3. Back- Channel
No Really…
JOIN US!
by using the
Question Pane to
chat with us.
http://bit.ly/ZCnjwz
#authenticlearning, @PearsonOLE, @oleLindsayBell
4.
5.
6. QUESTION
? Using the ? pane, list 1 memorable
learning experience from school.
7. Authentic
adj. Real or genuine. Not copied or false. True
to one’s own personality, spirit, or character.
Learning
n. The act or experience of one that learns.
Knowledge or skill acquired by instruction or
study. Modification of a behavioral tendency
by experience.
8. Authentic Learning is…
• Hands on
• Project oriented
• Takes place in the real world
• Experiential
• Global
• Personal
• Relevant
9. QUESTION
? List 1 or 2 skills that you believe you
need in order to be successful in your
current role.
12. 5 BEST
PRACTICES
for
Creating Authentic Learning Experiences
13. What engages students?
Working with peers
Working with technology
Connecting the real world to the work we do
Clearly love what you do
Get me out of my seat!
Bring in visuals
Student choice
Understand your clients - the kids
Mix it up
Be Human
Study conducted by Heather Wolpert-Gawron. April 26, 2012. 220 Eighth - graders
15. Engage & Discover
• Build background knowledge
• Engage students with relevant problems, challenges, and
scenarios
• Ask students: What’s worth exploring? What’s the essential
question? So what? Who cares?
• Find non-Googleable questions
• Have students take ownership of their learning
• Help students identify reliable resources
18. Engage & Discover
• Build background knowledge
• Engage students with relevant problems, challenges, and
scenarios
• Ask students: What’s worth exploring? What’s the essential
question? So what? Who cares?
• Find non-Googleable questions
• Have students take ownership of their learning
• Help students identify reliable resources
20. Engage & Discover
• Build background knowledge
• Engage students with relevant problems, challenges, and
scenarios
• Ask students: What’s worth exploring? What’s the essential
question? So what? Who cares?
• Find non-Googleable questions
• Have students take ownership of their learning
• Help students identify reliable resources
24. Engage & Discover
• Build background knowledge
• Engage students with relevant problems, challenges, and
scenarios
• Ask students: What’s worth exploring? What’s the essential
question? So what? Who cares?
• Find non-Googleable questions
• Have students take ownership of their learning
• Help students identify reliable resources
27. MAKING CONNECTIONS
776 BC – First use of homing pigeons to send message
(winner of Olympic Games to Athens)
14 - Romans establish postal services
1835 – Samuel Morse invent Morse Code
1861 – Pony Express
1951 – Computers are first sold commercially
1963 - Zip codes invented in the US
1984 – Apply Mac released
1994 – www is born
2004 - Facebook is launched
31. Make Connections
• Make learning RELEVANT
• Help students connect to real-world issues and personal
experiences both locally and globally
• Facilitate analysis, discussion, and debate with peers,
experts & parents
• Have students work collaboratively to begin to form
opinions and draw conclusions based on what they
know and what they’ve experienced
• Help students find that ‘A-Ha!’ moment.
36. Make Connections
• Make learning RELEVANT
• Help students connect to real-world issues and personal
experiences both locally and globally
• Facilitate analysis, discussion, and debate with peers,
experts & parents
• Have students work collaboratively to begin to form
opinions and draw conclusions based on what they
know and what they’ve experienced
• Help students find that ‘A-Ha!’ moment.
38. Apply Understanding
• Have students transfer what they’ve learned to NEW
authentic scenarios
• Reinforce creativity and higher-order thinking skills
in addition to content knowledge
• How will what they’ve learned help contribute to the greater
good of their community? Their country? The world?
44. Apply Understanding
• Have students transfer what they’ve learned to NEW
authentic scenarios
• Reinforce creativity and higher-order thinking skills
in addition to content knowledge
• How will what they’ve learned help contribute to the greater
good of their community? Their country? The world?
46. Share Knowledge
“If your students are sharing their work with
the world, they want it to be good. If they’re
just sharing it with you, they want it to be
good enough.”
-Rushton Hurley
47. Share Knowledge
• Publish student work to a global audience
• Have students teach others about what they’ve learned;
present their work in public (online or offline)
• Help students think about how they can give back to the
broader learning community and how this can help shape their
future
49. Share Knowledge
• Publish student work to a global audience
• Have students teach others about what they’ve learned;
present their work in public (online or offline)
• Help students think about how they can give back to the
broader learning community and how this can help shape their
future
52. Share Knowledge
• Publish student work to a global audience
• Have students teach others about what they’ve learned;
present their work in public (online or offline)
• Help students think about how they can give back to the
broader learning community and how this can help shape their
future
56. Playback (Reflect)
• Don’t wait until the end to reflect on or evaluate student
understanding
• Use feedback loops from multiple sources: peer, self,
community, teacher, group assessment
• Think about NEW types of data: web search history, feedback
from the learning community, participation, learning logs
• Student assessment should reflect real-world evaluation
processes
• Does learning ever really end? Ask students how they plan on
continuing their learning journey
57. Playback (Reflect)
Where have I been?
