Authentic learning involves students creating tangible products or solutions to real-world problems that are presented to an external audience. It requires higher-order thinking, depth of knowledge, social support for learning, and substantive conversations. An authentic teacher acts as a facilitator, providing guidance and feedback as students work collaboratively through an inquiry process to build knowledge and skills applicable outside the classroom. Authentic instruction integrates multiple subjects and incorporates community involvement.

1. Presented By: Annia
Inniss

2. • Authentic Pedagogy was first defined as instruction and assessment
which promoted authentic student achievement.
• Authentic student achievement refers to intellectual
accomplishments that are worthwhile, significant, and meaningful -
such as those produced by successful adults in today's work force.
• Authentic teaching occurs when the teacher utilizes information
about how students learn and designs learning experiences or tasks
based upon this knowledge.
• Construction of knowledge is the active processing of experience,
defined as the consolidation and internalization of information and
procedures by the learner in a way that is both personally meaningful
and conceptually coherent.
(Askew, 2013)

4. • Authentic instructional methods promote the development of
students’ thinking and problem solving skills and give students
a voice in the learning process. Furthermore, when students
are actively engaged in the learning process, they are
motivated to take responsibility for their own learning
(Cornelius-White & Harbaugh, 2010).
• Teachers set the stage for authentic learning by providing
participatory experiences and facilitating, or guiding, the
academic “missions”.
• Teachers’ use multiple teaching strategies and maintain an
environment of ongoing questions and analysis as they learn
with their students.
• Students know what they want to learn, have flexible time
parameters, and are responsible for staying on task.

5. Components of Authentic Teaching
Construction of
knowledge
Organizing, synthesizing,
interpreting, explaining, and
evaluating information to convert
it into knowledge.
Disciplined inquiry 1. Collecting information by
methods of inquiry
2. In-depth understanding by
exploring issues and
relationships
3. Elaborated communication
Value beyond
school
Links learning to real world
issues faced outside the school

6. 1. Higher-Order Thinking: The goal of authentic instruction is
have students participate in high-order thinking. Higher-order
thinking (HOT) requires students to manipulate information and
ideas in ways that transform their meaning and implications, such
as when students combine facts and ideas in order to synthesize,
generalize, explain, hypothesize, or arrive at some conclusion or
interpretation. Manipulating information and ideas through these
processes allows students to solve problems and discover new (for
them) meanings and understandings.
2. Depth of Knowledge: Authentic instruction moves students from
a superficial understanding of ideas to a deeper understanding.
Knowledge is deep or thick when it concerns the central ideas of a
topic or discipline. For students, knowledge is deep when they
make clear distinctions, develop arguments, solve problems,
construct explanations, and otherwise work with relatively complex
understandings. Depth is produced, in part, by covering fewer
topics in systematic and connected ways.
(Gary & Newmann, 1993)

7. 3. Connectedness to the World: Authentic
instruction has value and meaning far beyond the class
context. A lesson gains in authenticity the more there is
a connection to the larger social context within which
students live. Instruction can exhibit some degree of
connectedness when (1) students address real-world
public problems (for example, clarifying a contemporary
issue by applying statistical analysis in a report to the
city council on the homeless); or (2) students use
personal experiences as a context for applying
knowledge (such as using conflict resolution techniques
in their own school).
(Gary & Newmann, 1993)

8. 4. Substantive Conversation: Authentic instruction is aimed at
having high levels of substantive conversations in which
discussions are geared to learning and understanding the
substance of a subject.
High levels of substantive conversation are indicated by three features:
i. There is considerable interaction about the ideas of a topic (the
talk is about disciplined subject matter and includes indicators of
higher-order thinking such as making distinctions, applying ideas,
forming generalizations, raising questions, and not just reporting
experiences, facts, definitions, or procedures).
ii. Sharing of ideas is evident in exchanges that are not completely
scripted or controlled (as in a teacher-led recitation). Sharing is
best illustrated when participants explain themselves or ask
questions in complete sentences and when they respond directly
to comments of previous speakers.
iii. The dialogue builds coherently on participants' ideas to promote
improved collective understanding of a theme or topic.
(Gary & Newmann, 1993)

