GATEways to Teacher Education

A journal of the Georgia Association of Teacher Educators content, based on their vignettes. Gilbert brought authenticity to his class through home life, whereas Tami, Laura, and Erin connected with authenticity through professional contexts and work scenarios, mainly, addressing classroom application of content within the teacher preparation courses. McTighe and Brown (2004) indicated that students should “be expected to apply knowledge and skills in meaningful tasks within authentic contexts” (p. 27), which is precisely what took place in the above anecdotes.

Based on these stories, how might educators in a variety of courses adapt the strategies noted for their own use? Below, we offer considerations as a plan for adaptation and use.

Just as we each did in our own unique way, consider who is being taught and what value students should take from the learning activity. McTighe and Brown (2020) indicated that planning should start with determining desired results of lessons and with that, the value of content should be included. Consider diverse experiences and bring that into instructional planning and facilitation. As planning takes place, ask, “Why is this important to my students’lives and how can they use this in the world beyond my classroom?”

Communication takes place in many forms, from collaboration with instructors and peers to feedback to questioning and many more ways. Be prepared to communicate the value of content and authentic learning exercises explicitly, to students. Overtly, help students to visualize this value through story-telling or explicit statements on tasks. Incorporate their experiences into learning activities and assessments. Ask what they would like to take from the learning and how it will help them as developing professionals beyond the course context.

As instructors, sometimes, it is easy to move quickly through content and activities because we have a great deal of it to address in a finite period of time. However, authentic learning takes time, and time is needed for multiple opportunities to practice (Chen et al., 2013; Hattie, 2009). Reflection is key at this time as it is an excellent venue to examine strengths in learning and opportunities for growth.

By deliberately considering our students’ experiences in strategic planning to facilitate connections between theory and practice, instructors are better equipped to help students construct those connections. Then, students are able to clearly understand why they need to learn specific content or complete designated activities and how they will use it in their lives beyond the classroom. Through this process, the question “Why do I have to do this?” becomes the informed statement, “I understand why I have to do this.” When students understand why something is important, they are better able to make connections with the content. Finally, when students make strong connections between coursework and life beyond school, they are able to truly learn and apply information to authentic scenarios, then reflect on those experiences, which should help them construct the precise answer to the question, “Why do I have to do this?”