The document describes an authentic teaching and learning presentation focused on increasing student achievement. It discusses the K20 GEAR UP program which aims to prepare over 3,500 rural students in 33 school districts for postsecondary education. The presentation models authentic instruction by having students collaboratively analyze a natural disaster scenario using evidence-based arguments. It outlines the key components of authentic teaching including construction of knowledge, disciplined inquiry, value beyond school, and viewing students as individuals. The presentation also provides examples of how technology can enhance authentic lessons and recommends upgrading existing lessons to increase their authenticity.

1. Authentic
Teaching and Learning

2. 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

3. K20 GEAR UP Team
Phase I – Leadership & Parent Specialist
Phase II – Field Specialist
Phase III – Content Area Specialist
Phase IV – Student Specialist

4. 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.

5. 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.

6. Teaching with
Authenticity
Practice #2 of the
Ten Practices of High
Achieving Schools is
Authentic Teaching.
This practice involves providing students with
active learning opportunities that will engage
critical thinking skills and have relevance
beyond the classroom.

7. 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

8. The Perfect Storm
嵐の完璧な
(Arashi no kanpekina)

9. The Great East Japan Earthquake
http://www.cnn.com/video/#/video/world/2011/03

10. When thinking about this tragic event in relation to other
natural disasters around the world, what factor made this event
far more devastating to the Japanese people?
•

11. 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

12. 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

13. Research options
Google Earthquake magnitude
Noodle Tools Earthquakes and buildings
Wolfram Alpha Japan geography
Sweet Search Japan tsunami
Sort Fix Nuclear reactor threat
Qwiki

14. The Rubric

15. 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!

16. Presentation
• Lets take a look at the slides

17. Components of Authentic
Teaching
2. Construction of Knowledge
– Organizing, synthesizing, interpreting,
explaining, and evaluating information to
convert it into knowledge
3. Disciplined Inquiry
– Collecting information via methods of inquiry
– In-depth understanding via exploring issues and
relationships
– Elaborated communication
4. Value Beyond School
– Problem connected to world; link learning to
real world issues faced outside of the school
building
5. Implicit View of Students
– Student as an individual
– (Newmann, 1996; 2003)

18. Pass standards
English Grade 10
Reading/ Lit 2.2, 2.3, 2.4, 4.1, 4.2
Oral Language 2.1, 2.2, 2.3
Visual Literacy 3.1, 3.2
Environmental Science
P4.7, C5.2
Physical Science
P4.7, C4.2a
Geography
1.1-1.3, 2.1, 2.3, 5.1-5.4, 6.3
World History
1.1-1.4
Instructional Technology
Advanced level to 12 5.1-5.5
Information Literacy
2.1-2.3, 3.1, 3.2, 3.3, 6.1-6.3

19. Common Core Standards
ELA RI 9-10.1, 2, 7, 8, 10
ELA W 9-10.1a, 1b, 1e, 2a, 2b, 6, 7, 8, 9b
ELA SL 9-10.2, 4, 5
ELA RH 9-10.7, 8, 9
ELA RST 9-10.2, 7, 8
ELA WHST 9-10.1a, 1b, 1e, 6, 7, 8, 9
Mathematical Practice 3
HS Math SIC.6

20. 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

21. 1. List the different scenes in this picture.
2. What event is depicted in the picture?

22. Text for Research

23. Think – Pair - Share

24. http://www.toondoo.com/

25. ToonDoo Example

26. • Lino it.
• Glogster

27. L.O.T. – Students either receive, recite, or
participate in routine practice, and in no
activities during the lesson do students go
beyond L.O.T.
H.O.T. – Students manipulate information and
ideas in order to synthesize, generalize,
explain, hypothesize, or arrive at some
construction of new meaning or understanding.

29. • 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

34. “Glogging” extends the walls of the classroom
and 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!

36. How on Earth can this apply to
math?

37. 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?

38. 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

39. 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).

40. Evaluation
Please take a moment to
provide feedback over today’s
session.