Prof. Development: Off the Shelf

Professional Development: Off the Shelf

Katheryn Shannon

Adventures in Authentic Learning: 21 Step-by-Step Projects from an Edtech Coach: A Review

Project-based learning (PBL) is an approach to teaching/learning that has gained much approval in elementary and content area literacy classrooms (Revelle et al., 2019; Ruddell, 2008). A good deal of evidence can be found that this approach engages learners and supports a deeper and integrated understanding of content and procedural knowledge (National Academies of Sciences, Engineering, and Medicine, 2018). PBL “focuses less on the learning outcome than on a learning process organized around a question or a problem” (National Academies of Sciences, Engineering, and Medicine, 2018, p. 151). Condliffe et al. (2017) assert that developing and/or implementing project-based instruction is a complex endeavor that should result in students becoming internally motivated. PBL should also engage students in productive struggle with central concepts of the content discipline via student-driven explorations that mirror the kinds of problems that adults might address in their work. These projects typically integrate knowledge and skills across disciplines, with literacy serving a central role. Hill (2014) found that middle school students engaged in interdisciplinary, project-based, multimodal (IPM) learning activities demonstrated increased motivation and engagement as well as increased comprehension. Students also demonstrated strategic reading practices and made connections between lesson content and their lives outside of school. Duke et al. (2019) found that students engaged in project-based learning experienced greater growth in reading skills and social studies knowledge and skills than their peers who were engaged in traditional learning activities. Kristin Harrington’s Adventures in Authentic Learning (2020) is a guidebook for teachers and educational technology coaches to integrate technology to support the development of meaningful and authentic project-based learning across the core disciplines.

In her book, Harrington posits that “authentic lessons incorporate some element of student choice and topics relevant to students. They also involve students in solving a problem or creating something, while engaging in tasks that incorporate skills we typically use in the workforce and our world outside of school” (2020, p. 11). For clarification, references to authentic learning have foundations in the work of Archibald & Newmann (1988) as Authentic Academic Achievement and Newmann et al. (2016) as Authentic Intellectual Work (AIW). Over 20 years of research in authentic learning and in a nod to disciplinary literacy research, Newmann et al. (2016) revised the initial model to focus on addressing the practices of experts in their fields. These practices or components of the framework include (specific AIW components in italics): 1. The construction of knowledge by learners to apply their meaningful understanding of content and problems in novel contexts or to extend one’s understanding through examination of relationships. 2. Disciplined inquiry accessing prior knowledge as the base for engagement in learning activities which leads to “in-depth understanding rather than superficial awareness” and

supports one’s ability to “express . . . ideas and findings through elaborated communication” (p. 8). 3. Engaging students in intellectual tasks and accomplishments “that have utilitarian, aesthetic or personal value” to provide learning that has value beyond school (p. 9).

Harrington (2020) integrates the International Society for Technology in Education (ISTE) Student Standards and relevant content standards in the lesson plans discussed in Adventures in Authentic Learning. The ISTE Standards (2016) are student-centered and define specific proficiencies students are expected to develop as Empowered Learners, Digital Citizens, Knowledge Constructors, Innovative Designers, Computational Thinkers, Creative Communicators, and Global Collaborators. Technology integration choices and instructional strategies featured in each lesson focus on the development of student proficiency and skill using technology for communication, creativity, critical thinking, collaboration, and empowerment. The author also provides links to project examples discussed within the chapters and resources referred to as “the Adventures in Authentic Learning toolbox” in Appendix C. The toolbox includes 17 fully developed K-12 lesson plans and resources to teach the lessons that are discussed within the chapters, as well as links to additional resources mentioned within the text. Within each chapter, suggestions are provided for supporting synchronous, face-to-face, and online learning as well as asynchronous learning.

