Authentic Learning

The podcast discusses the importance of authentic learning and integrating students' interests into the classroom. The hosts share personal experiences of feeling restricted in their high school curriculum and not finding the learning meaningful. They also discuss the need for designing experiences instead of scenarios and providing real opportunities for learning. The hosts emphasize the importance of student voice and choice in education to increase engagement and passion for learning. The podcast also mentions the importance of innovative learning approaches such as transdisciplinary and problem-based learning. Hey everyone, welcome back to Learning Lounge. You're here with Molly, Lizzie, Morgan, and Kathryn Grace. And this episode is Authenticity 101, How to Learn Without Faking It. So in class we have been talking a lot about authentic learning and basically just integrating students' interests in the classroom and on top of that like keeping what they're learning relevant to their lives and the community around them. Absolutely, and just making sure that the students are leading their teaching in a way. It's really important. Yeah, it's taking it more away from just the students feeling like they're being taught at and more just the students taking on their own learning and being passionate about what they're being taught. Gorgeous. Authentic learning is real-world learning, ladies and gentlemen. That's the most important point. Okay, so now to take from a quote that really points out the issues that people have been seeing in modern classrooms. This is a quote by Todd Stanley. He says, the problem is that our modern classrooms are often not authentic. Students do not produce anything that is going to be used by someone else. They do not experience things for themselves and learn from that. School is an artificial learning environment. We are putting students in a vacuum and then expecting them to understand the context of where the learning fits into real world." End quote. I kind of have a topic on this, so I want to see your guys' input. So in high school I had IB, which stands for International Baccalaureate, if you didn't know. And so it was kind of like an AP on steroids almost, where you have this really rigid plan that you had to follow. So it was like you had to fill a class in each category or something, like one in the arts, obviously like your main history, English, whatever. But I really wanted to take sign language and psychology because that made way more sense for my path and what I knew I wanted to do being a teacher. But I wasn't allowed to take those because they didn't fit into my plan, so I ended up having to take Spanish and business, which I am NOT a business person at all, and I took Spanish from first grade. So I really didn't need to continue that path because I knew a lot of it. So I was stuck taking classes that, one, I had no interest in, and two, I mean Spanish I use kind of, like that's useful for a teacher, but business I have not used one thing that I've learned. And I don't think I remember what I learned because I didn't care about learning it. So did you guys take any classes in high school where you felt like the learning was just like pointless? Yeah, I mean I feel like I can relate to that, and especially now as I'm in college, I took a class on teaching health education, and in that class our professor really, really got the message to us that we need to emphasize the why of why we're doing the lessons we're doing, why the students are learning what we're teaching, and I feel like I never got that in high school. I was in my geometry class and we would be doing proofs, which I did not understand for the life of me, right? And I would be like, why are we doing this? I asked my teacher that, I swear, every single class because I felt that it was pointless. I was so unengaged, so disinterested, I did not want to be there, and I think that really does come from a lack of authentic learning. Have you used a proof since? Nope, nope, haven't used a proof since. Yeah, I think to go off on that point, like it's just now in high school it just feels like you're trying to get that good grade rather than trying to fully grasp and like care about what you're learning. I remember in high school I was more worried about getting an A than learning, so I think that just shows kind of what modern classrooms have turned into. Yeah, and I also think that we can relate this back to like standardized testing, like teachers are putting out information after content, content, content, and you're learning all these things to get, for what? Yeah, for standardized tests, like what? It's just so much stress, and yeah, you know, and they don't matter, like they don't really come back to you, so it's like you just don't really care in the end what you do. Yeah, I agree. Okay, moving on to our next quote. We have a quote from Williams, and it explains that designing these types of experiences, quote, moves us as educators to a place of designing experiences instead of scenarios, and then, oh, I don't know how you say his name. Sorry, it's from my desk. Kouros and Novak, he echoed this sentiment in stating it is more important to provide real opportunities for learning, not only relevant opportunities. Reach. I mean, I totally like this quote. I think it makes a lot of sense, and discussing the designing experiences instead of scenarios, that's