Authentic Learning and Student Choice: Is There a Place to Allow Athletic Training Students to Set Their Own Learning Destiny?

Autor/in	Berry, David C.
Titel	Authentic Learning and Student Choice: Is There a Place to Allow Athletic Training Students to Set Their Own Learning Destiny?
Quelle	In: Athletic Training Education Journal, 7 (2012) 4, S.205-210 (6 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1947-380X
Schlagwörter	Stellungnahme; Athletics; Allied Health Occupations Education; Learner Controlled Instruction; Learning; Teaching Methods; College Instruction; Relevance (Education); College Students + Suchen Sie Ihr Suchwort? Leichtathletik; Lernen; Teaching method; Lehrmethode; Unterrichtsmethode; Hochschullehre; Relevance; Relevanz; Collegestudent
Abstract	Authentic learning normally focuses on a "real-world" or complex problem and solution activities that emphasize the cultivating of 'transferable skills' entry-level practitioners in any discipline require or have difficulty acquiring on their own. The learning environments created are often multidisciplinary and allow for intellectual accomplishments that are viewed by students as being worthwhile, significant, and meaningful for preparing to enter the future work force; but that also forces students to exercise higher levels of thinking (using Bloom's taxonomy) as they learn. Authentic learning instructional practices can utilize a variety of pedagogical strategies, assuming those tasks that help students integrate needed knowledge, skills (simple and complex), and attitudes transfer their learning to the entry-level work settings and life. The purpose of the column is to discuss the concept of authentic learning and examine how student choice improves learning and motivation through personal experience. One appendix is included. (ERIC).
Anmerkungen	National Athletic Trainers' Association. 2952 Stemmons Freeway Suite 200, Dallas, TX 75247. Tel: 214-637-6282; Fax: 214-637-2206; e-mail: ATEdJournal@gmail.com; Web site: http://nataej.org/journal-information.htm
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01