9. 5. Social Support for Student Achievement: In
authentic instruction social support must be given.
Social support is high in classes when the teacher
conveys high expectations for all students, including
that it is necessary to take risks and try hard to master
challenging academic work, that all members of the
class can learn important knowledge and skills, and that
a climate of mutual respect among all members of the
class contributes to achievement by all. “Mutual
respect” means that students with less skill or
proficiency in a subject are treated in ways that
encourage their efforts and value their contributions.
(Gary & Newmann, 1993)

10. • https://www.youtube.com/watch?v=y91flkGcyX4

11. • The authentic teacher is an academic as well as a life
skilled, co-creator. A real, "life" long learner with skill sets
and experiences that can facilitate a creative, diverse,
well structured, team-based, open-ended, criteria based
and globally directed education program. (Revington,
2015)

12. The teacher is the critical ingredient in the whole process of
authentic learning, teaching, and assessment. The
successful "authentic teacher" must:
know how to assess students' strengths and weaknesses
and design lessons accordingly.
know how to guide students to build upon their prior
knowledge in a reasonably organized fashion by asking
rich questions and providing rich resources for students
to utilize in their acquisition of knowledge.
be the nurturer of the process as students view new
information and assimilate their understanding.
be creative about how student learning experiences can
be broadened through sharing with the world outside the
school walls. (Askew, 2013)

14. • In education, the term authentic learning refers to a wide
variety of educational and instructional techniques
focused on connecting what students are taught in school
to real-world issues, problems, and applications. The
basic idea is that students are more likely to be interested
in what they are learning, more motivated to learn new
concepts and skills, and better prepared to succeed in
college, careers, and adulthood if what they are learning
mirrors real-life contexts, equips them with practical and
useful skills, and addresses topics that are relevant and
applicable to their lives outside of school.

15. • Authentic learning is real life learning. It is a style of learning that
encourages students to create a tangible, useful product to be
shared with their world. Once an educator provides a motivational
challenge, they nurture and provide the necessary criteria, planning,
timelines, resources and support to accommodate student success.
The teacher becomes a guide on the side or an event manager, a
facilitator not a dictator. Processes become the predominant force
and the content collected is organized appropriately into portfolios.
• Authentic learning engages all the senses allowing students to
create a meaningful, useful, shared outcome. They are real life tasks,
or simulated tasks that provide the learner with opportunities to
connect directly with the real world.
• Instead of vicariously discussing topics and regurgitating information
in a traditional industrial age modality, authentic learning provides a
learner with support to achieve a tangible, useful product worth
sharing with their community and their world.
(Revington, 2015)

16. • Authentic learning is not project-based learning nor is it
constructivism. These models of education were
designed within the classroom context. Although at times
they stepped successfully into the world of authentic, and
are extremely useful tools in moving closer to an
authentic learning approach they are not authentic
learning models.
• In true authentic learning an outcome designed to
interact successfully with a community is the goal. When
this happens a whole new layer of emotional, academic
and skill set developments take place.
(Revington, 2015)

19. Authentic learning is the research,
processes, resources, networking and
culminating skills a learner needs to
attain a genuine, successful outcome.
The outcome must have relevance and
be tangible. It also must reach out to
the community in some way.
(Revington, 2015)

21. 1. A tangible product. The goal is to produce a tangible
product that can be shared with the world.
2. Clearly defined audience. It is very important to identify
what the product and event are targeted for. To grasp the
intended audience's interest provides vital information to plan
effectively.
3. Design-back planning. Once the product, purpose and
audience have been clearly established, a list of specific skill
sets, support information, curriculum connections, learning
processes, human and material resources need to be
outlined by the instructor(s) and students to create a working
map for success. They also will require a reasonable,
successful timeline. The more the students have input, the
more ownership they'll have. That's a good thing!

