Authentic Learning: Parade of Experts and Streams of Questions

When students are provided with numerous opportunities to consult with experts they are more apt to explore their curiosities and act upon their passions; it is the excitement of believing that someone can answer all of your questions, and the reality that with each answered question a new one arises. There is nothing more inspiring then a group of engaged students, a teacher facilitator who fosters a environment where students are curious and take risks, together with a parade of experts in a wide range of fields. In our interconnected world there are vast opportunities for students to interact directly with experts: in person, through field trips, twitter, blogging and through Skype. It is my hope that this academic year becomes a continuous parade of experts creating winding streams of questions....

The parade has begun, enabling our 4^th grade students to support their study of the Chesapeake Bay Watershed by participating in a webinar with PhD student Brandon Conroy through VIMS, the Virginia Institute of Marine. Students first received an overview of Brandon’s research interest of Zooplankton, followed by information on his studies in Antarctica, the Amazon River and the Chesapeake Bay. Then came the stream of questions:

If the amount of zooplankton doubled would we get rid of nutrient pollution?

How long do zooplankton live?

Were zooplankton alive in the time of the dinosaurs?

How has the zooplankton population changed or affected the Chesapeake Bay?

Students were engaged, thoughtful learners involved in an authentic learning endeavor. Let’s keep the parade marching (and the plankton wandering…..).

Post 3: Shower Us with Authentic Learning

        

The last two days in the DC metro area, were rainy, to say the least. Dulles International airport, a short distance from my home, reported 6 inches of rainfall in 48 hours. Relief was expressed any time drizzle or light rain was felt; most of the two days were full of downpours!

When I drove on campus after a morning presentation on “motivation,” it was pouring. Across the field, I quickly noticed a group of students in bright yellow raincoats. I commented to my co-worker, “that has to be Mrs. Hinnant with her 4^th grade class.” Mrs. Hinnant always takes advantage and thrives at opportunities to teach her students through authentic learning experiences. Relevancy is an essential component of her teaching practice.

4^th grade students study the Chesapeake Bay and its watershed; a special focus is put on protecting it. Students explore the water conditions, and review the impact humans have on the ecosystem and its destruction. They are encouraged to problem solve ways to protect it, and develop the necessary habits to grow up and become responsible citizens of this watershed.

Mrs. Hinnant and 4C did not fear the elements. They started at the highest point of our school campus, explored the movement of water, and followed and examined the water run off until they encountered the retention pond. Along the way they encountered trash flowing freely, and noticed that the oil from the parking lot pavement mixed into the flow of water. They discussed how this pollution would affect the Chesapeake Bay watershed.

The wonderful thing about Mrs. Hinnant is it would not have mattered if 4^th grade was not presently studying the Bay. She values authentic learning and looks for opportunities for students to experience real world issues all year long.

This was merely one authentic learning experience within the 4^th grade study of the Chesapeake Bay watershed. 

Post 2: Authentic Learning Through The Day of Play

I had indicated in my first blog post of this academic year that I would reflect and blog about the authentic learning experiences I encountered in my community. I would like to start with two disclaimers. 1) Authentic learning experiences can be encountered on a daily basis and I certainly should not wait for a “special day;” in traditional school settings we seem to create days with “special schedules” for fun, engaging and educational endeavors. Yes, it is easier to write about these “special days” however, if I take authentic learning seriously, I need to do a better job at reflecting on authentic learning on any ordinary day. Simply put, authentic learning should not be extraordinary. 2) I take no credit for the organization and implementation of this Day of Play in the Flint Hill Lower School.  The day was designed by our innovation department, an enrichment specialist and our lower school librarian; it was flawlessly implemented by our teachers and students.

The objective of the day was to design a toy for a classmate taking into considerations the classmates interests. The work was done in the morning, in multiage groups and pairs, using recycled materials. Items were displayed and shared in the afternoon at an outside Toy Exhibit. This was truly an authentic learning experience for students and teachers alike.  It incorporated problem posing and problem solving; incorporated the interests and needs of the individual students; sparked collaboration; and fostered relationships among students based on empathy and compassion. What a day of play it was! Here is a synopsis in pictures and videos:

For the kick off of the day students heard from a app designer whose hobby is creating educational, engaging, fun apps for children.

Students then went off to form their groups and pairs and talked about different kinds of toys.

They interviewed a classmate to find out what toy s/he would like.

A sketch is made and a prototype is developed.

Off they went to the store to find the needed materials.

Design creation and collaboration begin.

Testing is carried out.

Oops not sure what happened - will fix ASAP

Commercials are made.

                                       Oops not sure what happened - will fix ASAP

Toys are carried to the exhibit hall.

Toys are shared.

This is the motorcycle for this super hero!

It was an exhausting fun filled day of authentic learning for everyone!

I hope you understood the process and sequence of our 2nd annual Day of Play at Flint Hill Lower School. I will soon share some reflections.