Authentic Learning •Authentic learning experiences of personal relevance that permitstudents(learners) to practice skills in environment similar to some ‘real world’ application or discipline: managing a city, building a house, flying an airplane, setting a budget, solving a crime those in which the skills will be used. •• Authentic learning typically focuses on real-world, complex problems and their solutions, using role-playing exercises, problem-based activities, case studies, and participation in virtual communities of school activity.
Characteristics of Authentic Learning Activity 1. Real-world relevance• Authentic activities match the real-world - tasks of professionals in practice as nearly as possible.• For example, if teacher report is the required product , a similar report could be available to student. Video excerpts as a authentic activity could show interview with experts, or short clips of experts performing within their environments. These allow student to observe the “social periphery” of relevant tasks as they are performed in the real world.
2. ill-defined• Activities require students to define the tasks and subtasks needed to complete the activity. Teacher activities should be ill- defined so that student must find as well as solve the problems. student need to have opportunities to explore a situation with all the complexity of the real world. For example when teacher explain the topic s/he never ever give all information, give opportunities to expert comment or add necessary information.• A single complex problem should be investigated by students not by teacher or educator.• Students must have the opportunity to experience the problem from a number of different perspectives.
3. Complex, sustained tasks• Activities are completed by students over a sustained period of time in days, weeks and months rather than minutes or hours.• They require significant investment of time and intellectual resources.• Teacher often require student to complete tasks and activities that are largely abstract , in my class when I gave to student any task or activities I expect to wait to be completed over a sustained period of time by students .
4.Multiple perspectives• It is important to enable and encourage students to explore different perspectives.• The teacher affords learners the opportunity to examine the problem form a variety of theoretical and practical perspectives, rather than allowing a single perspective that learners must imitate to be successful The use of a variety of resources rather than a limited number of preselected references requires students to detect relevant from irrelevant information.• For example, if I am as teacher in school to teach mathematics I must give opportunity to comment my lesson by each every student to not expect different comment form students.
5. To provide the opportunity to Collaborative• Collaboration has been defined as the mutual engagement of participants in a coordinated effort to solve a problem together and not only solve a problem or creating a product which could not have been completed independently.• In my teaching area collaborative work must be recommended, where more a learners can assist with scaffolding.• The student were generally very positive about studying collaboratively and saw many benefits, such as joint problem solving, and even student learning more fast than own learning that why I want to use collaborative group in my teaching area with maths.
6. To provide the opportunity to reflect• The Reflection on Classroom is an opportunity for feedback about the real-world application of those skills and techniques and a chance to learn through the reflective process.• Reflection involves an open analysis of one’s own performance or knowledge level. learning activities that are reflective require students to think over what they had been doing; in doing so, they might consider alternative strategies to explore.• Reflection also allows students to critique the way that others tackled a task and suggest alternative ways of proceeding.• Reflective learning is good because, in the process, students understand what they have been doing well in maths and what can be improved maths skill. Equipped with a better understanding of their own learning, students can then more effectively plan what and how they should learn in the next steps. For reflection to be effective
7. Interdisciplinary• Activities encourage interdisciplinary perspectives and enable diverse roles and expertise rather than a single well-defined field or domain.• Allow competing solutions and diversity of outcomes• Teacher must focussed on students actively learning how to authentically integrate maths learning experiences across the curriculum with the other maths as well as other subjects in the curriculum such as financial mathematics and astrology, calculations in physics, chemistry . We can give more example as u see picture .Most of the learning activities in the subject were integration activities, with outcomes being authentically achieved in each of the maths and in other subject areas as well as achieving generic outcomes.
8. Authentically assessed• Authentic learning task must be assessed using methods that best align with task.• Teachers were closely linked with the online assessment items. The students had to complete one quiz each week before the start of the class on any maths topics, so they could gain an basic understanding of the topic to be covered. Student had covered that week online, in lectures. The maths-making skill development activity was an assessment item, as was the completed integrated program they had to create.
9. Authentic products• Tasks culminate in the creation of a whole product rather than an exercise or sub-step in preparation for something else.• Both modules are polished products in their own right, which focus on specific content relevant for solving problem in maths and physics both modules using numbers. by studying each of modules, the students will learn in-depth knowledge about topic. Because the modules focus on a difficult content area, student act as stand-alone modules or complement other aspects of the curriculum.
10. Multiple possible outcomes• Activities allow a range and diversity of outcomes open to multiple solutions of an original nature, rather than a single correct response obtained by the application of predefined rules and procedures.• Each student had the opportunity to learn skills in each of the maths through a unique and creative approach and therefore diverse outcomes were achieved across the cohort by each student in maths. Conclusion •Throughout this presentation, I have try to discovered that authentic learning is an effective mathematics learners that can be used with multiple age groups, from grade 8 learners to graduate-level learners.