22. 4. A well defined criteria: The criteria must include
quality expectations and be specifically aligned to the
audience it is intended for. When it's relevant learning,
with a tangible product to be shared, then quality
research, consultation must be sought to achieve your
successful criteria. Some educators call it scaffolding
but in my experience real skill development resembles
spirals rather than rigid steps. The more researched,
authentically based, clear and precise the criteria is, the
better the outcome will be.
5. Role Playing: Young children love role playing as we
see them engaged in roles as soon as they can walk
and talk.

23. 6. Integrated Learning: As in real life situations, most
undertakings are not subject specific. Addressing subject
specific skills is important, like rehearsing and arranging, but
integrating other skills is paramount. When planning for
authentic learning events your subject timetable goes out the
window. Extract and deliver curriculum expectations from
your board's curriculum that strategically align with attaining
the skills needed by your students to achieve success in your
authentic event. Reading, maths, social studies, technology,
art, music, drama, health, physical education, science and
even the languages will be present in your authentic learning
(AL) event. The curriculum is really full of subject integrating
opportunities.
(Revington, 2015)

24. 7. Blended Scheduling: Once you've established your
curriculum connections and have all subject areas
represented, trust it. Trust your planning! This maybe the
hardest thing a teacher has to get used to when their
authentic learning unit is in full swing. Consult with your
administration and colleagues to create large blocks of time
that will allow for creativity and deeper focus to flourish.
8. Cooperative Learning - Team Based Approach: No
great thing was ever accomplished without a team. Let your
students know this. Authentic learning events are excellent
opportunities to develop team skills. Partnerships, small and
large group activities can flourish in authentic learning
environments. The real work is preparing them for the
challenge ahead with lots of opportunities to participate in
team-based simulation games. Implementing team building
activities are extremely helpful in developing social
interaction skills and introducing cooperative concepts that
will be required.

25. 9. Personalized Experience: The more input the students have,
the more ownership they'll have. Give them regular chances to do
that. I call them pow wows, planning meetings. briefings, and even
quality control sessions. Educators need to provide open ended
opportunities to allow students to explore their personal interests
and creativity. Even though the student may be part of the bigger
team, it is important that their uniqueness be honored. Even if their
partner(s) are working on the same product their experiences and
perceptions may be quite different. Give the students opportunities
to share what they may have done differently if they were working
on a project on their own. Maintaining student portfolios that include
curriculum based work sheets, self reflections, team assessments,
individual research, sketches, photos, creative writings, collected
articles and personal notes all support the personalized
experience. Portfolios.
10. Portfolios: are a collection of papers that support student
research, record ideas, drafts, contacts, consultation notes, lists,
diagrams, work sheets, reflection notes, articles, dimensions and
even budgets. It is here that integrated subject work sheets are

26. 11.Community Involvement: It's not authentic unless
your students are directly interacting with the real world.
(Revington, 2015)
12. Professional Development: You may feel that you're
out of your comfort zone when planning an authentic learning
event. Many professional development sessions (PD
sessions) provide ways to deliver more content, provide
classroom based activities and interpret statistical data on
large groupings of students. It's the meaningful adventures,
however, of learning a new skills, a craft, a useful software or
hardware outside the system that will have a lasting
professional impact. We have to integrate with our
communities to maintain our genuine understanding of
what's going on in the real world to properly prepare students
for the real world. (Revington, 2015)

27. • Askew, J. (2013). Authentic
Learning/Teaching/Assessment. Retrieved 01 July, 2016,
from
http://crescentok.com/staff/jaskew/isr/education/authentic
.htm
• Gary, W.G & Newmann, F.M. (1993). Authentic Learning.
Five Standards of Authentic Instruction, 50(7), 8-12.
Retrieved 01 July, 2016, from
http://www.ascd.org/publications/educational-
leadership/apr93/vol50/num07/Five-Standards-of-
Authentic-Instruction.aspx
• Moore, K.D. (2012). Effective instructional strategies:
From theory to practice. (4th ed). Thousands Oaks, CA:
Sage Publications, Inc.
• Revington, S. (2015). Authentic Learning. Retrieved 01
July, 2016, from http://authenticlearning.weebly.com/