The Power of Authentic Learning

A group of impassioned, budding environmentalists debates the pros and cons of clearing trees from the rain forest. They note the many resources that these massive forest areas provide to humans and discuss how cutting down the trees could affect the environment—the trees supply oxygen, for example. During the conversation, all group members are eager to share their opinions. The issue affects them and, indeed, all life on Earth.

Another group discusses organ donation. They talk about the specific health problems of patients waiting to receive organs and the urgent need for donors. This topic is especially relevant to the group because one of its members has a relative who is on the list to receive a kidney transplant.

What is unusual about these two groups of people is that they are not made up of scientists or doctors. Rather, they are elementary and middle school students trying to determine which real-world issue will serve as a research topic for a school project. These students are engaging in what is known as “authentic learning.”

Creating Authentic Learning Experiences

My first recognition that this was an ideal approach to teaching and learning came when I taught gifted elementary and middle school students in a pull-out program. Students spent one day each week with me learning about topics they chose. They would eagerly enter my classroom because they had control of the “what” and “how” of their learning. The assignments had meaning to them, and they had a vested interest in achieving their learning goals. As a result, the students worked much harder and longer than they might have if I had assigned the topics to them.

The 6th grade students who were interested in learning more about organ donation programs demonstrated that same enthusiasm. The five students began by brainstorming everything they knew collectively and then set out to research the subject. They spent many hours surfing the Web and perusing documents in the library. Students learned and practiced skills such as word processing and videotaping. They recorded the new information they acquired and logged questions they had. Then, we heard about a local man who had recently received a kidney that had been donated from another local man he knew. We arranged for students to interview the organ donor and recipient so that the students could learn first-hand about this issue.

Students created the plan for their investigation. They listed everything they had learned through research and identified what they still needed to learn, as well as what resources they would need. The students also determined what their final “real-world” product would be and how that product would be evaluated.

Because authentic learning spans disciplines, students would learn about science and language and gain other skills through this project. Students realized that they needed to learn how to conduct an interview, for example. After reviewing videos and how-to books on the subject, students began writing possible questions and holding mock interviews. As they practiced, they became more confident of their scientific knowledge about kidney transplants and more at ease with asking questions.

At last the big day came. Students videotaped the interview, which was held in the boardroom where the organ recipient worked. They asked about the surgical procedures, the recovery time, the physical maintenance after surgery, the dialysis process, the deepened friendship between the two men, their opinions of the positive and negative aspects of donation, and their emotional reactions. The students’ professionalism was impressive, and it was evident that they gained knowledge, skills, and a deep understanding of the subject matter.

Adult Roles in Authentic Learning

When students are actively involved in planning and executing their own authentic learning experiences, the teacher’s role becomes that of the primary support person—guiding students’ thinking and gathering resources. The teacher must be enthusiastic about learning and provide encouragement.

School administrators can assist teachers by supporting their innovative methods and by supplying funds to purchase necessary materials. Administrators need to become familiar with how authentic learning boosts students’ learning and achievement, and they need to lead the search for fresh and authentic ways to feed their students’ minds.

Parents can also assist in the authentic learning process, and teachers should work to facilitate their involvement. Many times, I would hold evening events (in the classroom, at the park, or wherever the project was taking place) so that parents could visit when students were making presentations. Other times, I would ask parents to help supply materials or provide transportation to visit experts on field trips. Finally, parents need to support the efforts of authentic learning practices and communicate the effectiveness to school administrators, teachers, and boards of education.

Taking on the World

Through authentic learning tasks, I have seen students of all ages become critical and creative thinkers, risk takers, and problem finders. They tackle large problems—problems that, like real-world issues, are messy and have more than one solution. Such genuine scenarios require that students use analytical decision-making processes and justify their choices.

Throughout the years, my students have completed many authentic learning projects, exploring topics that range from aviation to zoology. They have participated in many service projects to help solve community-based and worldwide problems. Students organized efforts to send money, food, and clothing to the poor in Honduras. They have tutored students and participated in community beautification and clean-up efforts. Through these activities, students also learned citizenship skills by taking responsibility for being productive members of our society.

At a young age, students enter school with a desire to learn. Authentic learning experiences fuel that motivation. What students learn, therefore, becomes all the more meaningful. Through authentic learning experiences, students don’t simply receive knowledge; they attain it.