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. 

Letter to My Colleagues: Invitation to Connected Educators Month

Open Letter to my Colleagues and Friends:

I just read a blog about upcoming Connected Educators Month. I am really torn by how to support, encourage, and challenge my friends and colleagues to embrace connected learning both as a professional development tool as well as an avenue for teaching and learning. 

I get the resistance; it’s all about time, and the balance between “tried and true” pedagogy and augmenting one’s repertoire with practices that support the modern learner.

I am not going to kid anyone. Time is an issue; a huge one. It does take time to learn, practice, engage in and maintain the habits that enable one to benefit from the connected learning that occurs within a professional learning network. The more you engage, the more you feel you need to learn more, and with the world at your finger tips, you must pick and choose the visits along your journey as a connected educator.

The essential activity of an active connected educator is sharing the sites and sounds that one encounters along the journey. For me, this sharing is multifaceted. I share within my PLN and beyond it. I share digitally in an open forum as well as within a closed network.  I share targeted material that support a program, may motivate a colleague, or simply may spark curiosity toward a new endeavor.  But in the end, my sole objective is to share, collaborate and learn.

Everyone I work with directly on a day-to-day basis has been blessed with an abundant amount of technological resources and human support. No one I know takes this for granted. We all use our resources and support uniquely and I am in awe on a daily basis of what I observe in the classroom. One colleague is exceptionally talented in turning her SMART board into a interactive, fun, engaging cultural journey; a 30 minute class can feel like a voyage to a Carnival in Brazil – with all the sites, sounds and fun a long the way. Other colleagues have helped publish their students’ iBooks in iTunes; others ensure that their students collaborate and blog throughout the week; and some have a tact for editing the perfect iMovie to add to their pedagogical resources.  In sum, everyone is doing an amazing job.  The most powerful faculty meeting I have ever attended was one where colleagues AND students shared their success in integrating technology into their learning and practice.

I bring this all up because I truly do think we all want to learn from one another. At times I hear from colleagues that they feel pressured to use twitter, blog, Skype or visit the many sites that folks share from week to week. I could be wrong, but I think my colleagues know me well enough to realize that my sole intention is simply to share. Not only do I like sharing, but I consider it a personal and professional responsibility. If I have encountered a process that helps me grow professionally and through that process I run into resources that will support the growth of our learners, both as students and as teachers, I do feel the responsibility to share the wealth.

As Connected Educators Month begins on October 1, I offer my support to anyone who wants to extend his or her path as a connected educator. I also take this opportunity to thank each of my colleagues for all that you teach me on a daily basis as I visit your morning meetings, listen to your students share their written story or practice their reading, or simply allow me the opportunity to engage in the “messiness” of an active community of learners.

Sincerely,

Margo

A couple of resources for Connected Educators Month, October 2013.

http://plpnetwork.com/2013/09/25/connected-educator-month-kickoff-events/

http://connectededucators.org/events/

Post 1: Planning My Journey Toward “Authentic Learning”

This term has been floating around my head, bouncing around the twitter and blogosphere, and plopping itself into scholarly articles and educational conversations of various types. It’s high time I “catch it,” think about it, reflect on it; let it “flutter” a bit more, respond to it, incorporate it into my practice, share about it, and ultimately collaborate with others who consider “it” an essential component of education. So what is “it” and why should we care?

I do not have the answers, but I do hope that through a series of blog posts throughout the year I will understand, embrace, and incorporate “authentic learning,” into my professional practice as a teacher and administrator.  Collaborating and learning from my PLN most certainly will guide me along this journey.

I always battle between how simple and complex we make things. It’s not rocket science right? Authentic learning is ensuring that the learning experience is relevant for students. OK, lets just move on and do it, right? That’s just not good enough. How do I know what is relevant for the students or teachers under my care? When planning lessons and faculty meetings – what do I or should I do to ensure relevancy. Does relevancy come down to not wasting time? Hmmm, more questions than answers. Sounds like an interesting journey.

So I threw the question out on twitter a week ago. I received one answer. 

But then yesterday in #sunchat the topic was: What is authentic learning? Here are some of the ideas that continue to surface and certainly fluttered throughout #sunchat.

Authentic learning is:

• Learning how to learn.
• Understanding why we learn what we learn.
• Digging deeper into a topic.
• Acknowledging the way students learn best and meeting their needs.
• Problem posing.
• Problem finding.
• Being able to take it outside the classroom and use it.
• Learning for a lifetime.
• Creation of questions.

Clearly, authentic learning incorporates a flowing river of more and more questions!

What are your thoughts on authentic learning, and where will you begin on this journey?