Your SlideShare is downloading. ×
5 Best Practices for Authentic Learning
Upcoming SlideShare
Loading in...5
×

Thanks for flagging this SlideShare!

Oops! An error has occurred.

×

Introducing the official SlideShare app

Stunning, full-screen experience for iPhone and Android

Text the download link to your phone

Standard text messaging rates apply

5 Best Practices for Authentic Learning

81
views

Published on

Published in: Education

0 Comments
0 Likes
Statistics
Notes
  • Be the first to comment

  • Be the first to like this

No Downloads
Views
Total Views
81
On Slideshare
0
From Embeds
0
Number of Embeds
0
Actions
Shares
0
Downloads
1
Comments
0
Likes
0
Embeds 0
No embeds

Report content
Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
No notes for slide
  • We personalize learning by having students set goals based on their own curiosities We make students accountable for their own learning and ultimately we set them up to become life long learners
  • Earlier this year a video from the group Invisible Children calling for the capture of warlord Joseph Kony, went viral with over 60 million views in the week after it was posted
  • Skype is a great way to connect students to both peers and experts. Shannon Miller from Van Meter, Iowa used Skype with her students to connect them with authors of the books that they read. A 5 th grade class in NC connected with an American soldier during the Iraq war. Students used Skype and email to regularly meet with the soldier to learn about first hand experiences from the battlefield. Environmental science students from Falmouth MA collaborate with Woods Hole Oceanographic Institution to collect data to inform global climate change
  • http://youtu.be/LCT0rDzFXMM
  • What if we approached all of our students as if they had the cure to cancer within them just waiting to get out? The application of understanding to new authentic scenarios means more than demonstrating a deeper understanding of the content. It means that, as educators we need to be preparing our students for the 21st century workplace where creativity, innovation and the transference of knowledge are highly coveted skills. It means that we have a responsibility to help students realize that every learning opportunity is a chance for them to contribute to the world in meaningful ways.
  • http://jenniferrust.edu.glogster.com/just-the-facts-maam
  • To the digital generation, using digital tools like iMovie, ProTools, Animoto, iCreatetoEducate, the list goes on and on, to create and express themselves is second nature.
  • http://blogs.goaj.org/gfraher/category/student-bloggers/justin/
  • Sharing Knowledge isn’t just restricted to online activities. Offline activities like science fairs, community events, and school presentations are perfect opportunities for students to share their work as well.
  • Use your discussion boards where your students posted their learning objectives to reflect on their progress
  • As an added bonus, research shows that students are actually far more engaged when learning from their peers as opposed to adults. And little kids love to teach
  • http://p2t4h20project.weebly.com/prototypeadvertising.html In Montana , 90 high school students presented their research on air pollution at the Air Toxics Under the Big Sky Symposium. Judges included local television meteorologists, the Missoula mayor, a UM Department of Chemistry professor and others.
  • http://p2t4h20project.weebly.com/prototypeadvertising.html In Montana , 90 high school students presented their research on air pollution at the Air Toxics Under the Big Sky Symposium. Judges included local television meteorologists, the Missoula mayor, a UM Department of Chemistry professor and others.
  • Transcript

