authentic learning task (m.p. xaba 200920979)

Authentic Learning task

BY

M.P. XABA

200920979

AUTHENTIC LEARNINGIs a teaching method that allows students to explore, discuss, and meaningfully connect concepts and relationships that are relevant to the real-world and are meaningful to the students (Donovan, Bransford, &Pellegrino, 1999).

C H A R A C T E R I S T I C S O F A U T H E N T I C A C T I V I T Y

In describing the characteristics of authentic

activities, different scholars have delineated them

in different way (J. Herrington 2004, pp. 3–29.)

Have real-world relevance.

Are ill-defined, requiring students to define the tasks

and subtasks needed to complete the activity.

….CONTINUEDLearners need to look the task from different perspectives Giving them opportunity to collaborate.Provide the opportunity to reflect.Can be integrated and applied across different subject areas and lead beyond domain-specific outcomes.Educators need to allow competing solutions and diverse outcomes.

AUTHENTIC TASK

LEARNING AREA : LO

TOPIC : HIV/AIDS

AUTHENTIC TASK TO BE REAL WORLD RELEVANCE

The teacher can ask learners to explain what they know about HIV or AIDS. Learners will show their understandings about the topic.

Teacher can show this picture of person with AIDS.

Then learners will tell why they think this person is HIV positive.

COLLABORATIVE LEARNING

Learners will discuss the symptoms of AIDS by using the picture displayed above.

Learner need to work in groups in order to identify symptoms they see from this person.

EXAMPLES OF AUTHENTIC TASKS IN L.O.E.g. The teacher can give the learners an investigative project, whereby the learners conduct a research on the number of people in their community who are HIV positive.Therefore learners will be asked to draw a graph using their findings. By doing so learners are taking lesson into the real world.

THE USE OF TECHNOLOGIES IN THE

TASKSThe learners will be required to join an HIV/AIDS blog http://www.helpage.org/HIVAidsStatistics, so they may share their views and participate in health discussions.The learners can also use their mobiles when taking down the information from people. E.g. Tablets or iPod's.Other learners can also open their own websites to publish their findings. That information can also be helpful to their families, friends, and the whole community.

REFLECTION

Learners will get a chance to ask questions. Learners will reflect on how did they find

working in groups when doing their research.

REFERENCE LIST Donovan, S., Bransford, J., & Pellegrino, J. (Eds).

(1999) How people learn: Bridging research and practice, National Academy of Sciences

Herrington, J., Herrington, T., (2006) Authentic learning environments in higher education, United States of America

Herrington, J., Oliver, R., Reeves, T.C.,(2003) “Patterns of Engagement in Authentic Online Learning Environments”, Australian Journal of Educational Technology, Vol. 19, No. 1,pp. 59-71