Where am I now?
Where am I going?
(how am I going to get there?)
59. Playback (Reflect)
Student Mentors: Peer to Peer Editing
“It’s tough for me to explain their error. I know how to fix their
sentences, but I actually had to google why it should be changed. It
adds more of a challenge and it helps me remember grammar rules.
To be honest, I am worried that I will give them wrong information,
but I always try to double check” – Breanna S., 12th Grade
60. Playback (Reflect)
• Don’t wait until the end to reflect on or evaluate student
understanding
• Use feedback loops from multiple sources: peer, self,
community, teacher, group assessment
• Think about NEW types of data: web search history, feedback
from the learning community, participation online/offline, etc.
• Student assessment should reflect real-world evaluation
processes
• Does learning ever really end? Ask students how they plan on
continuing their learning journey
62. Playback (Reflect)
• Don’t wait until the end to reflect on or evaluate student
understanding
• Use feedback loops from multiple sources: peer, self,
community, teacher, group assessment
• Think about NEW types of data: web search history, feedback
from the learning community, participation online/offline, etc.
• Student assessment should reflect real-world evaluation
processes
• Does learning ever really end? Ask students how they plan on
continuing their learning journey
65. Playback (Reflect)
• Don’t wait until the end to reflect on or evaluate student
understanding
• Use feedback loops from multiple sources: peer, self,
community, teacher, group assessment
• Think about NEW types of data: web search history, feedback
from the learning community, participation online/offline, etc.
• Student assessment should reflect real-world evaluation
processes
• Does learning ever really end? Ask students how they plan on
continuing their learning journey
67. How do you plan on continuing
your learning journey?
#authenticlearning, @PearsonOLE, @oleLindsayBell
http://bit.ly/ZCnjwz
68. Upcoming Events
NEXT Libby Brien
WEBINAR April 3 4:00 – 5:00 MT
Using the Authentic Learning
Practices to Create Awesome
Science Lessons
http://is.gd/ALScience
69. Goodies!!
Complete the survey after webinar for…
A 30-Day FREE Trial of OLE
A snazzy certificate of attendance
Chance to win a 1 –year OLE
subscription for your school
Editor's Notes
We personalize learning by having students set goals based on their own curiosities We make students accountable for their own learning and ultimately we set them up to become life long learners
Earlier this year a video from the group Invisible Children calling for the capture of warlord Joseph Kony, went viral with over 60 million views in the week after it was posted
Skype is a great way to connect students to both peers and experts. Shannon Miller from Van Meter, Iowa used Skype with her students to connect them with authors of the books that they read. A 5 th grade class in NC connected with an American soldier during the Iraq war. Students used Skype and email to regularly meet with the soldier to learn about first hand experiences from the battlefield. Environmental science students from Falmouth MA collaborate with Woods Hole Oceanographic Institution to collect data to inform global climate change
http://youtu.be/LCT0rDzFXMM
What if we approached all of our students as if they had the cure to cancer within them just waiting to get out? The application of understanding to new authentic scenarios means more than demonstrating a deeper understanding of the content. It means that, as educators we need to be preparing our students for the 21st century workplace where creativity, innovation and the transference of knowledge are highly coveted skills. It means that we have a responsibility to help students realize that every learning opportunity is a chance for them to contribute to the world in meaningful ways.
To the digital generation, using digital tools like iMovie, ProTools, Animoto, iCreatetoEducate, the list goes on and on, to create and express themselves is second nature.
Sharing Knowledge isn’t just restricted to online activities. Offline activities like science fairs, community events, and school presentations are perfect opportunities for students to share their work as well.
Use your discussion boards where your students posted their learning objectives to reflect on their progress
As an added bonus, research shows that students are actually far more engaged when learning from their peers as opposed to adults. And little kids love to teach
http://p2t4h20project.weebly.com/prototypeadvertising.html In Montana , 90 high school students presented their research on air pollution at the Air Toxics Under the Big Sky Symposium. Judges included local television meteorologists, the Missoula mayor, a UM Department of Chemistry professor and others.
http://p2t4h20project.weebly.com/prototypeadvertising.html In Montana , 90 high school students presented their research on air pollution at the Air Toxics Under the Big Sky Symposium. Judges included local television meteorologists, the Missoula mayor, a UM Department of Chemistry professor and others.