    • 1. Introducing 5 BEST PRACTICES forCreating Authentic Learning Experiences with Lindsay Bellino
    • 2. Joining you todayLindsay Bellino Libby Brien Katrina Talley Host Guest Question Panelist
    • 3. Back- Channel No Really… JOIN US! by using the Question Pane to chat with us. http://bit.ly/ZCnjwz #authenticlearning, @PearsonOLE, @oleLindsayBell
    • 4. QUESTION? Using the ? pane, list 1 memorable learning experience from school.
    • 5. Authenticadj. Real or genuine. Not copied or false. Trueto one’s own personality, spirit, or character.Learningn. The act or experience of one that learns.Knowledge or skill acquired by instruction orstudy. Modification of a behavioral tendencyby experience.
    • 6. Authentic Learning is…• Hands on• Project oriented• Takes place in the real world• Experiential• Global• Personal• Relevant
    • 7. QUESTION? List 1 or 2 skills that you believe you need in order to be successful in your current role.
    • 8. Workplace Skills
    • 9. LIFEREADINESS!
    • 10. 5 BEST PRACTICES forCreating Authentic Learning Experiences
    • 11. What engages students? Working with peers Working with technology Connecting the real world to the work we do Clearly love what you do Get me out of my seat! Bring in visuals Student choice Understand your clients - the kids Mix it up Be HumanStudy conducted by Heather Wolpert-Gawron. April 26, 2012. 220 Eighth - graders
    • 12. ENGAGE & DISCOVERcollect, unwrap, acquire, explore, curate
    • 13. Engage & Discover• 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
    • 14. Engage & Discover
    • 15. Engage & Discover
    • 16. Engage & Discover• 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
    • 17. PROBLEM FINDERS
    • 18. Engage & Discover• 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
    • 19. PersonalizationStudent ACCOUNTABILITY LIFE LONG Learning
    • 20. Discussion Threads
    • 21. Evernote Learning Logs
    • 22. Engage & Discover• 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
    • 23. 613 Million WebsitesTRUSTWORTHY QUESTIONABLE http://www.howmanyarethere.org/category/internet/page/4/
    • 24. MAKE CONNECTIONS associate, link, bridge, hitch, relate
    • 25. MAKING CONNECTIONS776 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
    • 26. 60 Million Views in 1 week
    • 27. HIGGS BOSON DISCOVERY
    • 28. Make Connections• 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.
    • 29. Make Connections
    • 30. Make Connections• 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.
    • 31. APPLY UNDERSTANDINGcreate, transfer, translate, interpret, synthesize
    • 32. Apply Understanding• 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?
    • 33. Apply Understanding
    • 34. Apply UnderstandingProject Based Learning
    • 35. Apply Understanding
    • 36. Apply Understanding
    • 37. Apply Understanding• 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?
    • 38. SHARE KNOWLEDGEbroadcast, participate, inspire, contribute
    • 39. Share Knowledge“If your students are sharing their work withthe world, they want it to be good. If they’re just sharing it with you, they want it to be good enough.” -Rushton Hurley
    • 40. Share Knowledge• 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
    • 41. 2,000,000 blog posts TODAY
    • 42. Share Knowledge• 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
    • 43. Share Knowledge
    • 44. Share Knowledge Virtual Art Museum
    • 45. Share Knowledge• 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
    • 46. Share Knowledge
    • 47. Share Knowledge
    • 48. PLAYBACK (REFLECT)evaluate, reflect, analyze, acknowledge
    • 49. Playback (Reflect)• 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
    • 50. Playback (Reflect) Where have I been? Where am I now? Where am I going?(how am I going to get there?)
    • 51. Playback (Reflect)
    • 52. 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. Itadds 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
    • 53. Playback (Reflect)• 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
    • 54. Playback (Reflect)
    • 55. Playback (Reflect)• 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
    • 56. Playback (Reflect)
    • 57. Playback (Reflect)
    • 58. Playback (Reflect)• 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
    • 59. ENGAGE acquire, explore, curate & DISCOVER collect, unwrap, MAKE CONNECTIONS associate, link, bridge, hitch, relateAPPLY UNDERSTANDINGcreate, transfer, translate, interpret, synthesize SHARE KNOWLEDGE broadcast, participate, inspire, contribute PLAYBACK (REFLECT) evaluate, reflect, analyze, acknowledge
    • 60. How do you plan on continuing your learning journey? #authenticlearning, @PearsonOLE, @oleLindsayBell http://bit.ly/ZCnjwz
    • 61. Upcoming EventsNEXT Libby BrienWEBINAR April 3 4:00 – 5:00 MT Using the Authentic Learning Practices to Create Awesome Science Lessons http://is.gd/ALScience
    • 62. Goodies!!Complete the survey after webinar for… A 30-Day FREE Trial of OLE A snazzy certificate of attendance Chance to win a 1 –year OLE subscription for your school