Authentic Work

FMS Teachers tap into student talent and interest


"What makes authentic learning authentic is that students work on real projects that make a significant contribution to their community, their environment, or the world at large. By addressing such issues, students gain a sense of pride in what they accomplish." -Knight, J. High Impact Instruction, p229

In the picture to the right, Mr. Patrick's Guitar class provided lunchtime music to our students.

Hour of Code and QR Codes

Motivation and Engagement

"Much of the education students experience in school involves goals that are imposed on them from outside. However, during authentic learning, even though the learning addresses state or common core standards, students have a large say in deciding the specific issue the project will address, how the issues will be addressed, and what will be the criteria for quality work. For many students, having an increased say in learning leads to an increase in motivation. When students are doing work that matters to them, that they choose, and that is important and interesting to them, they are much more likely to be engaged." -- Knight, J. High Impact Instruction, p230.
Real World Application

Personally Relevant

"By definition, work is only authentic if students truly care about what they are doing. By designing projects that students care about, teachers can lead students to do outstanding work." - Knight J. High Impact Instruction, p229.

Art students use discarded textbooks to create meaningful art

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Procedural vs. Declarative Knowledge in Learning

"Procedural knowledge, which is acquired and learned during performance of tasks..." whereas "Declarative knowledge is expressed in books, texts, lectures, and most classroom learning. Both forms of learning are important, and in many cases declarative knowledge is a necessary prerequisite for procedural knowledge. But because procedural knowledge is what we do, this type of learning can have a deep impact." --Knight, J. High Impact Instruction, p231.

Myth: Hands-On is Minds-On

"Many teachers focus on creating fun and interesting activities but pay less attention to the cognitive dimensions. Although it is important to capture a student's attention, it is incorrect to assume that just because a student is having fun that deep learning will occur. ...research has identified challenge, variety, novelty, fantasy, choice and meaningfulness as important dimensions of engaging tasks." Fredricks, J.A. Eight Myths of Student Disengagement, p85-86.