Engage & Discover
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Engage & Discover
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• Build background knowledge
• Engage students with relevant problems, challenges,
and scenarios
• Ask students: What’s worth exploring? What’s the
essential question? So what? Who cares?
• Find non-Googleable questions
• Have students take ownership of their learning
• Help students identify reliable resources
Engage & Discover
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PROBLEM FINDERS
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• Build background knowledge
• Engage students with relevant problems, challenges,
and scenarios
• Ask students: What’s worth exploring? What’s the
essential question? So what? Who cares?
• Find non-Googleable questions
• Have students take ownership of their learning
• Help students identify reliable resources
Engage & Discover
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Personalization
Student ACCOUNTABILITYLIFE LONG Learning
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Discussion Threads
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Evernote Learning Logs
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• Build background knowledge
• Engage students with relevant problems, challenges,
and scenarios
• Ask students: What’s worth exploring? What’s the
essential question? So what? Who cares?
• Find non-Googleable questions
• Have students take ownership of their learning
• Help students identify reliable resources
Engage & Discover
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TRUSTWORTHY
613 Million Websites
QUESTIONABLE
http://www.howmanyarethere.org/category/internet/page/4/
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MAKE CONNECTIONSassociate, link, bridge, hitch, relate
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776 BC – First use of homing pigeons to send message (winner of Olympic Games to Athens)14 - Romans establish postal services1835 – Samuel Morse invent Morse Code1861 – Pony Express1951 – Computers are first sold commercially1963 - Zip codes invented in the US1984 – Apply Mac released1994 – www is born2004 - Facebook is launched
MAKING CONNECTIONS
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60 Million Views in 1 week
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HIGGS BOSON DISCOVERY
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• Make learning RELEVANT
• Help students connect to real-world issues and
personal experiences both locally and globally
• Facilitate analysis, discussion, and debate with peers,
experts & parents
• Have students work collaboratively to begin to form
opinions and draw conclusions based on what they
know and what they’ve experienced
• Help students find that ‘A-Ha!’ moment.
Make Connections
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Make Connections
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• Make learning RELEVANT
• Help students connect to real-world issues and
personal experiences both locally and globally
• Facilitate analysis, discussion, and debate with peers,
experts & parents
• Have students work collaboratively to begin to form
opinions and draw conclusions based on what they
know and what they’ve experienced
• Help students find that ‘A-Ha!’ moment.
Make Connections
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APPLY UNDERSTANDINGcreate, transfer, translate, interpret, synthesize
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• Have students transfer what they’ve learned to NEW authentic scenarios
• Reinforce creativity and higher-order thinking skills in addition to content knowledge
• How will what they’ve learned help contribute to the greater good of their community? Their country? The world?
Apply Understanding
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Apply Understanding
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Project Based Learning
Apply Understanding
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Apply Understanding
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Apply Understanding
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• Have students transfer what they’ve learned to NEW authentic scenarios
• Reinforce creativity and higher-order thinking skills in addition to content knowledge
• How will what they’ve learned help contribute to the greater good of their community? Their country? The world?
Apply Understanding
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SHARE KNOWLEDGEbroadcast, participate, inspire, contribute
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“If your students are sharing their work with the world, they want it to be
good. If they’re just sharing it with you, they want it to be good enough.”
-Rushton Hurley
Share Knowledge
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• Publish student work to a global audience
• Have students teach others about what they’ve
learned; present their work in public (online or offline)
• Help students think about how they can give back to
the broader learning community and how this can help
shape their future
Share Knowledge
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2,000,000 blog posts
TODAY
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• Publish student work to a global audience
• Have students teach others about what they’ve
learned; present their work in public (online or offline)
• Help students think about how they can give back to
the broader learning community and how this can help
shape their future
Share Knowledge
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Share Knowledge
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Share Knowledge
Virtual Art Museum
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• Publish student work to a global audience
• Have students teach others about what they’ve
learned; present their work in public (online or offline)
• Help students think about how they can give back to
the broader learning community and how this can help
shape their future
Share Knowledge
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Share Knowledge
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Share Knowledge
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PLAYBACK (REFLECT)evaluate, reflect, analyze, acknowledge
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• Don’t wait until the end to reflect on or evaluate student understanding
• Use feedback loops from multiple sources: peer, self, community, teacher, group assessment
• Think about NEW types of data: web search history, feedback from the learning community, participation, learning logs
• Student assessment should reflect real-world evaluation processes
• Does learning ever really end? Ask students how they plan on continuing their learning journey
Playback (Reflect)
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Where have I been?Where am I now?
Where am I going?(how am I going to get there?)
Playback (Reflect)
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Playback (Reflect)
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Playback (Reflect)
Student Mentors: Peer to Peer Editing
“It’s tough for me to explain their error. I know how to fix their sentences, but I actually had to google
why it should be changed. It adds more of a challenge and it helps me remember grammar rules. To be honest, I am worried that I will give
them wrong information, but I always try to double check” – Breanna S., 12th Grade
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• Don’t wait until the end to reflect on or evaluate student understanding
• Use feedback loops from multiple sources: peer, self, community, teacher, group assessment
• Think about NEW types of data: web search history, feedback from the learning community, participation online/offline, etc.
• Student assessment should reflect real-world evaluation processes
• Does learning ever really end? Ask students how they plan on continuing their learning journey
Playback (Reflect)
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Playback (Reflect)
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• Don’t wait until the end to reflect on or evaluate student understanding
• Use feedback loops from multiple sources: peer, self, community, teacher, group assessment
• Think about NEW types of data: web search history, feedback from the learning community, participation online/offline, etc.
• Student assessment should reflect real-world evaluation processes
• Does learning ever really end? Ask students how they plan on continuing their learning journey
Playback (Reflect)
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Playback (Reflect)
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Playback (Reflect)
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• Don’t wait until the end to reflect on or evaluate student understanding
• Use feedback loops from multiple sources: peer, self, community, teacher, group assessment
• Think about NEW types of data: web search history, feedback from the learning community, participation online/offline, etc.
• Student assessment should reflect real-world evaluation processes
• Does learning ever really end? Ask students how they plan on continuing their learning journey
Playback (Reflect)
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ENGAGE & DISCOVERcollect, unwrap, acquire, explore, curate
MAKE CONNECTIONSassociate, link, bridge, hitch, relate
APPLY UNDERSTANDINGcreate, transfer, translate, interpret, synthesize
SHARE KNOWLEDGEbroadcast, participate, inspire, contribute
PLAYBACK (REFLECT)evaluate, reflect, analyze, acknowledge
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How do you plan on continuing your learning journey?
#authenticlearning, @PearsonOLE, @oleLindsayBell
http://bit.ly/ZCnjwz
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Upcoming Events
Libby BrienNEXT WEBINAR April 3 4:00 – 5:00 MT
Using the Authentic Learning Practices to Create Awesome Science Lessons
http://is.gd/ALScience
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