In education, there are various terminologies that define different teaching styles used in modern English classrooms. Authentic practice, otherwise known as authentic learning practices, is a pedagogical approach that involves a classroom environment whereas students are given increased ownership for what they learn (Maina, n.d., p. 2; Peterson et al., 2011). Further elaborated by Maina (n.d.), authentic learning begins once a teacher provides meaningful opportunities and appropriate support to students, in turn encouraging them to; “engage in self-directed inquiry, problem-solving, critical thinking and reflection in the real world and creative contexts” (p. 1.).
Unlike didactic teaching, focusing on the traditional classroom environment which is all about formality, rote learning (memorization), rules and doing what you are told (New Learning, n.d.; College of Education at the University of Illinois, Urbana, 2016; Room 241 Team, 2012). Authentic learning defines a wide variety of educational and instructional techniques that enhance one’s knowledge and evokes deep understanding that focuses on preparing individuals for the real world (Glossary of Education Reform, 2013; Revington, n.d.; Fuller, 2013).
ETEC510 (2016) has recognised numerous authentic learning practices that an educator can employ from their teaching arsenal to help students learn literate skills – two examples are as followed. (1) Simulation-based learning, effective in developing both literacy and numeracy skills across the curriculum, this teaching technique will help students enhance valuable communication, collaboration, and leadership skills through replacing and amplifying an individual's real experiences with guided ones (ETEC510, 2016; Lateef, 2010). This can be displayed in an English classroom via role-play events, online simulation games, debates, etc. (2) Working with research data, Lapp et al. (2005) asserted the following, when a teacher extends and enriches the English curricula with valuable authentic resources, such as; narrative and information books, newspapers and magazine articles, or any other real-world texts. Students develop valuable literacy skills, such as reading, writing and listening, as they learn to understand that what they are researching is applicable knowledge for the real-world (p. 402-3). This can most commonly be found in English classrooms through researching for an assignment, conducting a survey, etc.
Students can develop valuable numeracy skills from the early years in the English curricula, whilst they explore valuable authentic resources, such as stories, songs, surveys and poems (Australian Curriculum, Assessment and Reporting Authority, n.d.). ACARA (n.d.) also mentions that students can either respond to or create a compelling authentic text that involves quantitative and spatial information from the real world, such as directions, measurements, numbers and statistics. Utilising their numerical skills, they can identify, analyse and synthesise information.
Further reinforcing the ideals that authentic learning has to offer, Revington (n.d.) provides a fantastic quote; “education has but one main purpose – to prepare students for the world.” The seven general capabilities are fundamentally important in achieving this goal, literacy and numeracy inclusive (ACARA, n.d.). Suffice to reinforce, authentic learning also involves preparing individuals for the real world.
Reference
Australian Curriculum, Assessment and Reporting Authority (ACARA). (n.d.). General capabilities. Retrieved from https://www.australiancurriculum.edu.au/f-10-curriculum/general-capabilities/
College of Education at the University of Illinois, Urbana. (2016, February 1). 5.1 Authentic Literacy Pedagogy: An Overview [Video File]. Retrieved from https://www.youtube.com/watch?v=vT9psWTGXwY
ETEC510: Design Wiki. (2016, January 11). Authentic Learning Environments. Retrieved from http://etec.ctlt.ubc.ca/510wiki/Authentic_Learning_Environments#Types_of_Authentic_Learning_Environments
Fuller, T. (2013, March 28). Authentic Learning Series: 15 Classroom Literacy Ideas for Early Childhood. Retrieved from https://www.nwea.org/blog/2013/authentic-learning-classroom-literacy-ideas-early-childhood/
Glossary of Education Reform. (2013, September 16). AUTHENTIC LEARNING. Retrieved from http://edglossary.org/authentic-learning/
Lapp, D., Flood, J., & Farnan, N. (2005). Content Area Reading and Learning : Instructional Strategies. (p. 355-402). Retrieved from https://ebookcentral.proquest.com/lib/curtin/detail.action?docID=227488
Lateef, F. (2010, Dec). Simulation-based learning: Just like the real thing. Retrieved from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2966567/
Maina, F. (n.d.). Authentic Learning: Perspectives from Contemporary Educators. Retrieved from https://dspace.sunyconnect.suny.edu/bitstream/handle/1951/389/maina.pdf?sequence=1&isAllowed=y
New Learning. (n.d.). Didactic. Retrieved from http://newlearningonline.com/learning-by-design/glossary/didactic
Peterson, L., Gillespie, E., Long , J., & Collins , P. (2011). Authentic Learning Environments. Retrieved from http://etec.ctlt.ubc.ca/510wiki/Authentic_Learning_Environments
Revington, S. (n.d.). Defining Authentic Learning by Steve Revington. Retrieved from http://authenticlearning.weebly.com/
Room 241 Team. (2012, November 6). What is Rote Learning? A Battle Between Memory and Intelligence. Retrieved from https://education.cu-portland.edu/blog/classroom-resources/what-is-rote-learning/
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