Authenticity

https://learningconnections.wordpress.com/tag/authentic-learning/

Recent class lectures and readings have discussed the concept of inquiry-based learning. In cause you are unfamiliar with this term, inquiry-based learning is a method of learning in which students solve real-world problems. Inquiry-based learning may be presented in the form of a rich performance assessment task (RPAT) incorporating aspects of the Know, Do and Be from the curriculum documents.  

Within an inquiry, there are many dimensions required such as the use of technology, connection with expertise and authenticity. A list of additional dimensions can be found on the Galileo educational network website. The dimension that I am going to focus on in this blog post is authenticity.

What is an authentic assessment? As defined by Grant Wiggins, assessments are authentic when we directly examine student performance on worthy intellectual tasks Authentic assessment is realistic and requires students to be problem solvers. It allows them to think beyond the questions in a textbook.

So, why is making assessment authentic important in schools? By providing students the opportunity to experience realistic problems they can become engaged in the learning by gaining understanding and knowledge of real-world issues. Students are able to see the application of a particular subject or topic. 

Traditional assessment methods such as examinations often lack the connection to the real-world setting and test the ability to memorize and to select the best answer. It does not allow students to really think. 

There are many benefits for students when the assessment is authentic. Some include: 

-providing engagement

-providing opportunities for higher order thinking 

-practice problem-solving skills 

-reflect and assess their own work

In particular at the high school level, because authentic learning is based on real-world problems, working towards a solution allows students to work as professionals in that field. Research, collaboration, and presentation are all part of this process. However, depending on the particular subject matter it can be challenged to find real-world problems that are at the appropriate level for students.

An example of authentic assessment in a Math context is at Hampton High School. Math teachers designed an authentic assessment by having student solve real-world math problems. In this example, teachers developed an activity that allowed students to role-play as traffic controllers and pilots needing to reach islands with different disasters. Students were required to use trigonometry, unit conversions, and polar coordinates to reach each disaster. In addition to the mathematics being modeled in these situations, students worked in groups to solve problems much like they would if they were working in such a field.

https://www.youtube.com/watch?v=KZomm-1BbYQ

I remember several times in high school classes wondering when will I ever need to know this information?! By adding authenticity into our classrooms, the answer to that question can be found. 

http://emilysquotes.com/tell-me-and-i-forget-teach-me-and-i-may-remember-involve-me-and-i-learn/

As a future educator, I hope to be able to add authentic learning experiences into my classroom for my students. Even if it is not always in the form of a RPAT, knowing where the information being taught can be applied outside of the classroom is important for students.

Laura :)

Assessing Authentically. (n.d.). Retrieved November 3, 2015, from https://teaching.unsw.edu.au/authentic-assessment#

Drake, S. M., Reid, J. L., & Kolohon, W. (2014). Interweaving Curriculum and Classroom Assessment: Engaging the 21^st Century Learner. Don Mills, ON: Oxford University Press.

Wiggins, G. (1990, December 1). Http://assessment.uconn.edu/docs/resources/ARTICLES_and_REPORTS/Grant_Wiggins_Case_for_Authentic_Assessment.pdf. Retrieved November 4, 2015.

Learning Styles

In this weeks reading, one of the topics mentioned when discussing the importance of teachers knowing their students was different learning styles. The three learning styles were visual learners, auditory learners and kinesthetic learners. As the textbook mentioned, these learning styles were based on the VARK approach.

I thought it would be interesting to see if what I had thought my learning style was matched up with the VARK questionnaire results. I had always thought I was more of a visual learning, but the questionnaire indicated a multimodal preference, meaning I learn best when material is presented in more than one style.  

Although many students may have a preferred learning style, it does not mean that they fit into one of the learning style categories perfectly. As a future teacher I believe it is important to acknowledge this and be prepared to teach lessons that incorporate as many of these learning styles as possible.

Some examples of incorporating these learning styles into a math class are: 

http://www.snipview.com/q/Mathematical_manipulatives

Manipulatives (Kinesthetic Learners)- objects used to help illustrate mathematical concepts. For example, a set of play cards can be used to demonstrate the concept of probability or 3-D objects to demonstrate the concept of area and volume. Although more frequently used in elementary school, this article argues that manipulatives are very useful for high school students too and are a missing link in our high school classrooms.

 

http://www.pbs.org/wgbh/nova/proof/puzzle/

Diagrams (Visual Learners)- diagrams can often be used to illustrate a definition or concept. For example, when teaching Pythagorean theorem it is common to draw a diagram to accompany the definition. This diagram to the left illustrates the Pythagorean theorem in a visual way.

Group Work (Auditory Learners)- Problem solving in groups can be done with any math topic. It allows students to work in groups and talk about their strategies and solutions when solving the problem.

Through my research I came across a fantastic organization that focuses on teaching mathematics in a visual way. The video below is of the CEO of the MIND Research Institute speaking at a TED conference about the great success this organization has had helping students learn math.

https://www.youtube.com/watch?v=7odhYT8yzUM

“The idea worth spreading here is that all students, not just those with special needs, can benefit profoundly from opportunities to learn without any words at all.” CEO Dr. Matthew Peterson, Co-founder and CEO, MIND Research Institute

MIND Research Institute has developed software to teach mathematical concepts from K to 12 without using words. These games focus on the visual representations of math. For students struggling with reading, math problems can be overwhelming if you cannot even understand the instructions. And even if you aren’t struggling with reading, when learning math all of the words can take away from true understanding of the problem.

This organization goes far beyond just using technology or computer games in the classroom. They have developed these software games to allow students to really think about math. Students can problem solve their way through the lesson and get immediate visual feedback. This visual feedback also provides an understanding of why the answer is the way it is.

A free sample of the interactive software on a fraction lesson can be found here. If you have a couple minutes to spare, give the game a try! It really is interesting to experience this method of teaching.

This software is only available for school boards in the USA to purchase at this time. However, the idea of teaching mathematics without words is very interesting for future teachers to consider. 

Thanks for reading. 

Laura :) 

Curtain- Phillips, M. (n.d.). Manipulatives: The Missing Link in High School Math. Retrieved October 5, 2015, from http://www.mathgoodies.com/articles/manipulatives.html 

Drake, S. M., Reid, J. L., & Kolohon, W. (2014). Interweaving Curriculum and Classroom Assessment: Engaging the 21^st Century Learner. Don Mills, ON: Oxford University Press.

Mind Research Institute. Retrieved October 5, 2015 from http://www.mindresearch.org

VARK. (n.d). Retrieved October 5, 2015, from http://vark-learn.com