|
Authentic Pedagogy
Authentic pedagogy aims to nurture independent, critical thinking in students. It intends to help students appreciate, live with and experience the joy of working with cognitively complex problems…it helps students from all social backgrounds, rather than magnifying inequalities in achievement between groups that traditionally have been more and less advantaged” (Newmann et. al., 1996). This panel discussion will allow participants to ask questions and have conversation on multiple methods of authentic pedagogy such as service learning and authentic intellectual work.
| QUESTIONS with Answers |
| Q: |
What applications for authentic pedagogy are there for the primary and/or intermediate grades?
I work with preservice elementary teachers here in New York City. What models of authentic pedagogy are there here in the metro region?
I, too, am interested in how authentic pedagogy compairs or contrasts with the project approach, which I am familiar with?
|
|
| A: |
Hi! Authentic pedagogy works for students of all ages. For example, younger students can engage in service learning and learn the curriculum outside the school walls. The use of authentic tasks with elementary and middle school students is very possible, as long as the task is in student friendly language. I have suggested to others to read Fred Newmann's work Authentic Achievement, as it gives an excellent overview of authentic pedagogy, contains design standards for creating authentic tasks and scoring standards for scoring student work. You will also find information on authentic intellectual work (rubrics) under the Quest High School section of ChangeLab.
|
|
|
|
| Q: |
Hi Lawrence,
I'm curious to know how the staff at Quest are able to engage students in authentic and deep ways, given that the State of Texas has such detailed standards for knoweldge and skills. How are you able to create a climate of inquiry and allow students to pursue what interests them intellectually when there is so much content that is mandated from outside the classroom?
Thanks
|
|
| A: |
That's a great question! We decided under the "less is more" umbrella that when we engage students in deep and meaningful ways, such as via authentic pedagogy, students simply do better on state mandated tests. The research bears this out, too. When given the chances to engage in authentic intellectual work rather than covering the impossible swath of curriculum standards the state demands, students learn to think critically, solve problems, and the challenge of this work keeps their interest levels high. We do not ignore the scaffolding that it takes to do such work, but we do not focus on trying to teach ALL of the Texas Essential Knowledge and Skills (TEKS). Challenging students with authentic work and balancing it with daily formative classroom assessments seems to work well, and our students do well on the state mandated exams, too. In addition,we created a standard set of objectives that parallel the state standards, and we added a Learner Behavior domain and Workplace Tools domain as well so we can focus on affective learning as well as academic learning.
|
|
|
|
| Q: |
Hi Lawrence!
How would you articulate the difference between project based learning and authentic pedagogy? How would you define the difference between an "inauthentic" project and an "authentic" one?
|
|
| A: |
In project-based learning (PBL), learners work together to solve problems that are authentic, curriculum-based, and often interdisciplinary or integrated. Students choose how to approach a problem and what activities to work on. They gather data from a multiple sources and synthesize, infer, and create generalizations. Their learning is valuable to them because it is connected to the walls beyond the school and involves adult skills such as collaboration and reflection. When their project is complete, students demonstrate their newly acquired learning and are evaluated by how much they have learned and how well they communicate their learning. Throughout this process, the teacher acts as a facilitator of learning rather than a provider of information (www.techlearning.com).
Therefore, PBL IS a form of authentic pedagogy as it allows students to construct knowledge, engage in disciplined inquiry, and to engage in learning that connects to their lives beyond the walls of the school. The specific type of authentic pedagogy we were trained in by Dr. Fred Newmann from the University of Wisconsin involved using a set of standards (these are uploaded on ChangeLab in the form of rubrics for everyone’s use in the Quest High School section) that allows educators to “score” the authenticity (or lack of authenticity) of a task. The scoring standards are used to score tasks in writing, literature, science, math, and social science. To learn more about authentic pedagogy as a system that includes scoring student work using these standards and for engaging in authentic instruction, I suggest reading Authentic Achievement by Fred Newmann and associates. It is an incredible study of restructured schools, the level of authentic work found in them, professional community and its role in authentic intellectual work, and how the scoring standards were created and used.
|
|
|
|
| Q: |
Hi. What kind of education/knowledge must a teacher have in order to adequately teach from an authentic pedagogical perspective? And why aren't all teachers prepared to do this?
