Technology Chapter 3 Authentic Instruction

• EDU 372 Technology
• Year 2

Chapter 3 Learning Outcomes

3-1

Incorporate aspects of authentic instruction to foster deeper learning as well as promote critical thinking and problem solving.

3-2

Design authentic learning activities that facilitate deeper learning within the context of meeting content standards.

 

ISTE Standard 5: Designer

Educators design authentic, learner-driven activities and environments that recognize and accommodate learner variability. Educators:

5b.Design authentic learning activities that align with content area standards and use digital tools and resources to maximize active, deep learning.

Critical Thinking

Critical Thinking is:

Deeper learning refers to

• the “creation and application of new knowledge to solve real-world problems, moving students away from completing academic exercises, and toward completing authentic tasks and/or solving authentic problems. 
• Furthermore, it is through this application that students gain the “experience, confidence, perseverance, and proactive disposition they need to create value in our knowledge-based, technology-driven societies” 

Deeper Learning six interrelated competencies

Mastering rigorous academic content: 

Students develop a baseline understanding of knowledge in a discipline that they can then draw upon in other situations.

 

Learning how to think critically and solve problems: 

Students apply tools and techniques learned in core subjects (e.g., data analysis, statistical reasoning, scientific inquiry) to frame and solve new problems.

Working collaboratively with peers, teachers, and other stakeholders: Students cooperate with others to identify and create solutions to academic, social, and personal challenges.

Competencies continued

Communicating effectively: 

Students organize and communicate their thoughts, data, and findings through written and oral means.

Directing one’s own learning processes (self-directed learning): 

Students set their own learning goals, monitor their progress, and direct and (redirect) their own learning.

Developing an academic mindset (belief in one’s ability to grow and improve): 

Students develop positive attitudes about themselves as learners that lead to increased perseverance and productive learning behaviors (e.g., completing their work, doing quality work, and searching for strategies to overcome obstacles) 

At the core of Standard 5b

is the expectation that teachers will facilitate deeper learning by engaging students in authentic real-world problems.

Locate Table 3-1 in the book..

Write a brief reflection of a teaching and learning experience that you think exemplifies  a "best practice" lesson. What part did technology play and how did it support the components of authentic instruction you described?

Put your answer on the next slide

Teaching and learning
Reflection

3-1a

Characteristics of Authentic Instruction

(1)learner autonomy and

(2)active learning, and tend to be anchored by

(3)holistic,

(4)complex, and

(5)challenging activities.

Learner Autonomy

• Authentic instruction provides for, and builds on, learner autonomy.
• Topics of interest and relevance
  
• Use of technology
  
• Engage learners as researchers
  
• Self-directed learning
  
• Scaffold learning
  

Active Learning

Authentic instruction is based on active, experiential learning.

• Mentally active
  

Technology supports learning-by-doing
Manipulate information
Simulate real-world problems, situations, and contexts
Access to people, resources, locations
Accompanied by reflection and articulation

Holistic

• Authentic instruction is holistic.
  
• Meaningful context
  
• Technology can
  
• Situate learning within real contexts
  
• Make connections across content areas
  

Complex Activities

• Authentic instruction incorporates real-world and complex problems.
  
• Authentic intellectual work
  
• Construction of knowledge
  
• Disciplined inquiry
  
• Value beyond school
  

Challenging Activities

• Authentic instruction is challenging.
  
• Technology can
  
• Initiate challenge
  
• Promote and support student understanding
  
• Address learner needs at different levels
  

Critical Thinking Skills

• Divergent thinking
  
• Convergent thinking
  
• Innovation
  
• Critical thinking
  
• Inductive thinking
  
• Deductive thinking
  

3-2b Interpreting Content Standards

• Content Standard or Objective
  
• Knowledge
  
• Skills
  
• Frameworks to determine cognitive demand
  
• Bloom’s taxonomy
  
• Depth of Knowledge (D O K) Levels
  
• Competencies