Authentic Learning - Tiffany Olguin

Authentic Learning 

posted by Tiffany Olguin

 

Authentic learning is an instructional model which focuses on providing students opportunities to learn and relate to information that is based on real life situations in everyday life. The basis for this type of instruction is to get students excited, involved, and motivated about learning. Additionally, this method encourages students to not simply learn the curriculum, but rather to critically think about it in order to self-construct an understanding of how it is relevant to their lives. 

The authentic learning model is rooted in the Constructivism/Interpretivism family tree. “In the constructivist perspective, knowledge is constructed by the individual through [their] interactions with the community and the environment. Knowledge is thus viewed as dynamic and changing, constructed and negotiated socially, rather than something absolute and finite” (Harasim, 2012, p. 60). Related methods, such as faded scaffolding and anchored learning branch off as a part of this family tree to additionally support authentic learning. 

  

Characteristics of Constructivism/Interpretivism:

• Learning is interpreted based on personal understandings and built upon previous knowledge of the world around us.
• Learning is active; new knowledge is constructed not acquired or recited. 
• The Constructivist Theory focuses on the process of constructing knowledge, not simply on the end product.
• Attention is placed on the learner, or group of learners, specifically on their understanding of the information and its meaning with regards to the relevance in their everyday lives.
• The role of the teacher is that of a mentor; teachers use scaffolding (structure and support) and anchored learning (“anchored” in realistic situations) to promote authentic learning. “…the role of the constructivist teacher [is] shifting from someone who teaches to someone who facilitates learning…” (Harasim, 2012, pg. 69).
• “Knowledge is based on consciousness, experience, and reflection” (Marra, n.d.).  

Principles of Authentic Learning: 

• Curriculum is taught and presented in ways that have relevance to the student based upon complex, real-life problems. Teachers commonly refer to this as “ill-defined” or “ill-structured”.
• A continuum of authenticity exists; tasks or lessons may vary and fall within this continuum depending on the resources that are used.
• In authentic learning abstract concepts are broken down into understandable, relatable ideas. 
• Ample opportunities are given for students to distinguish and reflect upon what is or isn’t relevant.
• Collaborative activities are extremely effective and frequently used in authentic learning. Collaboration provides students opportunities to experience real-life scenarios such as collaborating with colleagues and sharing ideas with one another. “Authentic activities focus on active learning in real-world contexts, and typically involve production, rather than activities that are abstract or remote from practice” (Harasim, 2012, p. 69).
• Students are taught to use the tools and to think like practitioners. This idea is likened to being “cognitive apprentices” to experts; in authentic learning, “culture of [student] learning should match the culture of the experts” (Marra, n.d.).
• Technology is an excellent resource to achieve authentic learning. The ideas presented among technological tools (i.e. computers, websites, virtual tours) are “authentic” in nature. Additionally, utilizing these technological tools, which are also used by practitioners and experts, provides “authenticity” to students because they are further emulating the “culture of the experts”. 

 “CoolSites” to visit for more information about Authentic Learning

 

Practical Examples of Authentic Learning:

     Grocery Store Field Trip

When teaching a math lesson concerning topics such as dollar values, consumer math, percentage applications, or budgeting, teachers can facilitate authentic learning by arranging a field trip to a local grocery store. Students will be able to see first-hand what it is like to price compare in order to stay within budget or apply percentages through sales taxes and discounts. This particular example would be considered high on the authentic learning continuum. If a field trip cannot be arranged, a virtual field trip, or on-line shopping plan can also be used. This would also be considered authentic learning because students are challenged to figure out problems that relate to real-life scenarios.

 

 

Schrader Landscape Design

Elementary School Teacher Sarah Holland, introduced her students to a wonderful school improvement project that is based in authentic learning. This project incorporated an array of subjects including: biology, math, social studies, and science, each of which were constructed and learned through collaborative efforts amongst their classmates. This video offers further insight on how authentic learning can be applied within the classroom.

References:

Harasim, L. (2012). Learning Theory and Online Technologies. New York, NY: Routledge.
Holland, S. (Producer). (September, 2014). “Making Learning Meaningful: Authentic Learning at 

Marra, T. (n.d.). “Authentic Learning”. [Website]. Retrieved from http://www-personal.umich.edu/~tmarra/authenticity/authen.html  
PattyKakes Kidz Preschool. (2011). [Image]. Retrieved from http://pattykakeskidz.blogspot.com/2011/03/grocery-store-fieldtrip-really.html

Schrader Elementary”. [YouTube Video]. Retrieved from https://www.youtube.com/watch?v=y91flkGcyX4
Worcester County Public Schools. (n.d.). "Authentic Learning". [Image]. Retrieved from http://www.worcesterk12.com/academics-programs/initiatives/authentic-learning