Authentic Experiences

Learning Emerges from Authentic Experiences

Davidson explains that within this sk’ad’a principle, her father learned by doing - actively running his own Potlaches. Further, she explains that learning curves are an important part of the process, we make mistakes but that is where learning happens, and where theoretical knowledge becomes applicable (Davidson, 2018, p. 69). Learning is not only about intellectualizing aspects of knowledge but also using relatable, real-life examples to reinforce the application of concepts in learners’ own lives and support practicing with the knowledge in a meaningful way.

“I am often asked about the term authentic, as some people struggle with the word. In response, I explain that authentic learning experiences often take place outside of the classroom; however, this is not a requirement. Rather, the learning must be applicable to students’ lives outside of school. When students learn from authentic experiences, it also reinforces the importance of what they are learning. The sole purpose for learning something new should not be to ‘do better in school.’ formal education can lose its meaning for many students when it does not allow them to imagine themselves in the worlds they inhabit outside of school” (Davidson, 2018, p. 69).

Real-world examples build the emotional connection between learning and what learners see in relation to the bigger picture. It provides them with an opportunity to see themselves in the work they are doing and participating in solutions while also hearing and connecting emotionally to others’ stories. This includes reflective components, encouraging learners to examine their personal values, experiences, and emotions emphasizing introspection and self-awareness within authentic experiences. Reflection furthers emotional growth and self-discovery, as learners develop deeper self-awareness by connecting what they learn to their identities and lived experiences. Providing multiple ways to engage with and internalize information provides multiple ways to visualize ourselves within the work we are doing, and create a connection on deeper levels, while also feeling empowered in the classroom:

“Empowerment is represented by such things as feeling in control of one’s life and being able to make a difference in the world; gaining greater control over resources to attain personal aspirations; helping to create collective social action; and, recognizing one’s own competence and feeling able to act on that competence by making decisions about one path or another. [...Empowerment] is explained in terms of students being able to take control and make decisions about directing and using their education in ways that were particular to their needs” (LaFever, 2016, p. 415).

A learning space that includes feeling validated and supported is created by encouraging learners to actively shape their learning processes with their most authentic selves, which can foster emotional resilience and confidence. This helps learners to better navigate real-world challenges with a sense of purpose and clarity enabling learners to articulate their roles within the broader context of their communities and environment, fostering a sense of accountability and shared responsibility.

Learning Honours History and Story

Applying historical narratives or personal stories strengthens connections to content. It emphasizes the power of narratives in education and learning through examples or other’s experiences. By integrating historical narratives or personal stories into lessons, educators create emotional connections that make content more relatable and memorable.

“The Haida word for heart is the same as the word for throat – the connection between being able feel and speak one’s truth, and to listen and learn from the truth of others. In this case, ‘There have been many times when my father has looked to the past to help me in the present, and occasionally, he has guided me to the past to help my in the present, and occasionally, he has guided me using advice that comes from our stories of Raven.’ (Davidson, 20)” (Nichols, n.d.).

“In the classroom, I also use stories to teach. The narrative I share have the power to build connections between my students and me, and I always encourage other educators to share parts of themselves that they are comfortable sharing, by telling stories of their lives. In my experience, it rarely works to formally teach a teenager about life. On the other hand, they will often listen to my stories and occasionally enjoy a laugh at the expense of my much younger and less wise self” (Davidson, 2018, p. 73).

As educators, we want our learners to come away from our classes with knowledge that will remain. One way that evidence has shown to facilitate durable learning is through concrete examples. Here, educators use external, real-world examples to connect course learning to aid in learner understanding. This strategy works in three ways; 1) The example conveys concise information, 2) examples provide more structured information than course content which makes it easier to remember, and 3) the examples also use dual coding when combined with pictures to help memorability (Weinstein, et al. 2018). The caveat with this strategy is learners may remember the example and not the teaching (Micallef and Newton, 2024), thus it is important to weave the course learning into the example clearly and effectively.

To learn about concrete examples in video form, see below:

Education is interconnected: courses are interconnected with programs, programs are interconnected to real-life experiences and careers, and relevance is throughout this entire connectivity. Relevance to course content, to the job in which learners are practicing for and most of all, to the student, it all leads back to education having meaning and connection. Further, it ensures that the content and connections have relevance to community needs, identified by the community. Connection through story, authentic experience, cognitive growth, community roles, and empowerment, it all has relevance to our student’s lives.

LaFever explains concepts from Elders Art Shofley, Angus Merrick, Charlie Nelson, and Velma Orvis about spirituality being a “belief in the fundamental inter-connectedness of all natural things, all forms of life with primary importance being attached to Mother Earth. For post-secondary education this definition has implications for connecting fields of study and collegial relationships to a long-term view of how university knowledge and activities impact the self, families, communities and the world in a holistic way” (LaFever, 2016, p. 411).

Once learners can analyse, we move onto Evaluation. Here, we ask learners to present and defend opinions by making judgements about information, validity of ideas, or quality of work based on a set of criteria, such as detecting inconsistencies or errors in a process or product or ensuring data conclusions align with observed data (Bloom et al., 1956 & Anderson and Krathwohl, 2001). Using all the knowledge built so far, learners can justify a decision or course of action.