1. Authentic Learning
•Authentic learning experiences of personal relevance that permit
students(learners) to practice skills in environment similar to some ‘real world’
application or discipline: managing a city, building a house, flying an airplane,
setting a budget, solving a crime those in which the skills will be used.
•
• Authentic learning typically focuses on real-world, complex problems and their
solutions, using role-playing exercises, problem-based activities, case studies,
and participation in virtual communities of school activity.

2. Characteristics of Authentic Learning
Activity
1. Real-world relevance
• Authentic activities match the real-world -
tasks of professionals in practice as nearly
as possible.
• For example, if teacher report is the
required product , a similar report could
be available to student. Video excerpts as
a authentic activity could show interview
with experts, or short clips of experts
performing within their environments.
These allow student to observe the “social
periphery” of relevant tasks as they are
performed in the real world.

3. 2. ill-defined
• Activities require students to define the tasks
and subtasks needed to complete the
activity. Teacher activities should be ill-
defined so that student must find as well as
solve the problems. student need to have
opportunities to explore a situation with all
the complexity of the real world. For
example when teacher explain the topic
s/he never ever give all information, give
opportunities to expert comment or add
necessary information.
• A single complex problem should be
investigated by students not by teacher or
educator.
• Students must have the opportunity to
experience the problem from a number of
different perspectives.

4. 3. Complex, sustained tasks
• Activities are completed by students over
a sustained period of time in days, weeks
and months rather than minutes or hours.
• They require significant investment of
time and intellectual resources.
• Teacher often require student to complete
tasks and activities that are largely
abstract , in my class when I gave to
student any task or activities I expect to
wait to be completed over a sustained
period of time by students .

5. 4.Multiple perspectives
• It is important to enable and encourage
students to explore different perspectives.
• The teacher affords learners the opportunity to
examine the problem form a variety of
theoretical and practical perspectives, rather
than allowing a single perspective that learners
must imitate to be successful The use of a
variety of resources rather than a limited
number of preselected references requires
students to detect relevant from irrelevant
information.
• For example, if I am as teacher in school to
teach mathematics I must give opportunity to
comment my lesson by each every student to
not expect different comment form students.

6. 5. To provide the opportunity to Collaborative
• Collaboration has been defined as the
mutual engagement of participants in
a coordinated effort to solve a
problem together and not only solve a
problem or creating a product which
could not have been completed
independently.
• In my teaching area collaborative
work must be recommended, where
more a learners can assist with
scaffolding.
• The student were generally very
positive about studying collaboratively
and saw many benefits, such as joint
problem solving, and even student
learning more fast than own learning
that why I want to use collaborative
group in my teaching area with maths.

7. 6. To provide the opportunity to reflect
• The Reflection on Classroom is an opportunity
for feedback about the real-world application of
those skills and techniques and a chance to
learn through the reflective process.
• Reflection involves an open analysis of one’s
own performance or knowledge level. learning
activities that are reflective require students to
think over what they had been doing; in doing
so, they might consider alternative strategies to
explore.
• Reflection also allows students to critique the
way that others tackled a task and suggest
alternative ways of proceeding.
• Reflective learning is good because, in the
process, students understand what they have
been doing well in maths and what can be
improved maths skill. Equipped with a better
understanding of their own learning, students
can then more effectively plan what and how
they should learn in the next steps. For
reflection to be effective

8. 7. Interdisciplinary
• Activities encourage interdisciplinary
perspectives and enable diverse roles and
expertise rather than a single well-defined
field or domain.
• Allow competing solutions and diversity of
outcomes
• Teacher must focussed on students
actively learning how to authentically
integrate maths learning experiences
across the curriculum with the other maths
as well as other subjects in the curriculum
such as financial mathematics and
astrology, calculations in physics, chemistry
. We can give more example as u see
picture .Most of the learning activities in
the subject were integration activities, with
outcomes being authentically achieved in
each of the maths and in other subject
areas as well as achieving generic
outcomes.

9. 8. Authentically assessed
• Authentic learning task must be assessed using methods that best align with task.
• Teachers were closely linked with the online assessment items. The students had to complete one
quiz each week before the start of the class on any maths topics, so they could gain an basic
understanding of the topic to be covered. Student had covered that week online, in lectures. The
maths-making skill development activity was an assessment item, as was the completed
integrated program they had to create.

10. 9. Authentic products
• Tasks culminate in the creation of a
whole product rather than an exercise or
sub-step in preparation for something
else.
• Both modules are polished products in
their own right, which focus on specific
content relevant for solving problem in
maths and physics both modules using
numbers. by studying each of modules,
the students will learn in-depth
knowledge about topic. Because the
modules focus on a difficult content
area, student act as stand-alone
modules or complement other aspects
of the curriculum.

11. 10. Multiple possible outcomes
• Activities allow a range and diversity of outcomes open to multiple solutions of an original
nature, rather than a single correct response obtained by the application of predefined rules
and procedures.
• Each student had the opportunity to learn skills in each of the maths through a unique and
creative approach and therefore diverse outcomes were achieved across the cohort by each
student in maths.
Conclusion
•Throughout this presentation, I have try to discovered that authentic learning is an effective
mathematics learners that can be used with multiple age groups, from grade 8 learners to
graduate-level learners.