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Essay / Research Paper Abstract
This 3 page paper discusses what authentic learning is and the elements of authentic learning and authentic teaching. Bibliography lists 4 sources.
Page Count:
3 pages (~225 words per page)
File: MM12_PGauthlr.rtf
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Unformatted sample text from the term paper:
is based on action learning and would include a number of elements, such as: * Authentic tasks (Donovan, Bransford and Pellegrino, n.d.). This means the tasks reflect real-life or real-world
situations and/or can be translated to those situations. * Exploration and inquiry (Donovan, Bransford and Pellegrino, n.d.). Students must be able to explore and inquire about the assigned tasks. The
thrust is for students to explore and investigate to reach their own conclusions. * The opportunity for social discourse (Donovan, Bransford and Pellegrino, n.d.). This involves students talking between
and among themselves as well as with the instructor. One process that can accomplish this goal is cooperative learning, which is based on small groups solving problems together. This process
enhances each students metacognition as well as their higher order critical thinking skills. * The availability of resources to solve meaningful problems (Donovan, Bransford and Pellegrino, n.d.). Students cannot
solve problems if they do not have the appropriate and adequate resources to do so. Resources might be books, journals, the Internet, even specific people to interview. As Donovan, Bransford
and Pellegrino (n.d.) describe it, authentic learning presents students with real-world problems and projects and allows learners to "explore, discover, discuss, and meaningfully construct concepts and relationship in contexts" (Donovan,
Bransford and Pellegrino, n.d.) that resemble real-world situations (Donovan and Bransford, n.d.) Further, the tasks must meet at least some of the personal goals of the adult learner (Stein, Andrews
and Isaac, 2001). Each adult learner has a goal when they take a class, this may be simply to fulfill requirements towards their degree of it could be a specific
learning goal. Regardless of the motive, the class needs to help the student meet the goal (Stein, Andrews and Isaac, 2001). The elements outlined earlier may be perceived as a
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