Authentic learning involves using real-world tasks to engage students and motivate learning. It allows students to direct their own learning through projects, collaborate socially, and develop thinking skills. Examples of authentic tasks include research projects, experiments, case studies, and demonstrations. Authentic assessments are designed to evaluate skills used in real life, unlike traditional assessments which extract knowledge out of context. Authentic learning about reducing water pollution could involve students collaborating online to research the causes of pollution and ways to reduce it by sharing information on a class page or via email.

1. Authentic Learning

2. Authentic Learning
Authentic learning is an approach in teaching and learning
that can be used practically. The use of authentic tasks is to
introduce the outside world or practical activities in the
classroom. The learners get to interact socially with one
another and be able to give their point of view based on the
given tasks. In authentic tasks the learners can create and
think critically.

3. Continue….
Authentic tasks are used in a wide range of classroom
settings, including mathematics, science, and history
classrooms. Furthermore, an increasing number of
instructional programs feature authentic tasks as a
means to situate learning in real-world contexts
(Blumenfeld, Marx, & Harris, 2006).

4. Characteristics of authentic learning
Use of open-ended inquiry, thinking skills and
metacognition.
Students engage in discourse and social learning in a
community of learners.
Students direct their own learning in project work.

5. What makes authentic tasks useful in
learning
Authentic tasks motivates learning and learners are
amused by real- world context in learning.
Motivation is important because it can lead to
increased cognitive engagement and thereby
enhance learning (Blumenfeld, Kempler, &
Krajcik, 2006). For instance, authentic tasks often
create compelling and relevant need-to-know
situations for learning that heightens interest and
motivates students to invest in their learning.

6. Examples of authentic tasks in Life
Sciences.
Research projects
Practical/ experiments
Creating structures
Case studies
Comprehension to read & listen to then answer
questions( integrates with language)
Demonstration

7. Tradition vs. authentic
Authentic assessments are "direct" measures of
student performance, tasks are designed to
incorporate the contexts, that students would use in
real life. Traditional are seen as "indirect" measures,
designed to "represent competence" by extracting
knowledge and skills from their real-life contexts.

8. Conducting authentic tasks

9. Use of Web technology in reducing
water pollution in learning ( life
sciences)

10. Continue…
Student collaborate in authentic
tasks on how to reduce water
pollution.
Learners will interact with one
another in accomplishing authentic
activities in social context.
Learners can be given an audio
based on water pollution and given
questions, where there are expected
to critically answer questions or
make a research project.

11. Continue…
Learners share information online about the factors
that pollute water.
Looking at the :
 What is water pollution.
 Factors that pollutes water.
 How can it be reduced
 conclusion

12. Continue…..
To make things more constructive they must have a
specific educational side where they can share
information e.g. face book page or via e-mail.
Learners can submit their work on the educational
side where the teacher can access all their work

13. CONCLUSION
Authentic learning is very in important, learners can
work practically and all engaging in that work.
Authentic tasks introduce the real- world practices in
the classroom. Authentic tasks are much better than
traditional tasks, authentic tasks are practical
whereas traditional tasks not practical( face- to
face, question answering) and is also content based
only.

14. Reference
Blumenfeld, P. C., Marx, R. W. & Harris, C. J.
(2006). Learning environments. New York:
Cambridge University Press.
Blumenfeld, P. C., Kempler, T., & Krajcik, J. S.
(2006). Motivation and cognitive
engagement in learning environment. New
York: Cambridge University Press.