If we were to present this picture and have the students answer the questions below, where would this fall on the authenticity rubric?
If we add a website to research the background for this scene and then ask the students to explain the symbolism, where would this fall on the authenticity rubric?
Where would this activity fall on the rubric if we added the activity “Think-pair-share” to researching the background and explaining the symbolism in the picture?
What if we have the students take a reform movement that has taken place during their life and have them create a cartoon or picture that uses symbolism to portray a message. Where does that fall on the authenticity rubric?
K20 GEAR UP For SUCCESS• The University of Oklahoma’s K20 Center for Educational and Community Renewal is a state-wide research center that focuses on teaching and learning innovations.• 33 school districts – primarily rural• Approximately 3,500 students• Approximately 7,000 parents
K20 GEAR UP TeamPhase I – Leadership & Parent SpecialistPhase II – Field SpecialistPhase III – Content Area SpecialistPhase IV – Student Specialist
GEAR UP Goals• Increase the number of GEAR UP students who are academically prepared for and participate in postsecondary education.• Increase the current and future expectations for GEAR UP students’ educational success by parents, teachers, and the students themselves.• Increase students and families’ knowledge of postsecondary options and the required level of preparation as well as associated costs.
During this presentation…We will: – Experience an interdisciplinary, collaborative, authentic lesson. – Discuss the components of authentic teaching and learning. – Explore ways to increase the authenticity of lessons through the use of a rubric. – Find ways that technology can aid in delivering authentic instruction.
Teaching with AuthenticityPractice #2 of theTen Practices of HighAchieving Schools isAuthentic Teaching.This practice involves providing students withactive learning opportunities that will engagecritical thinking skills and have relevancebeyond the classroom.
K20 GEAR UP Moodle• Open an internet browser• Go to k20plc.net• Find and select the “GEAR UP Authenticity” option under the K20 GEAR UP course heading• Login as a guest• Follow directions as given by your facilitator
The Great East Japan Earthquakehttp://www.cnn.com/video/#/video/world/2011/03
When thinking about this tragic event in relation to othernatural disasters around the world, what factor made this event far more devastating to the Japanese people?•
Take a Stand• Form groups based on which factor you think contributed most to the magnitude of the tragedy• Discuss with your group why you chose that factor over the others
Group Rules and Jobs• No more than three people to a group• Each group needs to select one topic that they believe to be responsible for a majority of destruction in Japan• Each group must research and build supporting evidence to make their argument valid• To begin, read the following link to learn about constructing your argument: Toulmin Method. If you need further explanation, view the video• There will be three jobs – Media production: Gathers pictures, stats, and video that supports claim, data, warrant, and backing – Lead researcher: Leads research into argument and finds reliable sources for claim, data, warrant, and backing – Defense: Researches counterarguments and produces rebuttal
Research optionsGoogle Earthquake magnitudeNoodle Tools Earthquakes and buildingsWolfram Alpha Japan geographySweet Search Japan tsunamiSort Fix Nuclear reactor threatQwiki
Slide production• Click the star• Find your group slides• Your group has 15 minutes to produce two slides that state your answer to the question and provide supporting details• You are encouraged to use pictures, videos, facts but they must be cited!
Components of Authentic Teaching2. Construction of Knowledge – Organizing, synthesizing, interpreting, explaining, and evaluating information to convert it into knowledge3. Disciplined Inquiry – Collecting information via methods of inquiry – In-depth understanding via exploring issues and relationships – Elaborated communication4. Value Beyond School – Problem connected to world; link learning to real world issues faced outside of the school building5. Implicit View of Students – Student as an individual – (Newmann, 1996; 2003)
Common Core StandardsELA RI 9-10.1, 2, 7, 8, 10ELA W 9-10.1a, 1b, 1e, 2a, 2b, 6, 7, 8, 9bELA SL 9-10.2, 4, 5ELA RH 9-10.7, 8, 9ELA RST 9-10.2, 7, 8ELA WHST 9-10.1a, 1b, 1e, 6, 7, 8, 9Mathematical Practice 3HS Math SIC.6
The Authenticity Rubric• Each component can be judged with the authenticity rubric• VERY few lessons will be a 5 in all areas• You don’t have to start from scratch, try to upgrade one component at a time
1. List the different scenes in this picture.2. What event is depicted in the picture?
L.O.T. – Students either receive, recite, orparticipate in routine practice, and in noactivities during the lesson do students gobeyond L.O.T.H.O.T. – Students manipulate information andideas in order to synthesize, generalize,explain, hypothesize, or arrive at someconstruction of new meaning or understanding.
• Virtual stickies on a “canvas”(bulletin board-like online area).• Post picture galleries or short video clips on a canvas• Students learn how to: mix media highlight main ideas organize information publish students’ insights
“Glogging” extends the walls of the classroomand opens the door to multi-media composition for young learners.• A way for students to demonstrate a scientific concept• A way for students to show what they have learned about a book• A way for students to explore their own interests with multi-media elements• A way to showcase some unsung talents!
Upgrading Ideas• Look at the sample lesson your group has been given.• What is the lowest component in this lesson?• How could you make this component better?• Is there technology that can help you with this?
Your Own Lesson• Find a partner• Choose a lesson you usually teach early in the year• Explain the lesson to your partner and work together to create an authenticity upgrade
Authentic Teaching Increases Student Achievement Researchers found that authentic teaching improves 1) student scores on conventional tests (Newmann, Bryk, & Nagaoka, 2001; Smith, Lee, & Newmann, 2001) 2) student motivation to learn (Greene, Miller, Crowson, Duke, & Akey, 2004; Roeser, Midgley, & Urdan, 1996). Authentic interactive instruction increases achievement for all students, regardless of school level, size, context, ethnicity or socioeconomic status (Smith, Lee, & Newmann, 2001).
EvaluationPlease take a moment to provide feedback over today’s session.