Every chapter contains a variety of technology tools associated with the instructional strategies discussed to support readers to find an option that is right for them. Chapters close with a “Coach’s Connection” section to support educational technology coaches in their collaborative work with classroom teachers. Strategies addressed and the lesson content provided are designed to support student-centered, process-focused learning experiences. Chapter titles include: “Focus on the Learning, Not the Product,” “Creating Creative Communicators,” “Collaborate for Success,” “Designing Meaningful Projects. ”

For example, Chapter 1, “Focus on the Learning Not on the Product,” begins with an example of a project-based meteorology lesson/unit for elementary students. Following this example, Harrington encourages readers to “develop a project mindset” and integrate the processes of project-based learning within the design of lesson and unit plans rather than waiting until content instruction is complete before discussing project expectations and allotting time for collaborative work to support project completion (p. 15). Harrington advocates for goal setting, which is aligned with the ISTE Empowered Learner Standard, early during a project-based unit and provides opportunities for students to revisit their goals to self-assess progress frequently. High- and low-tech tools and strategies are discussed and selected based on their usefulness in supporting students to set and monitor their own goals. Assessing process in project-based learning is vital. To this end, Harrington discusses rubric development and encourages the use of rubrics for student self-evaluation. Other topics discussed in this chapter include teacher observations as assessment and role assignment. Finally, Harrington provides strategies and resources for creating a nurturing learning environment that will support collaboration and productive work, including the use of scripts to support prosocial behavior and critical thinking, cooperative learning structures, team building exercises, and culturally responsive teaching.

Topics addressed in Chapter 2, “Creating Creative Communicators,” include motivating students to create quality work, engaging shy and introverted students, supporting students to engage in a design process, and developing effective multimedia products. Chapter 3, “Collaborate for Success,” encourages teachers to join professional learning networks (PLNs) to support PBL in their classrooms and identifies a variety of sharing tools that educators might find useful for finding resources and PBL ideas. Guest speaker ideas, finding authentic audiences for student project presentation, and peer review are also discussed and relevant tools for these activities are provided. Chapter 4, “Designing Meaningful Projects,” provides support for the selection and development of project challenges and contexts that are relevant and engaging for students. Strategies to encourage risk-taking and getting students’ attention and investment in the project are discussed. Chapter 5, “Planning for the Unexpected,” provides a variety of tools to support research, the creation of student-designed service projects, public service announcements, and current events in a flexible environment that values and supports spontaneity and flexibility. Finally, Chapter 6, “Make the Most of Your Time,” offers numerous strategies to keep projects on track.

As an educational technology professor, I have used Adventures in Authentic Learning as a course resource to support graduate students to create a technology-integrated, project-based curriculum. The technology tools incorporated are relevant and timely. It is important to note that literacy is central to 15 lesson plans that are provided for K-12 instruction, so teachers who provide literacy instruction and support will find this book an important resource in using PBL and integrating technology along with it in their classrooms.

References

Archibal, D.A., & Newmann, F.M. (1988). Beyond standardized testing: Assessing authentic academic achievement in secondary schools. National Association of Secondary School Principals.

Condliffe, B., Qint, J., Visher, M. G., Bangser, M. R., Drohojowska, S., Saco, L., & Nelson, E. (2017). Project-based learning. A Literature Review. MDRC. Retrieved from coursehero.com

Duke, N.K., Halvorsen, A.L., Strachan, S.L., Kim, J., & Konstantopoulos, S. (2019). Putting PBL to the test: The impact of project-based learning on second-graders’ social studies and literacy learning and motivation in low-SES school settings. Retrieved from https://www.pblworks.org/sites/default/files/201902/Duke%20Halvorsen%20Strachan%2 0Kim%20Konstantopoulos%20November%202018.pdf

International Society for Technology in Education. (2016). National education technology standards for students. International Society for Technology in Education.

Harrington, K. (2020). Adventures in authentic learning: 21 step-by-step projects from an edtech coach. International Society for Technology in Education.

Hill, A. (2014). Using interdisciplinary project-based multimodal activities to facilitate literacy across the content area. Journal of Adolescent and Adult Literacy, 57(6), 450-460.

National Academies of Sciences, Engineering, and Medicine. (2018). How people learn II: Learners, contexts, and cultures. The National Academies Press. https://doi.org/10.17226/24783.

Newmann, F.M., Carmichael, D.L., & King, M.B. (2016). Authentic intellectual work: Improving teaching for rigorous learning. Corwin.

Revelle, K.Z., Wise, C.N., Duke, N.K., & Halvorsen, A. (2019). Realizing the promise of project-based learning. The Reading Teacher, 73(6), 697-710.

Ruddell, M.R. (2008). Teaching content reading and writing, 5th ed. John Wiley & Sons.

Dr. Katheryn Shannon is an assistant professor in the Educational Instruction and Leadership Department of Southeastern Oklahoma State University, Durant, Oklahoma. She focuses on technology integration in education but has a growing interest in graphic novel research.