I friend I taught with introduced me to Hex signs. She grew up in Berks County, Pennsylvania, which is where most of the barns in the United States with Hex signs are located. When I first heard about these signs I thought they had something to do with casting spells. Turns out this is not true!
I spent a great deal of time researching, and planning for our trip to Berks County. Then we drove around and photographed the gorgeous barns. I learned a great deal about the Pennsylvania Dutch. The photo above is my favorite barn in Berks County.
Doing an authentic project about Hex signs will involve reading for research, and writing to explain the history and/or what Hex signs represent today. An authentic project can go in the direction of history, current barns and where they are found, or branch off into Pennsylvania Dutch Folk Art.
You don’t have to live in Pennsylvania to do a project on Hex signs, you don’t even need to live in the United States. Just like you don’t need to live in the UK to do a project about castles. While US Hex signs are predominately found in Berks County, Pennsylvania, a friend I sent the above photo to told me about similar folk art in Wisconsin. Except the Wisconsin folk art is done on furniture, and was brought over from a different area of Europe. He ended up researching that.
And if a leading question about Hex signs becomes an authentic project about another kind of folk art, that is authentic learning!
Before this snow fall, our local forecasters said that it would be a nice fluffy snow. How did they know that? What are the different categories of snow and what causes these types of snow? What temperature and atmospheric conditions are needed for different categories of snow? (I found five categories and they have very descriptive names that kids will like!)
And if this project turns into an essay on the perfect snow for building a snowman and a photo-journal of snowmen…that is authentic learning!
This artwork was done by a 5th grade student who was working on the Martian Colony Project I was involved with. I wish I could remember his name, I would give him credit for the artwork.
Someone from the outside looking in might question the time spent on this illustration. Isn’t this a waste of valuable learning time. This was done in the classroom, not in art class. Shouldn’t the student have been reading, writing, or doing math.
When working on authentic projects it is important to remember that what you see as the final project is only a snapshot of the learning that took place. While I don’t remember the student’s name, I do remember that conversation we had while he worked. He was looking at a picture of a rover on Mars and asking all sorts of questions. His classroom teacher and I directed him to sources to find his answers. He also posed improvements to the rover. This illustration accompanied a brochure that the class put together to accompany the tours they were giving of their Martian Colony.
So if you walk into a classroom where students are constructing, drawing, painting…stop and listen to what they are saying and what they are really doing. The learning is authentic, ongoing, and owned by the students.
This picture appears to be of flowers, but if you look closely you can see snow out the window.
When we present students with driving questions and prompts, it is surprising how many times students notice the snow in the background and want to frame their project around that.
I taught in Central Florida for several years, and had the opportunity to take field trips to EPCOT at Disney World several times. (It was not exactly a tough day at work.) What fascinated me was how often the kids were enthralled by something other than the actual ride or show. More than once I had to grab a kid by the collar who was leaning over way too far to see what was making the ride move or stay in its lane.
When we finished the ride, the discussion wasn’t about the obvious, it was about the behind the scenes mechanics. How cool was that!
This trip was the culmination of a yearly unit on countries. Each student researched a country, wrote a report, and constructed a diorama. Decades later, I realize that it would have been even better to go to EPCOT first and then have the kids design and build their models. I can’t imagine how far they would have taken the project with the information they gained on the trip. And if their final projects were more about design, motion, and construction, rather than the country they picked to learn about, then the projects would have been less “themed” learning and more “project-based/authentic”
So, while we may be presenting a driving question about flowers, to really be authentic, be willing to go off on a project about snow.
Many people will be celebrating Christmas this week. Many other families are, or will be, celebrating different winter holidays.
The holidays are certainly not what I hoped for this year. My dreams of my entire family gathering for Thanksgiving, as we always have, did not happen. The holidays this month have been piecemeal and very different from other years. But different does not mean bad. This has been an opportunity to grow and learn about what is truly important.
There are many ways children can be involved in the celebrations this week, even with the restrictions, monetary concerns… Time for homemade gifts, letters, cards, homemade gift cards (for cleaning, cooking, babysitting). Starting new family traditions. And of course, these activities can all involve reading, writing, math, social studies, science…
Whatever holidays you celebrate this month, I hope they are safe and happy. And the teacher in me also hopes you find ways to authentically continue to allow your learners to blossom and grow.
I finally learned how to bake cookies. Seriously! I have never been able to bake cookies – my result was always a melted, burnt mess. But thanks to a lot of instruction and patience from my daughter-in-law, I have finally mastered baking cookies.
So, for the first time, I am going to make holiday cookies this year. I am going to use the recipes I have already mastered and change them slightly for the holidays. For example, using red and green M&Ms only for my M&M cookies. I am also thinking about how to tweak my chocolate chip cookies for the holidays. Any ideas?
I have written about baking and cooking many times on my blog. This is one of the best authentic ways to teach so many math and reading skills.
With the current pandemic, I was also thinking about authentic social awareness skills. There are many single people in my neighborhood who have been isolating alone now for months. I am thinking about leaving a plate of holiday cookies on several doorsteps. I thought about doing this anonymously, but with food I think it is better that the receiver knows where the treats came from.
