this was our monthly meeting. the discussion was on authentic materials in the EFL classroom. These slides were a brief review of authentic learning.

1. Welcome to the
Daegu-Gyeongbuk
KOTESOL
Chapter Meeting
Today’s discussion topic
Authentic Learning:
Use of Authentic materials
in the EFL classroom

2. AUTHENTIC TASKS:
DEFINITIONS

4. 4
Authentic learning
Chased by the
passed, trapped in
the present, we are
facing the future
Loesje

5. 5
This generation students
We find them superficial
We think they don’t care
We don’t like information overload
We learn in linear paterns
We wait for instructions
We think in subject matter sience
We think of the world in a political way
We don’t take them seriously
We tell and expect them to listen
We are stand alone
We accept ‘bullshit’
Often we don’t understand the world
we are living in
They find themselves interested
They’re passionate
24/7 information and communication
They‘re highly associative learners
They search and discover
They can handle complex questions
They believe in honesty as a value
They respect authenticy en genuinity
They communicate
They live, learn and work in communities
They don’t accept ‘bullshit’
They understand perfectly how things
work in this world
Keesie: the Einstein generation in the Netherlands

6. AUTHENTIC TASKS:
DEFINITIONS
‘Authentic’ task is an assignment given to students designed to
assess their ability to apply knowledge and skills to real-world
challenges.
In other words, a task that teachers ask students to perform is
considered ‘authentic’ when:
1. students are asked to construct their own responses rather than
select from ones presented;
2. the task replicates challenges faced in the real world.
As teachers, we are ultimately less interested in how much
information students can acquire than how well they can use it. Thus,
our most meaningful and relevant assessments ask students to
perform authentic tasks – ‘authentic’ assessment as compared to
‘traditional’ assessment.
(J. Mueller, 2003)

7. AUTHENTIC TASKS:
CHARACTERISTICS
TRADITIONAL AUTHENTIC
selecting a response performing a task
contrived real-world
recall/recognition of knowledge construction/application of
knowledge
teacher-structured student-structured
indirect evidence direct evidence

8. AUTHENTIC TASKS:
TYPES
CONSTRUCTED
RESPONSE
PRODUCT PERFORMANCE
short-answer essay
questions
essay conducting research
“show your work” research reports performance
concept map portfolio oral presentation
figural representation poster debate

9. Bloom’s Taxonomy
Of
Cognitive Development
creativity
evaluation
synthesis
analysis
application
understanding
knowledge

10. 10
We learn
10 % of what we read
20 % of what we hear
30 % of what we see
50 % of what we see and hear
70 % of what we discussed with others
80 % of what we experiences ourselves
95 % of what we explain to others

11. 11
Learning how to ride a bike (the passive learning way)
Using teaching techniques,a parent might take a
small blackboard and illustrate the process of
exchanging the power from the pedals to the
drive sprocket.
Also the parent would certainly need to test the
child's understanding of the steering mechanism
and explain about the sense of equilibrium in the
brain.

12. 12

13. 13
Learning how to ride a bike (The active learning way)
In real life a parent will put the child on the bike, with
training wheels, and let the child "discover" the power
from pedal to wheel concept how to find balance and
how to steer.
The learning will take place, quickly and spontaneously.
Soon, the child will demand the removal of the training
wheels and the whole process has been spontaneous
and fun.

14. 14
Engaging students in active learning, let them
experience, besides listening to a lecture and
taking notes, to help them learn and
thoroughly understand what’s going on.
We like students to be involved in real life
experiences, we like them to talk about it and
to listen to one another, to explain what they
have experienced and to look for answers to
the problems they experienced.
I’m competent, I can do it and I know why.
Authentic learning

15. 15
Controling
Trusting
Freedom to act and learn
Accounting
The teacher seems to be the owner
of the learning proces
The student is the owner of his own
learning proces and likes to show
what he has accomplished

16. AUTHENTIC TASKSAUTHENTIC TASKS
FORFOR
TEACHINGTEACHING
A TARGET CULTUREA TARGET CULTURE

18. OBJECT LESSON
What are its physical qualities? (shape, size, texture,
etc.)
How was it made? (by hand or machine, etc.)
Was it designed for a particular use?
What facts can we determine about the culture by
looking/touching/tasting/smelling/etc. the object?

19. SIX INSTRUCTIONAL GOALS
(H. N. Seelye Teaching Culture: Strategies for Intercultural Communication 3rd
ed., 1994)
GOAL 1 – INTEREST
The student shows curiosity about another culture (or another segment
or subculture of one’s own culture) and empathy toward its members.
GOAL 2 – WHO
The student recognizes that role expectations and other social variables
such as age, sex, social class, religion, ethnicity, and place of
residence affect the way people speak and behave.
GOAL 3 – WHAT
The student realizes that effective communication requires discovering
the culturally conditioned images that are evoked in the minds of people
when they think, act, and react to the world around them.

20. GOAL 4 – WHERE & WHEN
The student recognizes that situational variables and convention shape
behavior in important ways.
GOAL 5 – WHY
The student understands that people generally act the way they do
because they are using options their society allows for satisfying basic
physical and psychological needs, and that cultural patterns are
interrelated and tend mutually to support need satisfaction.
GOAL 6 – EXPLORATION
The student can evaluate a generalization about the target culture in
terms of the amount of evidence substantiating it, and has the skills
needed to locate and organize information about the target culture from
the library, the mass media, people, and personal observation.

21. LICENSE PLATES
GOAL #1: INTEREST
Bring in and display as many license plates as you have available. (R)
Ask if anyone knows what they are and where they have seen them
before. (LS)
Ask if anyone drives and how many of them like/would like to drive a
car.
Have students read all of the information on the license plate and then
explain its meaning.
Lead into the importance of driving in U.S. culture and how it is similar
and/or different from their native cultures.

22. GOAL # 2: WHO
Ask students where people drive cars in the United Sates. Brainstorm
different types of roads in this country.
Talk about American “free spirit” and America’s obsession with driving
automobiles all over the country.
Show several advertisements of various vehicles (cars, trucks, RVs,
SUVs, etc.). Focus on images of wide open America and the freedom
of movement in this country. Have students pick out the
advertisements that represent the American driver the best in their
minds.
Connect the previous to the importance of knowing how to drive in this
country/state (Driver’s Manual).

23. GOAL #3: WHAT
Bring out a large road map of the United States or a road atlas. Pass
out U.S. road maps or road atlases to each student or break class into
small groups. Going around the class or around small groups have
students take turns reading each of the states’ names.
Display a large poster containing cut out pictures of each state’s license
plate. As a class (one student at a time) match each license plate with
the corresponding state by taping them up on the large road map in the
front of the room.

24. GOAL #4: WHERE AND WHEN
Break class into small groups. Give each group a large picture of
different state license plates. Have each group discuss together the
symbols they find on the license plate. Have the group write down the
following:
What the symbols mean to each member of the group.
What the symbols make them think about the state they are representing.
Bring class back together and have each group read to the class what
they wrote down in their group discussions.

25. GOAL #5: WHY (conclusion)
Discuss the purpose of license plates. Discuss the use of so many
different symbols on plates. Talk about different parts of the United
States. How are they different? What do symbols mean to different
people across the country? Focus on Nebraska’s license plate.
GOAL #6: EXPLORATION
Pass out to each student a piece of paper with a blank rectangle
shaped like a license plate. Have students design a license plate for
their native country/province/state/city/town/etc. On the back, have
students write down what symbols they used and what those symbols
mean in their own culture.