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Authentic learning presentation1
Authentic learning presentation1
Authentic learning presentation1
Authentic learning presentation1
Authentic learning presentation1
Authentic learning presentation1
Authentic learning presentation1
Authentic learning presentation1
Authentic learning presentation1
Authentic learning presentation1
Authentic learning presentation1
Authentic learning presentation1
Authentic learning presentation1
Authentic learning presentation1
Authentic learning presentation1
Authentic learning presentation1
Authentic learning presentation1
Authentic learning presentation1
Authentic learning presentation1
Authentic learning presentation1
Authentic learning presentation1
Authentic learning presentation1
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Authentic learning presentation1

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  • Khensani
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    • 1. John Dewey (1933) was an authentic tasksactivist .He formulated this theory to help studentsacquire and deepen subject matter knowledge.He believed children learn best through focusedactivity and that real-world tasks are best fordeveloping useful skills and knowledge.
    • 2.  It is learning in a situation that is genuine andreal;That allows the students to seek answers toquestions on their own.It directs student to real- lifeexperiences, therefore learning is acquiredthrough personal experiences.
    • 3. 1. Authentic tasks have real-world relevance :Putting in practice what is taught is important so that information stays in the brain much longer than it would have if it were de-contexualised.
    • 4. 2. Authentic tasks are ill-defined:They need to work out exactly what they ought to do. The student can access multiple materials in order to make sense of what is required.
    • 5. 3. Authentic tasks comprise complex tasks to be investigated by students:Instead of using multiple choice questions, students are required to construct their own responses as it takes more time and students get to explore a topic in depth.
    • 6. 4. Authentic tasks provide the opportunity for students to examine the task from different perspectives, using a variety of resources :It teaches students to be selective when it comes to information. They need to know which is relevant and which is not.
    • 7. 5. Authentic tasks provide the opportunity to collaborate :Mediation and scaffolding will allow students to work together and ask one another questions.Encourages peer teaching and learning.
    • 8. 6. Authentic tasks provide the opportunity to reflect:When students reflect, that is when they realise their mistakes and seek for strategies that will help them do better the next time.7. Authentic tasks can be integrated and applied across different subject areas:This is important in learning as it allows them to explore in more learning areas than the domain.
    • 9. 8. Authentic tasks are seamlessly integrated with assessment:Tasks given to students are there to access their ability to apply standards in situated and genuine learning.
    • 10. 9. Authentic tasks create polished products valuable in their own right rather than as preparation for something else:Students should have full understanding of tasks and be ready to conclude assessment.
    • 11. 10. Authentic tasks allow competing solutions and diversity of outcome :Authentic tasks allow students to explore a range of ideas and resources that may not result to one absolute answer. Therefore multiple outcomes are normal and acceptable.
    • 12. A task is authentic when a student isasked to construct their own responses tocontent. It enables the educator to see the actualstudents performance.
    • 13. Selected response: Multiple choicequestions, true or false, matching columnsand fill-in-the-blankConstructed response: Students construct ananswer for new or old knowledge.
    • 14. Identify advantages and disadvantages of havingtrees.Illustrate how trees contribute to global warmingand carbon footprintExplore strategies to planting a healthy tree
    • 15.  Have you ever thought for a minute how the world would have been if there were no trees? Design a poster on the relevance of having plants and trees around us. Plant a tree – a report on its life span is required at the end of the year
    • 16.  As an introduction to the assignment; During class learners will go to the field and explore plants and trees. Discuss among one another how plants and trees benefit the wellbeing of the country.
    • 17. It enables students to reach higher-order thinking skills.Higher motivation in studentswhich results in increased cognitiveengagement Allows students to explore and becreative
    • 18. Instruction uses a hands- on approachThe use of Scaffolding allows students to beassisted when they need help.It provides students with real life experiencesthat makes them remember content for longer.
    • 19. Authentic learning is learning throughcontextualisation.It motivates and encourages learners toparticipate even though they do not have muchconfidence in themselves.It proven to produce high achievement levels
    • 20. List of sourcesBlumenfeld, P. C., Kempler, T., & Krajcik, J. S. (2006). Motivation and cognitive engagement in learning environments. In R. K. Sawyer (Ed.), Cambridge Handbook of the Learning Sciences. New York: Cambridge University Press.Bransford, J.D., Vye, N., Kinzer, C., &Risko, V. (1990). Teaching thinking and content knowledge: Toward an integrated approach. In B.F. Jones & L. Idol (Eds.), Dimensions of thinking and cognitive instruction(pp. 381-413). Hillsdale, NJ: Lawrence Erlbaum Associates.Labs Inc., Cambridge, MA.Collins, A., & Brown, J.S. (1988).The computer as a tool for learning through reflection. In H. Mandl& A. Lesgold (Eds.), Learning issues for intelligent tutoring systems (pp. 1-18). New York: Springer-Verlag.Collins, A., Brown, J.S., &Holum, A. (1991). Cognitive apprenticeship: Making thinking visible. American Educator, 15(3), 6-11, 38-46.Herrington, J., &Knibb, K. (1999). Multimedia and student activity: An interpretive study using VideoSearch.Australian Journal of Educational Technology, 15(1), 47-57.Herrington, J., & Oliver, R. (1999). Using situated learning and multimedia to investigate higher-order thinking. Journal of Interactive Learning Research, 10(1), 3-24.Jonassen, D. (1991). Evaluating constructivistic learning.Educational Technology, 31(9), 28-33.Reeves, T.C. (1993a).Evaluating interactive multimedia. In D.M. Gayeski (Ed.), Multimedia for learning:Development, application, evaluation (pp. 97-112). Englewood Cliffs, NJ: Educational TechnologyPublications.Resnick, L. (1987). Learning in school and out.Educational Researcher, 16(9), 13-20.

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