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: Engaged Learning Project
Reflection:
This artifact, Spring’s Journey North Engaged Learning Project, was completed for my ITEC 7400 21st Century Teaching and Learning course in spring 2014. The purpose of this project was to create an extended technology-centered learning unit that modeled innovative uses of technology. This project was designed using the Indicators of Engaged Learning and LoTi framework. It emphasized using digital tools, including the Journey North online project, and aligned with ISTE Nets Standards for Students and Fifth Grade Common Core State Standards in English Language Arts and Literacy.
Authentic learning tasks are typically complex, last a sustained period of time, model real-life scenarios, require problem-solving, and involve collaboration with peers and mentors (Jones, Valdez, Nowakowski, & Rasmussen, 1994). For this project, students assumed the roles of citizen scientists by collecting data about tulip growth, robin sightings, and daylight hours. Some of this data was shared on the Journey North website, allowing students to contribute to a national database. Students worked in groups of five to collect data and factual information about these three aspects of spring. They used complex thinking skills to analyze the information collected and draw conclusions about why seasonal change occurs. Students spent ten weeks working on this project.
This artifact demonstrates my ability to model and facilitate the use of digital tools and resources to engage students in authentic learning experiences. I implemented this unit in spring 2014 and spring 2015. Teachers and administrators were invited to observe me teaching this unit. I also shared information about this project with parents and the school community by writing an article for publication in our school newsletter. To facilitate the use of digital tools for authentic learning experiences, I shared this unit with other fifth grade teachers. One of the teachers asked for help designing an authentic learning unit for her students. I assisted her in planning activities and finding digital resources that allowed students to collaborate and use higher-level thinking skills. She chose to create her unit around the Iditarod Sled Dog Race instead of using Journey North; however, she designed an engaging unit for her class.
Creating this artifact helped me understand how to design engaging, authentic learning tasks for students. When our unit was finished, I asked my students to share what they liked most about it on notecards. Almost every student wrote about the hands-on nature of the tasks as their favorite part. They especially enjoyed seeing our tulips emerge and bloom. We planted our tulips close to the entrance of the school, so everyone coming on campus passed them. Students would inform me almost daily of changes in our garden, such a new bloom, and other faculty members commented as well. I found students were more invested in the project because of aspects like this. I would like to increase the authenticity of it by improving the data collection process so we have more to contribute to Journey North. On my second implementation, I improved the tulip data collection by planning ahead of time and planting a true test garden. For my next implementation, I would like to improve the data collection procedure for robin sightings. This year, we did not go outside early enough. The first robins began appearing in late February, yet we did not collect data until early March. Therefore, we missed the first wave of robins. Next year, I plan to begin the robin sighting data earlier to improve this aspect of the project.
This artifact impacted student learning by providing them with an authentic, meaningful learning experience. It allowed students to take on the role of scientist through research and data collection. Student learning can be assessed through the rubrics created for this unit. The impact of this project can be assessed through informal discussions with students about their perceptions and attitudes toward authentic learning projects. Faculty development was also impacted through this artifact by helping another teacher find digital tools and resources to create her own authentic learning unit. Hopefully more teachers will want to learn how they can implement technology to create engaging, meaningful learning units for their students. The impact of this can be assessed through school surveys about technology use in the classroom.
References
Jones, B., Valdez, G., Nowakowski, J., & Rasmussen, C. (1994). Designing Learning and Technology for Educational Reform. Oak Brook, IL: North Central Regional Educational Laboratory.
This artifact, Spring’s Journey North Engaged Learning Project, was completed for my ITEC 7400 21st Century Teaching and Learning course in spring 2014. The purpose of this project was to create an extended technology-centered learning unit that modeled innovative uses of technology. This project was designed using the Indicators of Engaged Learning and LoTi framework. It emphasized using digital tools, including the Journey North online project, and aligned with ISTE Nets Standards for Students and Fifth Grade Common Core State Standards in English Language Arts and Literacy.
Authentic learning tasks are typically complex, last a sustained period of time, model real-life scenarios, require problem-solving, and involve collaboration with peers and mentors (Jones, Valdez, Nowakowski, & Rasmussen, 1994). For this project, students assumed the roles of citizen scientists by collecting data about tulip growth, robin sightings, and daylight hours. Some of this data was shared on the Journey North website, allowing students to contribute to a national database. Students worked in groups of five to collect data and factual information about these three aspects of spring. They used complex thinking skills to analyze the information collected and draw conclusions about why seasonal change occurs. Students spent ten weeks working on this project.
This artifact demonstrates my ability to model and facilitate the use of digital tools and resources to engage students in authentic learning experiences. I implemented this unit in spring 2014 and spring 2015. Teachers and administrators were invited to observe me teaching this unit. I also shared information about this project with parents and the school community by writing an article for publication in our school newsletter. To facilitate the use of digital tools for authentic learning experiences, I shared this unit with other fifth grade teachers. One of the teachers asked for help designing an authentic learning unit for her students. I assisted her in planning activities and finding digital resources that allowed students to collaborate and use higher-level thinking skills. She chose to create her unit around the Iditarod Sled Dog Race instead of using Journey North; however, she designed an engaging unit for her class.
Creating this artifact helped me understand how to design engaging, authentic learning tasks for students. When our unit was finished, I asked my students to share what they liked most about it on notecards. Almost every student wrote about the hands-on nature of the tasks as their favorite part. They especially enjoyed seeing our tulips emerge and bloom. We planted our tulips close to the entrance of the school, so everyone coming on campus passed them. Students would inform me almost daily of changes in our garden, such a new bloom, and other faculty members commented as well. I found students were more invested in the project because of aspects like this. I would like to increase the authenticity of it by improving the data collection process so we have more to contribute to Journey North. On my second implementation, I improved the tulip data collection by planning ahead of time and planting a true test garden. For my next implementation, I would like to improve the data collection procedure for robin sightings. This year, we did not go outside early enough. The first robins began appearing in late February, yet we did not collect data until early March. Therefore, we missed the first wave of robins. Next year, I plan to begin the robin sighting data earlier to improve this aspect of the project.
This artifact impacted student learning by providing them with an authentic, meaningful learning experience. It allowed students to take on the role of scientist through research and data collection. Student learning can be assessed through the rubrics created for this unit. The impact of this project can be assessed through informal discussions with students about their perceptions and attitudes toward authentic learning projects. Faculty development was also impacted through this artifact by helping another teacher find digital tools and resources to create her own authentic learning unit. Hopefully more teachers will want to learn how they can implement technology to create engaging, meaningful learning units for their students. The impact of this can be assessed through school surveys about technology use in the classroom.
References
Jones, B., Valdez, G., Nowakowski, J., & Rasmussen, C. (1994). Designing Learning and Technology for Educational Reform. Oak Brook, IL: North Central Regional Educational Laboratory.
