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5 Best Practices for Authentic Learning

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5 Best Practices for Authentic Learning

  1. 1. Introducing 5 BEST PRACTICES forCreating Authentic Learning Experiences with Lindsay Bellino
  2. 2. Joining you todayLindsay Bellino Libby Brien Katrina Talley Host Guest Question Panelist
  3. 3. Back- Channel No Really… JOIN US! by using the Question Pane to chat with us. http://bit.ly/ZCnjwz #authenticlearning, @PearsonOLE, @oleLindsayBell
  4. 4. QUESTION? Using the ? pane, list 1 memorable learning experience from school.
  5. 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. 6. Authentic Learning is…• Hands on• Project oriented• Takes place in the real world• Experiential• Global• Personal• Relevant
  7. 7. QUESTION? List 1 or 2 skills that you believe you need in order to be successful in your current role.
  8. 8. Workplace Skills
  9. 9. LIFEREADINESS!
  10. 10. 5 BEST PRACTICES forCreating Authentic Learning Experiences
  11. 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. 12. ENGAGE & DISCOVERcollect, unwrap, acquire, explore, curate
  13. 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. 14. Engage & Discover
  15. 15. Engage & Discover
  16. 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. 17. PROBLEM FINDERS
  18. 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. 19. PersonalizationStudent ACCOUNTABILITY LIFE LONG Learning
  20. 20. Discussion Threads
  21. 21. Evernote Learning Logs
  22. 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. 23. 613 Million WebsitesTRUSTWORTHY QUESTIONABLE http://www.howmanyarethere.org/category/internet/page/4/
  24. 24. MAKE CONNECTIONS associate, link, bridge, hitch, relate
  25. 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. 26. 60 Million Views in 1 week
  27. 27. HIGGS BOSON DISCOVERY
  28. 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. 29. Make Connections
  30. 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. 31. APPLY UNDERSTANDINGcreate, transfer, translate, interpret, synthesize
  32. 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. 33. Apply Understanding
  34. 34. Apply UnderstandingProject Based Learning
  35. 35. Apply Understanding
  36. 36. Apply Understanding
  37. 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. 38. SHARE KNOWLEDGEbroadcast, participate, inspire, contribute
  39. 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. 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. 41. 2,000,000 blog posts TODAY
  42. 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. 43. Share Knowledge
  44. 44. Share Knowledge Virtual Art Museum
  45. 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. 46. Share Knowledge
  47. 47. Share Knowledge
  48. 48. PLAYBACK (REFLECT)evaluate, reflect, analyze, acknowledge
  49. 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. 50. Playback (Reflect) Where have I been? Where am I now? Where am I going?(how am I going to get there?)
  51. 51. Playback (Reflect)
  52. 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. 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. 54. Playback (Reflect)
  55. 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. 56. Playback (Reflect)
  57. 57. Playback (Reflect)
  58. 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. 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. 60. How do you plan on continuing your learning journey? #authenticlearning, @PearsonOLE, @oleLindsayBell http://bit.ly/ZCnjwz
  61. 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. 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

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