Authentic Learning

Collaborative Problem Solving

EEA 532: Instructional Leadership
Instructor: Brent Galloway
May 15, 2021
O’Nesseia Edmondson

Instructional Strategies that Work!

What is Authentic Learning?
“Authentic learning is a term that describes the learning
through applying knowledge in real-life contexts and
situations.” (Rule, 2006)

“Authentic learning typically focuses on real-world, complex

problems and their solutions, using role-playing exercises,
problem-based activities, case studies and participation in viral
communities of practice.” (Lombardi, 2007)
1. Why Choose Authentic
Learning?

Authentic learning requires a

paradigm shift in the true
purpose and execution of
learning;

➔ from disconnected ideas

and activities to real-world
relevance.

Lombardi 2007
 Traditional vs Authentic
External evaluation Student self-evaluation

Single correct answer Many correct answers

Individuals Groups

After instruction During instruction

Secret Criteria Public criteria

Paper & pen Performance type

Multiple choice type supply

Selecting a response Performing a task/constructing a response

THE LESSON
 General Outcome Specific objectives
➔ Use direct and indirect
Students demonstrate an understanding of area of
measurement to solve regular and irregular 2-D shapes by:
problems

● Recognizing that area is measured in square units

● Selecting and justifying referents for the units m2
● Estimating area by using referents for m2
● Determining and recording area (m2)
● Constructing different rectangles for a given area
m2 in order to demonstrate that many different
rectangles may have the same area. (SS3)
Introduction

???
What methods of
measurement did the
Iroquois use to build their
homes?
Did they have measuring
tools back then?
Kids creating their meter
squares from recycle paper

Tip
We may not all take the same
path but we will all get to the
same destination.
Students learn differently and
should be given an open
opportunity to create their own
learning path with the teacher’s
guidance where needed.
 2. Activity: Measuring Areas
➔ What
Different areas around the school. The step
to our room, the picnic table, a parking lot,
playground structure etc.

➔ Who
The students were able to take their meter
squares to the different areas and use their
own handmade meter squares to measure
the areas and record answers in square
meters.
Collaborating

Tip

Kids work best when they

can work collaboratively at
their own pace and in a
supportive environment that
is safe and stimulating!
More examples of
collaboration

Tip
What we discover
together will be more
impactful than what we
are told in a classroom
Discovery learning:
Although measuring for
area, students will
discover that they will
need to do some
amount of estimation in
order to come up with a
close to accurate area
by adding fractional
parts.
Learning
should be
fun!!
3. Assessment of Student’s Work

Children were very creative
using different ways to
measure area. Some
measure length and width
and multiplied the two,
others measured entire
areas. It was great to see
the children use their
thinking skills in solving
problems
Educational Assistant
Feedback!
It was a fun activity to
measure with the During the activity, I observed and
newspaper. It was fun documented some of the students
because I got to learn at work and was thrilled to see
how to measure the areas that all students were engaged in
in metre squares. I liked this process and were excited to
that my partner enjoyed it participate in it. In my
too. It was a fun example conversations with the students,
on how to measure the they expressed that different parts
area of different spaces. of their worlds would have been
measured using square metres
Student
Practicum Student
4. Reflection
Reflection Cont.
Did the content of the lesson
represent the kind of setting where
the skills or knowledge was applied?

Did the avenue students take through

the learning environment show
flexibility, where students were able to
move around at will?

Did students enjoy the activity and had

fun while learning?
Scan the QR Code and
answer the question
 n io n
io lu s
l us nc
c Co
on
C
References!
Drake, S. M., Kolohon, W., & Reid, J. L. (2014). Interweaving
curriculum and classroom assessment: Engaging the
21st century learner. Oxford University Press.
Lombardi, M. M. (2007). Authentic learning for
the 21st century: An overview.
Educause learning initiative, 1(2007), 1-12.
Rule, A. C. (2006). The components of authentic
Learning.
https://www.google.bs/search?q=traditional+vs+authentic&sxsr
f=ALeKk03tVqV9NnKnyCajrkJWpwQNw7yMfw:1621048224436&source=lnms
&tbm=isch&sa=X&ved=2ahUKEwjc2tKc28rwAhVO6Z4KHZOhC5MQ_AUoAX
oECAEQAw&biw=1536&bih=760#imgrc=YUgVfxf5sEDSjM

https://www.google.bs/search?q=authentic+learning&sxsrf=ALeKk01ygiWJ33o
P88sA-SQ5xwGdfjmdUQ:1620967691553&tbm=isch&source=iu&ictx=1&fir=p
o0bet29UWIwKM%252CIHfeoOFgG58FKM%252C_&vet=1&usg=AI4_-kRmD
biiWEGq4b5FU3B9N-DTrMZxDw&sa=X&ved=2ahUKEwj7ssmbr8jwAhVVZc0
KHd7yCgoQ_h16BAgXEAE#imgrc=po0bet29UWIwKM