2.3 Authentic Learning
Candidates model and facilitate the use of digital tools and resources to engage students in authentic learning experiences. (PSC 2.3/ISTE 2c)
Artifact:
itec_7400__el_draft_template-_morgan_green.doc | |
File Size: | 62 kb |
File Type: | doc |
Reflection:
The Engaged Learning Project was completed to provide students with an authentic learning experience. The students used real world and cross-curricular skills along with critical thinking skills to planned and pitch a “leg” of The Amazing Race. During this project, students act as a producer to design the leg to include two cultural challenges that the contestants have to compete in, determine and calculate the logistics of airfare, transportation, travel routes that fit within a specific time frame, a multimedia presentation, and put all of that information into a presentable document. The students worked in small groups where the different components of the project play to the strengths of the different team members. I created the project to engage students in using their geography skills and knowledge in an authentic learning experience. The students are able to reach high levels of LoTi. According to the LoTi Input Sniff Test, the Engaged Learning Project reaches a LoTi Level 6 because of the “hands-on” activities with the computer and performing at higher level thinking skill to develop the cultural challenges and logistics the contestants are completing on their “leg” of the race (Saunders, 2017).
Standard 2.3, Authentic Learning provided me the opportunity to model and facilitate the use of digital tools and resources to engage students in authentic learning experiences in my classroom. The Engaged Learning Project is a culminating project that my students completed to show their application of geography skills and knowledge that we had been studying all semester. This project was open-ended where students chose their destination and the learning tasks based off of their interests. As the teacher, I was able to model and facilitate the entire process. I scheduled specific work days for students where I would roam around the room to facilitate work and answer questions. Each project was different and the students were all using the same skills, but doing it in a variety of ways to create their own authentic learning experience. Through the creation of each component, the students were reaching high levels of LoTi. The authentic learning experience that the Engaged Learning Project exposes my students to goes deeper by having my students write about their views are about the country they have prior to their research. At the end of the project, the students will have ample information and knowledge on their country that they will then write about how their perspective changes, what their thoughts are after the project, and be able to describe how culture affects their specific country. Through the entire process, I will model and facilitate student learning.
Completing the Engaged Learning Project provided students with the opportunity to dig deeper into a country that they are interested in while applying their geography knowledge by creating a “leg” of the Amazing Race. I learned how to be a facilitator who can model and manage a class project where no two projects are the same. The underlying themes are the application of geography and writing tasks, but the details are specific to each country that creates the authentic learning tasks. The students were given freedom to choose the challenges and country as well as modes of transportation for the contestants that they were creating this for. I learned the importance of choosing specific tasks that made the students use higher order thinking skills and cross-curricular skills beyond the geography skills that they all have been learning through the semester. To further improve the Engaged Learning Project, I would add an additional component of the plan that would have them research the history of the country so they will be able to get a full picture of the country. They already researched a current event, but that is taken out of context with the history of the country. By providing the history, they would add another layer of authentic learning so they can connect the history to the current event.
This artifact impacts student learning. Considering the Engaged Learning Project was completely student-centered, they were able to grow as learners through these authentic learning tasks. I have been able to see the impact in the students’ final products. The students were able to show their application of their geography knowledge and skills, critical thinking, and real-world skills that we were focusing on during the learning tasks. The skills that the students acquired can be assessed in the logistics paper, the writing component, and in the multimedia presentation. Students can also be assessed in the application of these skills in the real-world and in other classes they have. Considering this project lasted a few weeks, the students gain the skills of pacing their work which can be seen in other classes when they use time management to ensure that they are staying on track.
Reference
Saunders, F. (2017). LoTi Input Sniff Test [PDF]. LoTi Connection.
The Engaged Learning Project was completed to provide students with an authentic learning experience. The students used real world and cross-curricular skills along with critical thinking skills to planned and pitch a “leg” of The Amazing Race. During this project, students act as a producer to design the leg to include two cultural challenges that the contestants have to compete in, determine and calculate the logistics of airfare, transportation, travel routes that fit within a specific time frame, a multimedia presentation, and put all of that information into a presentable document. The students worked in small groups where the different components of the project play to the strengths of the different team members. I created the project to engage students in using their geography skills and knowledge in an authentic learning experience. The students are able to reach high levels of LoTi. According to the LoTi Input Sniff Test, the Engaged Learning Project reaches a LoTi Level 6 because of the “hands-on” activities with the computer and performing at higher level thinking skill to develop the cultural challenges and logistics the contestants are completing on their “leg” of the race (Saunders, 2017).
Standard 2.3, Authentic Learning provided me the opportunity to model and facilitate the use of digital tools and resources to engage students in authentic learning experiences in my classroom. The Engaged Learning Project is a culminating project that my students completed to show their application of geography skills and knowledge that we had been studying all semester. This project was open-ended where students chose their destination and the learning tasks based off of their interests. As the teacher, I was able to model and facilitate the entire process. I scheduled specific work days for students where I would roam around the room to facilitate work and answer questions. Each project was different and the students were all using the same skills, but doing it in a variety of ways to create their own authentic learning experience. Through the creation of each component, the students were reaching high levels of LoTi. The authentic learning experience that the Engaged Learning Project exposes my students to goes deeper by having my students write about their views are about the country they have prior to their research. At the end of the project, the students will have ample information and knowledge on their country that they will then write about how their perspective changes, what their thoughts are after the project, and be able to describe how culture affects their specific country. Through the entire process, I will model and facilitate student learning.
Completing the Engaged Learning Project provided students with the opportunity to dig deeper into a country that they are interested in while applying their geography knowledge by creating a “leg” of the Amazing Race. I learned how to be a facilitator who can model and manage a class project where no two projects are the same. The underlying themes are the application of geography and writing tasks, but the details are specific to each country that creates the authentic learning tasks. The students were given freedom to choose the challenges and country as well as modes of transportation for the contestants that they were creating this for. I learned the importance of choosing specific tasks that made the students use higher order thinking skills and cross-curricular skills beyond the geography skills that they all have been learning through the semester. To further improve the Engaged Learning Project, I would add an additional component of the plan that would have them research the history of the country so they will be able to get a full picture of the country. They already researched a current event, but that is taken out of context with the history of the country. By providing the history, they would add another layer of authentic learning so they can connect the history to the current event.
This artifact impacts student learning. Considering the Engaged Learning Project was completely student-centered, they were able to grow as learners through these authentic learning tasks. I have been able to see the impact in the students’ final products. The students were able to show their application of their geography knowledge and skills, critical thinking, and real-world skills that we were focusing on during the learning tasks. The skills that the students acquired can be assessed in the logistics paper, the writing component, and in the multimedia presentation. Students can also be assessed in the application of these skills in the real-world and in other classes they have. Considering this project lasted a few weeks, the students gain the skills of pacing their work which can be seen in other classes when they use time management to ensure that they are staying on track.
Reference
Saunders, F. (2017). LoTi Input Sniff Test [PDF]. LoTi Connection.