Thanks,
James
|
|
| A: |
Hi James. We trained as a faculty for two years with Dr. Newmann to learn how to engage in authentic pedagogy. It takes time to learn what "authentic" means, to learn a common and shared vocabulary, and to understand the scoring criteria for creating authentic tasks and scoring them with the scoring standards. I would say that most teachers are trained in aspects of authentic intellectual work, but the framework Dr. Newmann proposes is very different. However, with practice and collaboration, it becomes a worthwhile tool to know how to design authentic tasks and to instruct in authentic ways.
|
|
|
|
| Q: |
How deep does the standard of "authentic" go? It seems to suppose a dichotomy of "real" and "false" - how do we distinguish the two? Is the world outside of school more authentic than the world inside the school? Given Baudrillard's work, and the plethora of "reality tv" shows, authenticity seems a complex word these days. What would be an ideal example of authentic learning?
|
|
| A: |
Wow...pretty intense when you consider Baudrillard states, "The very definition of the real has become: that of which it is possible to give an equivalent reproduction. . . The real is not only what can be reproduced, but that which is always already reproduced: that is the hyperreal… which is entirely in simulation." I am not much on postmodernism, but I think I can answer your question. Authentic learning is anything BUT reproducing knowledge. It entails constructing knowledge, engaging in disciplined inquiry, and engaging in learning in and beyond the school walls. By using Newmann's standards for creating authentic tasks, scoring the work produced by the demands of the task, and instructing authentically, we can engage students in meaningful and authentic work both inside and outside school. Service learning is an excellent example of authentic pedagogy. As I mentioned in a response above, reading Fred Newmann's work, Authentic Achievement, may shed light on the real vs. false dichotomy, but he does so by discussing the concept of authenticity in terms of intellectual work. It is an incredible read.
|
|
|
|
| Q: |
Hi Lawrence,
My question is stuctural/organizational in nature. What is the pedagogical value of transforming or breaking schools into houses ? How does it contribute to more engaged and rigorous learning ?
|
|
| A: |
Well, it depends on what you do to change the culture of your school as you change the structure. Creating houses for us fit with the theme of community of learners when we designed the school. Our houses have retractable walls, thus allowing for differentiated learning environments to match instructional purposes. I would determine your reasons for wanting to convert to houses and see if people are willing to make the cultural shifts and changes that go along with restructuring your school. In my opinion, engaged and rigorous learning comes more from a deep focus on learning despite the configuration of the room itself. Some of the best lessons and learning I've ever witnessed occurred in a regular classroom!
|
|
|
|
| Q: |
What are effective ways to include parents in daily instruction at the middle and secondary levels?
|
|
| A: |
Well, first I would determine if there were a need to include them in daily instruction. If parents, teachers and students indicate a desire for parents to be part of daily instruction at your school, determine small ways to do this and pilot it to see how it goes. Parents can be incredible resources, but before I'd open the floodgates, I'd try a trickle first!
|
|
|
|
| Q: |
Hi there Lawrence,
One pressing issue at my high school is "arre we doing the right thing with our ELL population?" The ELL students have one course on English acquisition and then they are mainstreamed into our regular classes, with little support. What kinds of authentic pedagogy or action do you suggest to really meet the students where they are. We do a number of 'things' but have no sincere spelled out game plan.
|
|
| A: |
I may sound like a broken record from previous responses, but to me, service learning is one of the most authentic methods of learning in existence, and it transcends across languages. To engage and deepen ELL students, help them design and implement a service project (which by default means curriculum is tied to it). If you are not familiar with service learning, resources abound on the Internet. Think how cool a service project that helped to strengthen their English skills would be!
|
|
|
|
| Q: |
Hi Lawrence, I remember when portfolio assessment and authentic assessment were the popular buzzwords. Is authentic pedagogy similar to this approach of instructing children? If not, what are some of the differences?
|
|
| A: |
Portfolio assessment is one of many assessment techniques that can have elements of authentic pedagogy. While the results of portfolio assessment can help inform instruction to a degree, authentic intellectual work helps teachers design and score authentic tasks and the work that is produced by an authentic task. These rubrics and the rubric for authentic instruction may be found under the Quest part of CESChangeLab.
|
|
|
|
| Q: |
How do we see the answers to the existing questions?
