In August, we published the following design principles, which we believe are core for every learner to thrive. In this blog, we present our rationale for elevating authentic learning – that all students deserve authentic learning experiences that are culturally connected, contextualized, relevant, place-based, or real-world to increase engagement and outcomes.
Definition
What do we mean by culturally connected, contextualized, and relevant? When we say these words we mean that the learner is engaging with content and styles of learning that are relevant to them and the real world. This goes beyond traditional textbook learning, focusing on engaging students with their communities and real-life issues. High-quality authentic learning is about ensuring students can see the relevance of their education in their daily lives and the world around them. It’s about providing learning experiences that foster a strong sense of belonging and success, enabling students to contribute meaningfully to their communities while achieving academic and personal growth.
Evidence
Why did this design principle rise to the top at Getting Smart? Authentic learning experiences have been shown to increase student engagement and outcomes significantly. When students work on real-world problems or projects, they are more motivated and invested in their learning.
Researchers from Michigan State and the University of Michigan studied 2,371 third-graders from 46 diverse schools to determine the efficacy of project-based learning. In this study, students in PBL classrooms outperformed their peers by 8 percentage points on a science test. This improvement was consistent across socioeconomic backgrounds and reading levels, with both struggling and proficient readers exceeding the performance of those in traditional classrooms.
In conversation with Dr. Hollie Mackey, an enrolled member of the Northern Cheyenne nation and Indigenous educator and scholar, she shared stories about the necessary level of cultural responsivity with respect to non-verbal communication methods and how they differ between American Sign Language and the communication of Plains natives. Additionally, Alex Red Corn outlined how educators and schools might better create cultures of belonging within their classrooms to include a wider array of Indigenous students.
Examples
- High School for Recording Arts, a public school in St. Paul, pioneered the concept of connecting with students through music and related businesses. It helps young people develop agency and change-making skills to tackle real-world problems.
- The NACA Inspired Schools Network (NISN) “is building a movement of students, families, and educators to create excellent schools relevant to the communities they serve. NISN works with fellows who are committed to Indigenous communities to establish schools in New Mexico and throughout the country that will create strong leaders who are academically prepared, secure in their identities, healthy, and ultimately transforming their communities.”
- e3 Civic High is located within the same building as the downtown San Diego Central Library. This unique setup brings the library and community directly to the school, and vice versa, creating a seamless integration of educational and community resources. Such joint facilities offer students unique opportunities to engage in place-based learning and connect with their local community.
- La Paz Community School is a PK-12 school that focuses on place-based education, culturally responsive curriculum and dual immersion on two campuses in northwest Costa Rica.
- Boston Day and Evening Academy Boston Day and Evening Academy re-engage off-track students by providing opportunities to contribute and connect before anything else. They use a competency-based approach to meet students where they are and provide meaningful learning experiences to help them master useful skills, knowledge, and dispositions.
- Kansas City’s Real World Learning Initiative, sponsored by the Ewing Marion Kauffman Foundation, is comprised of 100 high schools in six counties in Missouri and Kansas. These schools have the goal that by the end of the decade every student will graduate with a diploma that prepares them for future work and learning having accumulated one or more experiences valued by employers and higher education (called Market Value Assets, or MVA):
- Work experiences: internships and client-connected projects
- College credit: at least three classes
- Industry recognized credentials
- Entrepreneurial experiences: starting a business or launching an initiative
- Big Picture Learning The national network of Big Picture Learning schools implements the Community as Classroom principle, where students spend two full days a week in internships with adults, building social capital and gaining practical skills. This approach not only enhances academic learning but also helps students develop essential life skills and a sense of belonging within their communities.
Recommendations
To create authentic learning experiences that are accessible to every student, consider the following strategies:
- Implement Place-Based Learning: Take students out of the classroom and into their communities. Simple activities like walking tours of the school neighborhood can help students observe economic, ecological, and cultural components, fostering a deeper connection to their surroundings.
- Create Real-World Projects: Encourage students to engage in projects that address real issues within their communities. This could be anything from writing a digital community newspaper to developing solutions for local environmental challenges. Authentic projects make learning more relevant and impactful.
- Foster Community Partnerships: Strengthen collaborations between schools, families, and local communities. Partnerships with local businesses, non-profits, and government agencies can provide students with additional support networks and resources, such as mentorship programs, community-based projects, and access to extracurricular opportunities.
- Leverage Joint Facilities: Consider co-locating schools with community resources like libraries, museums, or zoos. This setup can provide students with unique learning opportunities and a stronger connection to their community.
- Support Internships and Work-Based Learning: Provide students with opportunities to gain real-world experience through internships and work-based learning programs. These experiences help students build practical skills and professional networks, enhancing their future career prospects.
- Integrate Student Voices: Involve students in co-creating their learning experiences. Giving students a say in what and how they learn increases their engagement and investment in their education. Schools should prioritize simplicity in implementation and focus on impactful strategies that benefit student learning.
By embracing these strategies, schools can create authentic learning experiences that connect students to their communities and the real world. This approach not only enhances academic outcomes but also helps students develop a sense of belonging and purpose, preparing them for success in school and beyond.
If these principles resonate with you as fundamental to student success, we’d love to hear your perspective. Reach out to mason@gettingsmart.com to share your thoughts and join the conversation on making learning meaningful for every student!
The post Authentic Learning Experiences appeared first on Getting Smart.
Authentic learning enhances student engagement by connecting education to real-world relevance, fostering community involvement.
The post Authentic Learning Experiences appeared first on Getting Smart. Difference Making, Equity & Access, New Pathways, Project-Based Learning, credentials, cultural awareness, High school, mentorship, Place-Based Education, science, Social Capital, student engagement Getting Smart