Doing this with children could easily turn into an authentic project. Baking is just the starting point. Conversation while baking could turn into a project of making and leaving home made ornaments on doorsteps to brighten people’s holiday. Or maybe making a small homemade gift.
Perhaps this could turn into an authentic project learning about all the holidays people celebrate this time of year, and what gifts are usually given, if any, for these holidays. I would love to receive a gift from another religion/culture with a written explanation of what this gift represents.
So, I started writing about my new-found ability to bake cookies, and am now thinking about leaving some unique gifts from other religions/cultures on my neighbors’ doorsteps, with an explanation about what the gifts represent. I need to do some research and planning. I will need to do some writing. And I am going to need to be creative. This is an authentic project!
My son had a math teacher in middle school who was also a national champion ginger bread house designer and builder! She gave the kids a marvelous assignment for extra credit – to design and build a ginger bread house.
There was lots of guidance and many suggestions. She sent home lots of reading material for parents to help them assist with the project. I am pretty much inept in the kitchen and she sent home enough written support, and did enough instruction with the kids, that I was able to get through this with my son successfully.
There was tons of authentic math involved…creating the design (scale, angles), measuring the ingredients (fractions, units of measurement), baking temperature and baking time (measuring temperature, elapsed time)… There were limitless opportunities to bring in authentic math skills.
We continued this as a family tradition for many years. As a mother, I saw it as great family bonding time, especially with teenagers who were difficult to corral into family bonding. As a teacher, I also knew my teenagers were getting great authentic experiences with reading, math, creativity and problem solving.
One year, we even encountered an authentic mystery to solve. We used chocolate mints as shingles on the roof. We were surprised and a tad confused to see that every morning the shingles had “melted.” We lived in the north and didn’t overheat our house, so we couldn’t figure out what was happening. We had lots of hypotheses but none seemed to be the answer. One night I came downstairs to get something from the kitchen and caught one of our cats happily licking the roof. Mystery solved!
*The photo above is not the house we built. It is a professionally created display that is presented yearly at a local hotel. You probably figured that out on your own!
This old Sampler was hanging on the wall of a home I was recently in. It got me thinking about how we used to teach – make it real and make it count.
I am certainly not advocating that we return to the days of girls being educated in sewing and cooking only – with only peripheral attention to other academics at best. But if you put history in context, these were skills that girls needed to survive. So, what do girls – and boys – need today to survive? What counts? What it authentic?
With a major holiday tomorrow in the United States, and many holidays approaching world wide, what are some things that children could authentically do to learn and grow? Children need to be able to read, write, calculate, and understand our place in the world. They need to be computer literate. They need to be able to evaluate information being presented to them. They need to think for themselves.
For Thanksgiving tomorrow, they won’t be stitching samplers, well I am guessing most won’t, but they can be reading recipes and helping with the cooking for Thanksgiving. Perhaps they will be adding favorite ingredients to recipes, or creating homemade centerpieces. And with many families not able to gather due to the pandemic, perhaps they can think of creative ways to include those they are separated from.
Happy Thanksgiving to those who celebrate this holiday tomorrow. And Happy Holiday Season to everyone!
For the first time, I am making my own holiday cards this year. I realized while I was doing this, that I have a huge stash of new holiday cards from previous years that I will probably never use. I did a little digging on line and found out that nursing homes love to receive new holiday cards for their residents to use.
This would be a great authentic project. Collecting new cards and donating them to a local nursing home. Finding out which nursing homes or organizations would like cards donated, organizing this, getting the word out, having a drop off spot…
All of these authentic activities could cover many different academic goals. Reading – researching on line. Math – counting, tallying, predicting, graphing. Writing – composing letters/emails to ask for donations, writing to organizations asking if they would like new cards donated. Social Responsibility Skills – donating time and effort for others.
This may also lead to an authentic project of sending greeting cards to residents of a nursing home or hospital.
I also have a collection of cards that I have received over the years. They are just too gorgeous to throw out. I found out that St. Jude collects used cards to recycle for future use. Just doing the on-line research is an authentic activity that could lead to many authentic projects.
Safe and Happy Holidays!
Parents frequently have the opportunity to just explore with their children. Just spending time looking, listening, talking… And this is when children really learn. When the exchange is spontaneous, real, authentic…
Authentic learning is just that. It is spontaneous and real. The only difference is that the educator also has objectives and goals that need to be woven in.
Here is the difference. The father gets up in the morning and decides to take his young son on a hike. While on the hike they discover a lake. The father and son enjoy the view, and the father also talks to his son about what they are seeing. Lots of authentic learning is taking place.
Now, picture the father as an educator (and aren’t all parents educators). He gets up in the morning, looks at his plan book, and sees he wants to introduce the concept of “lake” to his young learner. So, he plans a hike that ends at a lake. Here is the big difference. The father went on a hike and happened to end up at a lake. The educator plans a hike that ends up at a lake.
Once they get there, the educator lets his young learner take everything in, and also introduces the concept of “lake.” And if there is not a lake nearby to explore, he plans a field trip. Or he finds a video on line that explores a lake. (Authentic can be virtual as well…)
Oh…and in the first scenario, the mom left at home enjoyed some quality nap time!