mary2al@aol.com
|
|
| A: |
The answers should now be appearing as Lawrence replies to each question. Thanks!
|
|
|
|
| Q: |
Hello, My son will be attending a CES school next fall for 9th grade. What would be helpful for me as a parent to know? Shirley
|
|
| A: |
Hi Shirley! Congratulations on the decision to send your son to a CES school. I may be a bit biased, but I believe you will find him being challenged, yet well-supported in his endeavors. CES schools focus on having students use their minds well, on being responsible for their own learning, and on concentrating on fewer things but with depth and complexity. CES schools are typically democratic in nature in that they honor and desire student voice and input. Since most CES schools are quite small, students will find their learning very personalized, too. You could learn much from this web site by viewing school tours and some of the materials available here. Also, you could look at the CES web site at www.essentialschools.org, as it is replete with information on CES schools. I hope the learning experiences you and your son have in the new school are wonderful--I bet they will be!
|
|
|
|
| Q: |
Hello Lawrence,
As a staff we are currently in the process of exploring the conversion of a large comprehensive high school to several small schools. As principal, I feel that our biggest challenge is building teacher capacity as they engage students very differently than they have done it the past. I have long been an admirer of CES and am thrilled to have district support to move in that direction. My staff is willing and wants to learn, I am ordering copies of Fred Newmann's book for our team and we are studing the small schools research. What recommendations to you have for us as we move forward?
Pam Espinosa
|
|
| A: |
Hi Pam! I will assume part of what you will do when you create these small schools is to create an advisory system to personalize learning, to allow for student voice, to help with diversity issues, etc... I would suggest you get professional development for advisory implementation because this involves facilitating student affect, and that is a much different situation than academic development. I highly recommend ESR for this training--Educators for Social Responsibility, as they have the best Advisory Guide on the market today. See their web site at http://www.esrnational.org/home.htm
They will also conduct professional development for you. Also, training in HOW to collaborate and make shared decision-making and working to become a professional learning community would be other avenues to explore. Some believe being a small school is easier; in many ways, it is much more challenging! Good luck!
|
|
|
|
| Q: |
When most schools address diversity, it is usually cut along politically correct lines. One of my frustrations is that kids really do learn differently. You can have two identical twins with very different personality and learning styles. Have you seen any approaches that effectively deal with engagement of different learning styles. I'm fairly familiar with Montessori education and it seems more accommodating to these differences, but would like a broad perspective. Thanks, Durwin Sharp
|
|
| A: |
There are multitudes of learning style inventories on the Internet you could obtain and use in classrooms to address this issue. To me it is a classroom issue, and training teachers to use such inventories and then match learning styles effectively is helpful. However, aside from looking at learning based on diversity, I would tend to look at it from the perspective of assessment literacy. When students know in student-friendly language what is expected of them, are monitoring their learning via formative assessments in the classroom in a relationship with their teachers, the differences in learning styles pan out nicely and formative assessment becomes instruction. This is truly a way to address various styles of diverse learning. Please look at www.assessmentinst.com and you will see amazing resources to implement this. Well worth the look!!
|
|
|
|
| Q: |
What are some of your favorite examples of authentic pedagogy from your school?
|
|
| A: |
Service learning is my ultimate favorite. To me, there is no better method to involve learners of all styles, backgrounds, and abilities in authentic learning. Resources abound, and a quick scan on the web will yield incredible resoureces. Next, the senior exhibition process for our graduates is an amazing example of authentic pedagogy. If you e-mail me at QHS, I can send you more information on this. Finally, as I have referenced many times above, read Fred Newmann's Authentic Achievement--it is a powerful work that explains authenticity in a wonderful fashion.
|
|
|
|
| Q: |
Our school doesn't have much (any) money for PD. Could we use the book to implement this approach? What were some of your best activities you did to prepare/train your staff?
|
|
| A: |
I would caution about simply getting Newmann's book and attempting to implement his model. It COULD be done, but an outside guide or consultant would be very helpful. We worked directly with Newmann, and the work was challenging, but beneficial. I would recommend investigating service learning as authentic pedagogy. Tons of resources and examples available. It is the BEST form of authentic pedagogy I have ever seen.
|
|
|
|
|
|
|
