{"id":24742,"date":"2016-08-19t10:43:25","date_gmt":"2016-08-19t15:43:25","guid":{"rendered":"\/\/www.imrbdigital.com\/?page_id=24742"},"modified":"2021-02-19t16:49:19","modified_gmt":"2021-02-19t21:49:19","slug":"authentic-resources","status":"publish","type":"page","link":"\/\/www.imrbdigital.com\/guides-sub-pages\/authentic-resources\/","title":{"rendered":"leveraging travel abroad: collecting and teaching with authentic resources"},"content":{"rendered":"\n\n\n
by stacey m. johnson and vivian finch<\/em><\/td>\nprint version<\/a><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n\n\n\n
cite this guide:<\/strong> johnson, s. m. & finch, v. (2016). leveraging travel abroad: collecting and teaching with authentic resources. 瑞士vs喀麦隆走地 2022年世界杯中国小组赛积分. retrieved [todaysdate] from \/\/www.imrbdigital.com\/guides-sub-pages\/authentic-resources\/.<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

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why is it important to have authentic resources in the classroom?<\/a>\u00a0 |\u00a0 what is an authentic resource?<\/a>\u00a0 |\u00a0 what kinds of resources will you collect when you travel abroad?<\/a>\u00a0 |<\/span>\u00a0 how do we collect these resources?<\/a>\u00a0 |\u00a0 how do we use these resources in our teaching?<\/a>\u00a0 |\u00a0 resource roundup<\/a><\/p>\n

your travel abroad makes you a better teacher and researcher. \u00a0if students in your nashville classroom were able to have those same travel experiences, their education would be enriched and their understanding refined. unfortunately, your students may not have the opportunity to study abroad. how, then, can you bridge the gap? \u00a0\u00a0authentic teaching resources collected abroad are one answer to that question. \u00a0in this teaching guide, we will discuss:\"screen<\/h3>\n

<\/a>why is it important to have authentic resources in the classroom?<\/span><\/h2>\n

having authentic resources in the classroom can\u00a0support deeper student learning. however, without a plan for using them effectively, authentic resources on their own do not automatically lead to meeting learning objectives. \u00a0that said, there are opportunities with authentic resources that are unique, and with careful planning, authentic resources can be a high-impact teaching practice. \u00a0some of those opportunities include the following:<\/p>\n

\u2192<\/strong> <\/span>students can have a more intimate connection to the materials. they may personally know the people who collected them, or be the collectors themselves. that personal connection to the source can motivate students to make connections outside of the classroom and become self-directed in their learning.<\/p>\n

\u2192 <\/strong><\/span>when the materials are chosen by you for your own curriculum, the result is a highly tailored and relevant unit. with mass-produced materials, the content may need some adaptation to be relevant.<\/p>\n

\u2192 <\/span><\/strong>many activities using authentic resources require students to become active contributors to the classroom and even make their work publicly available. students become producers of knowledge rather than just passive consumers.<\/p>\n

\u2192<\/span> among the more practical considerations is the issue of copyright. because the instructor holds the copyright to such resources, both the instructor and students can freely remix and reuse such materials.<\/p>\n

in light of such opportunities, instructors can plan learning experiences that make the best use of authentic resources.<\/p>\n

how do authentic resources connect to and support deeper student learning? \u00a0students who actively engage with authentic resources in the classroom have the opportunity to gain knowledge and understanding of the discipline in ways that are otherwise difficult to recreate. \u00a0first, students are able to see first hand what a research object in the discipline might look like, i.e. an authentic resource, and explore the methodology used to collect and analyze that object. \u00a0through carefully constructed classroom activities, students begin to become disciplinary practitioners by identifying what questions to ask (and not to ask) to yield useful analysis, engage in the process of analysis itself, and begin to develop disciplinary habits of mind, i.e. thinking like a historian, anthropologist, geologist, etc.1<\/sup><\/a>, second, students who engage with authentic resources can create personal connections with the discipline that encourage and develop intrinsic motivation and, if given the opportunity, metacognition in their learning experiences. \u00a0finally, authentic resources can support and enhance effective pedagogical approaches and activities already in use in the classroom. \u00a0by linking authentic resources in this manner, students can dig deeper in almost every aspect of the course, including collaborative activities, experiential activities, etc., thereby promoting students\u2019 ability to meet learning objectives, especially those elusive enduring understandings.2<\/sup><\/a><\/p>\n

click each tab to compare text book resources with authentic resources.
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