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Promotes critical thinking and communication skills. 

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Promotes critical thinking and communication skills. 

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Students are using technology tools to connect new information to prior knowledge

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Students discover, process, and apply their learning in the active learning mode.

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Students discover, process, and apply their learning in the active learning mode.

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Kids are motivated by new concepts that mirror real-life context. 

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Kids are motivated by new concepts that mirror real-life context. 

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The Goal Directed characteristic would apply to the widest range of instructional environments.

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5 Aspects of an Authentic Activity-Context

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5 Aspects of an Authentic Activity-Context

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Context-bringing the outside world in through experts, videos, simulations, video conferencing

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Students are actively involved not just listening.

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Students are actively involved not just listening.

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at this level we are engaging prior knowledge with tech.

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Value in learning comes through real life connections. 

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Value in learning comes through real life connections. 

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- Students complete individual work.
- Teacher focused

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Entry Level - Receivers of information. Students aren't actively using technology. 

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Entry Level - Receivers of information. Students aren't actively using technology. 

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Today it is easier to connect worldwide thinking.

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Today it is easier to connect worldwide thinking.

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Students are more likely to be interested, motivated, and prepared if their learning is real-life.

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it is teacher led but students are making connection to move towards tech. independence

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Task-Real-world activities

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Tasks should reflect problems that are in real-life context. 

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Tasks should reflect problems that are in real-life context. 

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Students are finally making adaptations that work for them

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Students are still told what to do, but they are working independently. Similar to guided practice.

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Adoption Level - Focus is on the tools and how they're to be used. Closely directed by the teacher. 

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Adoption Level - Focus is on the tools and how they're to be used. Closely directed by the teacher. 

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Are much like the scientific method -
*setting goals
*planning activities
*monitoring progress
*evaluating results

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- Students begin using tech.
- Highly supervised by teacher
- "training wheels" with collaboration and teacher monitoring

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5 Aspects of an Authentic Activity-Forces

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5 Aspects of an Authentic Activity-Forces

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Forces-Students can access a broad range of primary sources, data, and information

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Students have the opportunity to choose their tech and use them to construct understanding

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Digital tech has given us the ability to reconnect learning to the real world.

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Adaptation Level - students have some choice and opportunities to explore the available technology and teacher begins to act more as a facilitator. 

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Adaptation Level - students have some choice and opportunities to explore the available technology and teacher begins to act more as a facilitator. 

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The Goal Directed characteristic of the TIM frees students from the confines of traditional schoolwork.

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Adaptation Level - some choice and opportunities to explore.  Teacher as facilitator. 

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Adaptation Level - some choice and opportunities to explore.  Teacher as facilitator. 

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5 Aspects of an Authentic Activity-Tools

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5 Aspects of an Authentic Activity-Tools

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Tools mirror those used in the real world.

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In Goal-Directed Learning, students consider how they best learn and how they would like to go about meeting a goal.

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Everywhere!

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Students learn the five goal directed skills from a teacher who modeled those skills.

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The teacher is primarily leading and delivering new content to make connections.
Assessment of prior knowledge are quick checks (do not take a lot of time) and give immediate responses.
Collaborating vertically across grade levels to determine learning objectives.

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We can bring in video from any location, on any topic and on any process

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:Technologies need to engage learners in articulating and representing their understanding, not the teachers'."

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Students have knowledge, means, and support to construct and share knowledge via tech

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5 Aspects of an Authentic Activity-Product

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5 Aspects of an Authentic Activity-Product

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Product needs to be valued product shared with an audience outside the classroom.

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- Exploration without teacher
- Developing conceptual learning
- More student voice and choice
- More complex tasks

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Infusion level - Students have choice of tools and teacher as a guide.  Using and organizing content. 

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Infusion level - Students have choice of tools and teacher as a guide.  Using and organizing content. 

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Infusion - student access to available technologies supports a more student-centered classroom

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Infusion - student access to available technologies supports a more student-centered classroom

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Students begin to utilize technology tools and to build on their prior knowledge/ make sense of what they learn

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- Choose the most effective form of tech
- The tools students use for this are always available for all students

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Transformational Level - Student centered.  Broad access to tools and focus on content.  Use of tech is self directed. Teacher facilitated and high order learning that is not possible without the tech. 

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Transformational Level - Student centered.  Broad access to tools and focus on content.  Use of tech is self directed. Teacher facilitated and high order learning that is not possible without the tech. 

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At the Transformation level, "students engage in higher order activity that would not have been possible without the assistance of technology."

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Authentic activities now include access to primary sources, real data, and information. Students can evaluate and use real world source material to use in their projects.

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Transformation Level - Truly student-centered. The students have broad access to technology tools and the ability to use them in complex ways.  Focus on the content rather than on how to use the specific technologies. 

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Transformation Level - Truly student-centered. The students have broad access to technology tools and the ability to use them in complex ways.  Focus on the content rather than on how to use the specific technologies. 

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Metacognition happens! When learners are goal-directed, they have ownership of their learning, the process, and will result in deeper comprehension.

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Authentic products are valued

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The teacher provides context for the activities and supports students as they select their technology tools. Students needs are being met by having tools and resources available.

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Creativity is very important at this level. Students have the knowledge, experience, means, and support to share knowledge in a variety of ways. Students will have control of which technology tools would work best for a task and how they would like to use them

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- Students regularly using tools to work with others
- Collaboration at this level comes from people of different backgrounds and even possibly in different locations
- Freedom to consult regularly and shared responsibility
- Both formal and informal uses

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Authentic tasks include opportunities for self-assessment and reflection

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Entry - teacher give directions and students follow directions blindly (In an ideal world)
Adoption - Teacher gives an assignment with some real world application and a list of approved websites that students can choose from to complete or solve the problem
Adaption - (Notice the "A") Teacher gives an assignment with some real world application and students now more diversified solutions as the teacher has not put as many parameters on how the real world problem should be solved.
Infusion - The problem begins to really mimic real world problems and students are given a choice on how to solve and need to provide proof of how it would work.
Transformation - Its real, and go time! This provides not only a real world problem, it provides an opportunity for self assessment, engage with others either in the school building or outside of the school building, and other technologies.

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Students begin using technology more independently to connect prior knowledge to the new.
Teacher may introduce a new version of something and the students will begin customizing their use of technology.

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Entry-Technology, if any, is unrelated to outside of the instructional setting.
Adoption-Guided use of technology that may have some out-of-school connection
Adaption-Begin independent use of technology that connect to real world or own lives. Some choice in tech tools and how they use them.
Infusion-Mimics real world experience of choosing and using  tools to solve problem
Transformational-Students use technology in innovative ways, higher order activities, connected to world beyond school

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Tech can be use for assessments for prior knowledge and for immediate feedback. The data from assessments to build individualized support plan to fill gaps using various tech tools.

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The teacher provides the tool, such as online Graphic Organizers, for students to use to build connections between prior knowledge and new learning. The tool also serves a model for students on how to share and critique their knowledge.

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Real context
Real task
Real resources and tools
Usually real product

Context may be interdisciplinary
Task may require higher order thinking skills
Sources may be from differing viewpoints and experiences
Complex use of tools
Product shared with wide audience