with Lindsay Bellino

BEST PRACTICES5

for Creating Authentic Learning

Experiences

Introducing

Lindsay BellinoHost

Katrina TalleyQuestion Panelist

Libby BrienGuest

Joining you today

No Really…JOIN US!by using the Question Pane to chat with us.

#authenticlearning, @PearsonOLE, @oleLindsayBell

Back- Channel

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QUESTION

Using the ? pane, list 1 memorable learning experience from school.

?

Authentic

Learning

adj. Real or genuine. Not copied or false. True to one’s own personality, spirit, or character.

n. The act or experience of one that learns. Knowledge or skill acquired by instruction or study. Modification of a behavioral tendency by experience.

• Hands on

• Project oriented

• Takes place in the real world

• Experiential

• Global

• Personal

• Relevant

Authentic Learning is…

QUESTION

List 1 or 2 skills that you believe you need in order to be successful in your current role.

?

Workplace Skills

LIFE READINESS!

BEST PRACTICES5

for Creating Authentic Learning Experiences

Working with peersWorking with technologyConnecting the real world to the work we doClearly love what you doGet me out of my seat!Bring in visualsStudent choiceUnderstand your clients - the kidsMix it upBe Human

Study conducted by Heather Wolpert-Gawron. April 26, 2012. 220 Eighth - graders

What engages students?

ENGAGE & DISCOVERcollect, unwrap, acquire, explore, curate

• 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

Engage & Discover

Engage & Discover

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

Engage & Discover

PROBLEM FINDERS

• 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

Engage & Discover

Personalization

Student ACCOUNTABILITYLIFE LONG Learning

Discussion Threads

Evernote Learning Logs

• 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

Engage & Discover

TRUSTWORTHY

613 Million Websites

QUESTIONABLE

http://www.howmanyarethere.org/category/internet/page/4/

MAKE CONNECTIONSassociate, link, bridge, hitch, relate

776 BC – First use of homing pigeons to send message (winner of Olympic Games to Athens)14 - Romans establish postal services1835 – Samuel Morse invent Morse Code1861 – Pony Express1951 – Computers are first sold commercially1963 - Zip codes invented in the US1984 – Apply Mac released1994 – www is born2004 - Facebook is launched

MAKING CONNECTIONS

60 Million Views in 1 week

HIGGS BOSON DISCOVERY

• 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.

Make Connections

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.

Make Connections

APPLY UNDERSTANDINGcreate, transfer, translate, interpret, synthesize

• 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?

Apply Understanding

Apply Understanding

Project Based Learning

Apply Understanding

Apply Understanding

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?

Apply Understanding

SHARE KNOWLEDGEbroadcast, participate, inspire, contribute

“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

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

Share Knowledge

2,000,000 blog posts

TODAY

• 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

Share Knowledge

Share Knowledge

Share Knowledge

Virtual Art Museum

• 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

Share Knowledge

Share Knowledge

Share Knowledge

PLAYBACK (REFLECT)evaluate, reflect, analyze, acknowledge

• 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

Playback (Reflect)

Where have I been?Where am I now?

Where am I going?(how am I going to get there?)

Playback (Reflect)

Playback (Reflect)

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

• 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

Playback (Reflect)

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

Playback (Reflect)

Playback (Reflect)

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

Playback (Reflect)

ENGAGE & DISCOVERcollect, unwrap, acquire, explore, curate

MAKE CONNECTIONSassociate, link, bridge, hitch, relate

APPLY UNDERSTANDINGcreate, transfer, translate, interpret, synthesize

SHARE KNOWLEDGEbroadcast, participate, inspire, contribute

PLAYBACK (REFLECT)evaluate, reflect, analyze, acknowledge

How do you plan on continuing your learning journey?

#authenticlearning, @PearsonOLE, @oleLindsayBell

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Upcoming Events

Libby BrienNEXT WEBINAR April 3 4:00 – 5:00 MT

Using the Authentic Learning Practices to Create Awesome Science Lessons

http://is.gd/ALScience

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