Add any other key readings that contribute to reflection on authenticity.
Discussion Starters:
Working in Teams:
By working in teams, students can take on more ambitious projects and they must make their plans explicit in order to collaborate. Engagement with fellow students can help make learning more lively and effective as a model for the future world of work, family, and community. (Ben Shneiderman, 1991)
Discussion:
elaborate on what these key words/phrases could mean and look like in action in your school - teams, more ambitious projects, plans explicit, collaborate, engagement with fellow students, learning more lively and effective, a model for the future world of work, family, and community...
what skills might need to be in place or developed in order for this to happen?
might any of this have something to do with the New Zealand CurriculumVision, Principles, Values and Key Competencies?
Multimedia:
"if students learn to communicate in elaborate forms, they will be better able to construct knowledge, achieve in-depth understanding, and express their intellectual accomplishment more effectively." (Wehlage, G. G., Newmann, F. M., & Secada, W. A. (1996))
Discussion:
how could multimedia contribute to elaborated communication?
Explanation 1: (Hayes et al. 2006)
The measures of students’ Authentic Achievement included three items:
Construction of Knowledge (which examines the extent to which students manipulate information and ideas in which transform their meanings and implications).
Deep Understanding (which examines the extent to which students demonstrate a deep understanding of important disciplinary concepts).
Elaborated Communication (which examines the extent to which student work demonstrates an elaborated account that is clear, coherent and provides richness in details, qualifications and argument).
Explanation 2: (Roelofs et al. 1996)
Three standards of authentic performance from which they derive standards for instruction and assessment tasks:
construction of knowledge, i.e. acquiring an organization of knowledge and higher-order thinking
disciplined inquiry, i.e. asking students to develop deep disciplinary knowledge and to use processes common to disciplinary inquiry such as elaborated communication
value beyond school, i. e. the students make connections between substantive knowledge and either public problems or personal experiences
Discussion:
are these two 'explanations' saying the same thing?
Higher Order Learning:(2001) Newmann, Bryk & Nagaoka
"... when “teachers organize instruction around assignments that demand higher order thinking, in-depth understanding, elaborated communication and that make a connection to students’ lives beyond school, students produce more intellectually complex work.”
We defined higher-order learning on the views of Newmann et al. (1992, 1996) in terms of academic achievements that meet the following, complementary criteria:
the authentic construction of meaning and knowledge, rather than reproducing the knowledge that others produced or meaning they have given to it
relying on disciplined inquiry:
using the prior knowledge that has been accumulated in a field,
striving to achieve an in-depth understanding of the problem and its’ context rather than the superficial awareness or familiarity with fragments of knowledge
involving elaborated communication with peers and experts to exchange views, express conclusions and critically question their rationale and the methods used
having value, professionally and personally, that is beyond passing exams and being successful in their studies.
Discussion:
this business about making connections to lives beyond school is really for older students isn't it?
are there any issues about these connections for a small rural community or a town that has one or two large employers?
do 'exams' (not necessarily in your school but in secondary institutions your pupils move to), influence your school curriculum?
Beyond the School:
See also this extract about elaborated communication in disciplined inquiry.
READINGS
Discussion:
Add any other key readings that contribute to reflection on authenticity.
Discussion Starters:
Working in Teams:
By working in teams, students can take on more ambitious projects and they must make their plans explicit in order to collaborate. Engagement with fellow students can help make learning more lively and effective as a model for the future world of work, family, and community. (Ben Shneiderman, 1991)
Discussion:
Multimedia:
"if students learn to communicate in elaborate forms, they will be better able to construct knowledge, achieve in-depth understanding, and express their intellectual accomplishment more effectively." (Wehlage, G. G., Newmann, F. M., & Secada, W. A. (1996))
Discussion:
Two 'explanations' compared:
Explanation 1: (Hayes et al. 2006)
The measures of students’ Authentic Achievement included three items:
Explanation 2: (Roelofs et al. 1996)
Three standards of authentic performance from which they derive standards for instruction and assessment tasks:
Discussion:
Higher Order Learning: (2001) Newmann, Bryk & Nagaoka
"... when “teachers organize instruction around assignments that demand higher order thinking, in-depth understanding, elaborated communication and that make a connection to students’ lives beyond school, students produce more intellectually complex work.”We defined higher-order learning on the views of Newmann et al. (1992, 1996) in terms of academic achievements that meet the following, complementary criteria:
Discussion:
Beyond the School:
See also this extract about elaborated communication in disciplined inquiry.