such an interesting thing to bring up. What is everyone's thoughts on that? What I first thought of when I read this was how, I mean, we all want to do elementary school, I think. Yeah. So, this is mainly for CG, actually, because by the time they get to elementary school, they might have a little bit more developed sense of other people, but I remember learning in another class about, like, the theory of mind and, like, an egocentric point of view that younger kids have, because younger kids literally are not programmed to think of anybody other than themselves. I think it's kind of obvious sometimes when you encounter little kids, but they literally can't process these scenarios that are removed from them. They need to be placed in an experience where they can see, oh, I'm doing this, and, oh, it's real, because it's not real to them if they're just hearing about, Sally had these apples. Yeah, they don't care about Sally. They don't care about Sally. And then, also, like, if we want to teach kids and, like, have them change the world in some type of way, how are we supposed to inspire them with these scenarios that they have zero idea what they're about? And I think it's something that this just reminded me of, I feel like my most memorable times in school have always been when a teacher has gone out of their way and designed an experience, designed a full-on experience that is relevant, that is interesting, that not only helps me learn, but stay involved and engaged. Like, those were the best lessons, and to provide that, it is the extra work that, I mean, it's a whole other topic that teachers don't get paid enough for them to do all of this extra, but it is what is needed for students to succeed and for them to really get everything that they should out of the educational environment. Got to go the extra mile. You have to. It just, like, creates an experience that is, like, kind of all-consuming for the students, so that they're just, again, more passionate about what they're learning about. Right, and keeping it in, sorry, I don't know if you were about to speak, but I just also thinking, like, getting involved in the area is so important, which we'll talk about later with a video we watched, but making sure that your students are doing things involved with their community. Like, I remember we have, like, a local farm in my town, and we would always do a field trip to the local farm. We would learn about the animals, and we would learn about the different things that they were doing there. We would help, so, like, we were physically, yeah, like, hands-on. It's great. It's such a good experience, and I think that that makes ten times more of a difference on a child than if they're sitting, you know, and filling out a worksheet about a farm. Yeah, I'm like, what? There's real difference there. It's something that they can relate to. Exactly, exactly. That's great. All right, so, moving on, we also learned a little bit about innovative learning approaches. One of the biggest ones being transdisciplinary and problem-based learning. It's really important to make sure the learning is relevant, and timely, and focused on local things, like we were just talking about, and just making sure that the education you're giving is super well-rounded. It just, I mean, it makes for a better education, as we were just talking about, and there's other aspects to innovative learning, you know, student voice and choice. What are your thoughts on that, you know, student voice, specifically? I mean, I think it's so important because it's just using different forms of education to, again, get your students more engaged, and they can kind of take on a role of teaching others around them, and really focusing on what they're learning. Yeah, and I mean, I'm in field right now, so I do have some experience with seeing this, like, firsthand, and something that we do in the classroom. I'm in a CD classroom, so they're four years old, so. But we, at the end of every unit, they kind of get to pick, like, how do you want to celebrate this, and, like, that's really important because it wraps all the information they have together, but they also get to pick, you know, so student voice, student choice, I think it's really important because they get so excited about it. Right, and that excitement is really what's going to drive them to learn, because, to literally love to learn, that is exactly, like, that's the only way that you can get students involved and want to continue learning. Because if you're just shoving information down a student's throat, they're gonna be like, I don't want to be here, I don't enjoy to be here. I'm literally gonna say, as soon as, like, you see as soon as kids reach the age that they realize that they have to be at school, and it's not their choice to be at school, and then they start the whole, I don't want to go to school, or whatever. Yeah, yeah. If they have choice in the classroom, like, no, you don't have a choice if you want to be there or not, but if they have choice in the classroom, they shouldn't not want to be there. Like, it takes away that aspect, because, yeah, if they feel seen and heard in what they want to do, obviously they have to follow some parameters. Oh, perfect example of this, and y'all are gonna get to this next year. Yeah. With authentic learning here in college right now, student teaching, being in field, it's literally, that's our authentic