Real World Learning

Blog 1: Real World Learning

Real world learning is what every school and education system in trying to implement into their learning system. Teaching real world skills help both the student and educator because it allows the student to receive education that will help them inside and outside of the school building and it helps the educator because it lets them develop a sense of understanding that they have helped students with many aspects of their life, not just their life at school. According to Mike Paul from Pike Mall Tech, he breaks down real-worlding learning into 5 categories: communicating effectively, working productively in teams, using technology, organization, and self-discipline (Paul, 2016). All five of these categories should be present in each teachers unit plans. If one thinks about each category, all of them are skills that need to be present in order for someone to be successful and be a responsible citizen.

Real-World learning takes a new twist inside the classroom and switching from textbooks, worksheets, and memorization to portfolios, performance exibitions, digital assessments & rubrics that help measure student achievement and assess real-world skills. We are seeing the classroom revolutionize right in front of our eyes. The newer and improved classroom with real-world learning makes learning come alive and it provides the school and teachers, and even sometimes the students with more flexibility. Flexibility allows students and teachers to sometimes get off the path of main subjects and adventure to newer and possibly more interesting subjects and topics. This is when some students start to investigate into problems themselves and try to determine answers to their problems. Allowing students to question themselves and one another and then investigating to find the answers is an example of real world learning because the student is applying themselves and are probably using the five categories that was mentioned earlier in the post.

After reading where Maxwell, Stobaugh, and Tassell said “when a student learns from, interacts with, and has an impact on the real world, higher retention of learning will occur, I’ve concluded that  real world learning’s goal, is to make sure STUDENTS GRADUATE PREPARED (Maxwell, Stobaugh, Tassell, 2015). If students graduate prepared, then decision making, learning, and maybe even life will become easier to them because they have developed the skills in order to be successful.

After analyzing and synthesizing the standards dealing with Common Core, College, Career, and Civic Life (C3) Framework for Social Studies State Standards, and the Next Generation Science Standards, all three standards focus on creating experiences and authentic learning for the students.

Common Core is a set of educational standards pertaining to English and language arts and mathematics. Common Core and the English and language arts standards tries to focus on engaging students in reading and how it deals with the real world. Middle school math tends to focus on real world issues and challenges and the depth of understanding a mathematic topic (Common Core, 2018).

College, Career, and Civic Life (C3) Framework for Social Studies State Standards focuses their learning around applying knowledge to real world problems, or how they put it “preparing for civic life” (C3 Framework, 2017). According to the Civil Rights Foundation, the goal of the C3 framework is to develop responsible, informed, and engaged citizens to foster civic, global, historic, geographic, and economic literacy.

The last standards that were examined were the Next Generation Science Standards. They break science down by simply saying that science helps people see how critical the world is and that it is central to the lives of all Americans (Next Generation Science Standards, 2013). These standards are really pushing the STEM and STEAM classes and they also try and help prepare students for college, career, and citizenship. In regards to the Next Generation Science Standards, Discovery Education believes that the root of these standards is to shy away from the typical “teaching to the test” and instead focus on learning the process of science so that students develop the skills to pose effective questions and investigate their own answers (Browning, 2015).

Real world learning is an idea that needs to be present in every school to help get the most out of the students, but also help them be successful outside of the classroom. It will allow the students to be effective citizens and to engage in more opportunities outside of the school.

References

Browning, M. (2018). Discovery Education. New Science Standards Open Doors for Real World Learning. Retrieved from http://blog.discoveryeducation.com/blog/2015/07/08/new-science-standard-open-doors-for-real-world-learning/

College, Career, and Civic Life (C3) Framework for Social Studies State Standards. College, Career, and Civic Life C3 Framework for Social Studies State Standards. Guidance for Enhancing the Rigor of K-12 Civics, Economics, Geography, and History. Retrieved from https://www.socialstudies.org/sites/default/files/2017/Jun/c3-framework-for-social-studies-rev0617.pdf

Common Core. Common Core State Standards Initiative. Retrieved from http://www.corestandards.org/

Maxwell, M., Stobaugh, R., & Tassell, J. H. (2015). Chapter 1: Real-world learning. In Real-world learning for secondary schools: Digital tools and practical strategies for successful implementation. Bloomington, IN: Solution Tree. ISBN: 9781935249443.

Next Generation Science Standards. (2013). The Next Generation Science Standards. Retrieved from http://www.nextgenscience.org/sites/default/files/Final%20Release%20NGSS%20Front%20Matter%20-%206.17.13%20Update_0.pdf

Paul, M. (2016). Pike Mall Tech. Real-World Learning-Content is Nothing Without Context and Application. Retrieved from https://pikemalltech.com/real-world-learning/

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