Definition of Authentic Learning
  1. TITLE OF ACTIVITY (Create a title that clearly identifies the topic/issues being addressed so that the appropriate CEU number is assigned. Limit the characters and spaces in the title to 50 spaces. Note, if the primary focus of this learning experience is in the area of READING or COMPUTERS and you want it to count towards the state CEU requirement in your certification area, be certain to use the term READING or COMPUTERS or TECHNOLOGY in your title and indicate that you are seeking READING or COMPUTER CEU’s.)

What Makes a Lesson Great? A Dialogue and Workshop


November 2008 (Two Day Workshop)

  1. INTENDED PARTICIPANTS (List appropriate grade level(s) and/or content areas for whom this collaborative would be most appropriate. Also, put a limit size if appropriate.)

Teachers of all grade levels and subjects

  1. REQUIREMENTS OF PARTICIPANTS (If there are requirements such as preplanning, gathering resources, or sharing of ideas, list the responsibility each participant should be aware of before signing up for the collaborative.)

Each participate shall bring one or more units/lessons that they feel authentically educate all children and bring about a change in the individual that is meaningful and lasting. Don't have an example to bring? Then bring a desire to make your classroom activities more authentic.

  1. BRIEF DESCRIPTION OF COLLABORATIVE (This portion will go into the catalog for registration purposes. Identify the inclusive education theme(s) to be explored during this activity.)

Hey teachers!

Do you do anything in your classroom that you are just plain old proud of and wouldn’t mind talking about? Maybe this collaborative is for you

Teachers will:
1. Share lessons, units, and tools that they feel truly educate all children and bring about a change in the individual that is meaningful and lasting, and respond to multiple learning styles and needs;
2 Dialogue to arrive at commonalities and key elements in lessons, units, and tools, that are necessary to educate all children and bring about a change in the individual that is meaningful and lasting;
3 Apply those commonalities and key elements to their own curriculum to foster authentic learning in their classroom.



  1. CONTACT PERSON (Designate one participant to be the contact person for the collaborative. If information needs to be shared with your collaborative, that person would receive the information and be asked to share it with other members of the collaborative.)

Chris Baker, Moran Middle School, 741-2900

  1. PARTICIPANTS (List the names of all participants, their professional assignments in the district, and the school at which they receive their mail.)


  1. AGENDAS (Attach or list below a tentative agenda for each day that totals five hours for each day. List all the activities, and the anticipated times planned for each activity. This agenda is evidence that this collaborative has been thought out carefully.)


Hours 1-3

A) Introductions, Ice Breakers
B) Explanation of Collaborative
C) Presentation of Lessons
1. Whole group presentation(delete this, this would be individual presentations of lessons right)
2. Questions/Comments/Dialoguing

Hours 4-5

A) Dialogue on commonalities between lessons


Hours 1-3

A) Application of previous day’s lessons to one’s own curriculum
1. Work alone or in groups;
2. Separate/come together as necessary

Hours 4-5

A) Share lessons developed in Hours 1-3
1. Whole group presentation
2. Questions/Comments/Constructive Criticism

3. LOCATION (Location(s) where your collaborative will take place.)

Moran Middle School Library

4. LEARNING STRANDS (List the learning strands in your discipline on which this collaborative will focus. These may include the repertoire of teaching strategies, increasing the depth of content knowledge, increasing the depth of understanding of the district curriculum, increasing the understanding of how students learn, and increasing the understanding of the developmental needs of students.)

Increase the repertoire of teaching strategies.
Increasing the understanding of how students learn.
Increasing the understanding of the developmental needs of students.

5. LEARNING OUTCOMES (List the skills, knowledge, and/or abilities pertinent to both the overall collaborative topic(s) and the selected inclusive education theme(s) that you expect participants to learn or develop more fully as a result of workshop participation. Note, this should not be a list of the activities but rather a list of what the staff members expect to learn as a result of the activities. We recommend that you have 3 to 5 learning outcomes. Remember, a collaborative will not meet state requirements unless it is clear on how the participants (the teachers) will expand their own learning.)

1 Participants will develop more fully the ability to dialogue in a professional manner;

2 Participants will develop more fully an understanding of common essential ingredients in lessons that bring about a change in the individual that is meaningful and lasting;

3 Participants will widen their repertoire of lesson ideas that they believe foster meaningful, authentic learning;

4 Participants will apply new lesson ideas to their current curriculum to develop new lesson plans/units;

6. IMPACT ON STUDENT LEARNING (List the ways in which this activity will help improve the learning of all students (both general education and those with special needs) in a diverse learning environment. If you are not a classroom teacher, explain how this activity will help students be more receptive to learning. We recommend that you have 3 to 5 “impacts on student learning”. “Impact on student learning” is another state requirement for the granting of CEU’s.)

Students will benefit by:

1. Learning to dialogue in a meaningful way from teachers who have honed their dialoguing skills;

2. Participating in an increased number and variety of lessons/units/experiences that bring about authentic learning, thus increasing the chance of developing into a well-rounded student;

3. Participating in an increased number and variety of lessons/units/experiences that bring about meaning to the subject matter, thus increasing the chances that they retain the subject matter and relate it to their life;

4. Participating in an increased number and variety of lessons/units/experiences that bring about lasting positive attitudes toward the subject and subject matter, thus increasing the chance that they develop into lifelong learners.

  1. REQUEST FOR FINANCIAL SUPPORT (You may request up to $25 per participant to support your collaborative. Be certain to justify the funding and itemize specifically what you intend to purchase and how much you anticipate needing for each item. All funding requests must be approved by Martin J. Taylor, Assistant Superintendent for Instruction.)