learning. Exactly. Like, it's seeing it, being there, seeing it, and I will say, like, nothing can get me out of bed at 7 15 in the morning, but that class can, because it's authentic, it's exciting, you want to be there, because it's what you're passionate about, and I think that's what this is the perfect way to time it. I think that's what I'm having difficulty with right now, is, like, we're in all these content classes, and I love learning the information, but it's just so much, and I'm like, I just want to get to the point where I can use it. I want to be in that classroom so bad. Yeah, and I even think, and we'll move on from this topic in a minute, but there was other aspects of the innovative learning approaches, with talking about authentic assessments, and giving opportunities for peer feedback, also just collaboration with peers and experts as a whole. Allowing your students to work with one another also is going to bring in that engagement. Absolutely. I feel like I am ten times more engaged, even in my college classes, when they say, okay, turn and talk with a partner now. Even right now, it's like, it all comes together. It makes so much sense. Anyway, it's really, really important to include all of us. We also wouldn't have been able to figure out this podcast equipment without each other. Literally, without Kath and Grace. Okay, but let's move on. So, one thing we also talked about in class for these scenarios, and one of them was kind of just about, it was like Johnny Appleseed, and like this teacher really went for this theme, like a hundred percent. Everything they did was Apple themed, like bobbing for apples, but what is that teaching them? Like, yes, it may be fun, but at what point is it too overboard, and like we're too focused on the theme, instead of the standards. Exactly. Yeah, I mean, it was such an interesting story, because it was told in a little bit of like a story scenario, and I thought it was so interesting, because it felt so familiar, like that exact setup, where, because I think it was actually all the third grade classes that did it, and they all did this theme. You had apple soup? No, no, no, no, I'm just saying. You had apple soup? I had butterflies. No, but that's what I'm saying. Like, I feel like this is such a universal experience, experience, experience? Yeah. Universal experience. Sorry, I just had like a brain fart, but I feel like this was such a thing that all elementary schools, especially, would focus on a theme. We're gonna do, we're gonna play with this Halloween theme for about a month. I think that teachers just get overwhelmed with, like, trying to engage students, which is really great, but then they kind of just, like, forget about what actually needs to be taught. Absolutely. Like, yes, it's authentic learning, but you're just skipping over the learning part. It's like the kids don't care that little, where they need to be doing that much. It seems like the type of thing where they're going over to get them to, like, like them. Right. It seems like a, like, act. And I think the excitement with teaching comes a lot with the lesson planning in terms of, like, the fun part. Like, let's make the games, let's make the activity, I want to do all the materials. Like, that, at least that excites me. And you kind of get lost, like Morgan was saying, in, okay, I'm trying to teach them this math standard. I'm trying to get them to have organization skills. Why are we focused on cupcakes today? You know what I mean? Like, it just, I don't know. And don't get me wrong, you can focus on cupcakes, but you also have to incorporate that standard. In the right way. Right. Yeah, yeah. But should we talk about the other scenario? You want to talk about the video? Yeah, we can talk about the video. There was also, well, there was another, there's another scenario that it's much shorter. It was just about a history teacher just kind of rushing through his, through the content. Right, for a big, was it a test? Yeah, yeah, yeah. There was like, his students were needed to prepare for a final exam, and instead of going through the content in the thorough way, I think he just kind of rushed through it, which. He skipped a unit, I think. Yeah. So, I mean, in what way is that different and still not good? Yeah. Um, I think, I think the teacher just kind of, gosh, you were like. It's okay, we can, we can catch that. Yeah, yeah, yeah, yeah, yeah, yeah, yeah, yeah, yeah, yeah, yeah, yeah, yeah, yeah, yeah, yeah, yeah, yeah, yeah, yeah, yeah, yeah, yeah, yeah, yeah, yeah, yeah, yeah, yeah, yeah, yeah, yeah, yeah, yeah, yeah, yeah, yeah, yeah, yeah, yeah, yeah, yeah, yeah, yeah, yeah, yeah, yeah, yeah, yeah, yeah, yeah, yeah, yeah, yeah, yeah, yeah, yeah, yeah, yeah, yeah, yeah, yeah, yeah, yeah, yeah, yeah, yeah, yeah, yeah, yeah, yeah, yeah, yeah, yeah, yeah, yeah, yeah, yeah, yeah, yeah, yeah, yeah, yeah, yeah, yeah, yeah, yeah, yeah, yeah, yeah, yeah, yeah, yeah, yeah, yeah, yeah, yeah, yeah, yeah, yeah, yeah, yeah, yeah, yeah, yeah, yeah, yeah, yeah, yeah, yeah, yeah, yeah, yeah, yeah, yeah, yeah, yeah, yeah, yeah, yeah, yeah, yeah, yeah, yeah, yeah, yeah, yeah, yeah, yeah, yeah, yeah, yeah, yeah, yeah, yeah, yeah, yeah, yeah, yeah, yeah, yeah, yeah, yeah, yeah, yeah, yeah, yeah, yeah, yeah, yeah, yeah, yeah, yeah, yeah, yeah, yeah, yeah, yeah, yeah, yeah, yeah, yeah, yeah, yeah, yeah, yeah, 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