Authentic Learning       task         BY     M.P. XABA      200920979
AUTHENTIC LEARNINGIs a teaching method that allows students toexplore, discuss, and meaningfully connectconcepts and relat...
CHARACTERISTICS OFAUTHENTIC ACTIVITY   In describing the characteristics of authentic    activities, different scholars h...
….CONTINUED Learners need to look the task from differentperspectives Giving them opportunity to collaborate. Provide t...
AUTHENTIC TASKLEARNING AREA   : LOTOPIC           : HIV/AIDS
AUTHENTIC TASK TO BEREAL WORLD RELEVANCEThe teacher can ask learners to explainwhat they know about HIV or AIDS. Learner...
 Teacher can show this picture of person with AIDS. Then learners will tell why they think this person is HIVpositive.
COLLABORATIVE LEARNING Learners will discuss the symptoms of AIDS by using the  picture displayed above. Learner need to...
 E.g. The teacher can give the learners an investigativeproject, whereby the learners conduct a research on thenumber of ...
The learners will be required to join an HIV/AIDS bloghttp://www.helpage.org/HIVAidsStatistics, so they may sharetheir vie...
REFLECTION Learners will get a chance to ask questions. Learners will reflect on how did they find working in groups  wh...
REFERENCE LIST Donovan, S., Bransford, J., & Pellegrino, J. (Eds). (1999)   How people learn: Bridging research and pract...
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Authentic learning task (m.p. xaba 200920979)

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Authentic learning task (m.p. xaba 200920979)

  1. 1. Authentic Learning task BY M.P. XABA 200920979
  2. 2. AUTHENTIC LEARNINGIs a teaching method that allows students toexplore, discuss, and meaningfully connectconcepts and relationships that are relevant tothe real-world and are meaningful to thestudents (Donovan, Bransford, &Pellegrino,1999).
  3. 3. CHARACTERISTICS OFAUTHENTIC ACTIVITY In describing the characteristics of authentic activities, different scholars have delineated them in different way (J. Herrington 2004, pp. 3–29.) Have real-world relevance. Are ill-defined, requiring students to define thetasks and subtasks needed to complete the activity.
  4. 4. ….CONTINUED Learners need to look the task from differentperspectives Giving them opportunity to collaborate. Provide the opportunity to reflect. Can be integrated and applied across different subjectareas and lead beyond domain-specific outcomes. Educators need to allow competing solutions anddiverse outcomes.
  5. 5. AUTHENTIC TASKLEARNING AREA : LOTOPIC : HIV/AIDS
  6. 6. AUTHENTIC TASK TO BEREAL WORLD RELEVANCEThe teacher can ask learners to explainwhat they know about HIV or AIDS. Learners will show theirunderstandings about the topic.
  7. 7.  Teacher can show this picture of person with AIDS. Then learners will tell why they think this person is HIVpositive.
  8. 8. COLLABORATIVE LEARNING Learners will discuss the symptoms of AIDS by using the picture displayed above. Learner need to work in groups in order to identify symptoms they see from this person.
  9. 9.  E.g. The teacher can give the learners an investigativeproject, whereby the learners conduct a research on thenumber of people in their community who are HIVpositive. Therefore learners will be asked to draw a graph usingtheir findings. By doing so learners are taking lesson into the realworld.
  10. 10. The learners will be required to join an HIV/AIDS bloghttp://www.helpage.org/HIVAidsStatistics, so they may sharetheir views and participate in health discussions. The learners can also use their mobiles when taking downthe information from people. E.g. Tablets or iPods. Other learners can also open their own websites to publishtheir findings. That information can also be helpful to their families,friends, and the whole community.
  11. 11. REFLECTION Learners will get a chance to ask questions. Learners will reflect on how did they find working in groups when doing their research.
  12. 12. REFERENCE LIST Donovan, S., Bransford, J., & Pellegrino, J. (Eds). (1999) How people learn: Bridging research and practice, National Academy of Sciences Herrington, J., Herrington, T., (2006) Authentic learning environments in higher education, United States of America Herrington, J., Oliver, R., Reeves, T.C.,(2003) “Patterns of Engagement in Authentic Online Learning Environments”, Australian Journal of Educational Technology, Vol. 19, No. 1,pp. 59-71

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