Authentic Learning

In This Section

What is Authentic Learning?

Authentic learning is a process that connects learners with knowledge in a way that is purposeful, and relevant. Authentic learning is not limited to academic skills or abstract knowledge; rather, it is about cultivating wisdom, respect, and responsibility through real-life engagement. Davidson within Potlatch as Pedagogy: Learning Through Ceremony (2018, p. 69) 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. Learning is 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.

Two-Eyed Seeing

Note

The following concepts on authentic experiences and assessments draw on concepts of Two Eyed Seeing in Indigenous and non-Indigenous teaching perspectives harmonized to create an inclusive learning experience on authentic practices and assessments.

Two-Eyed Seeing, a concept introduced by Mi'kmaq elder Albert Marshall, emphasizes the importance of integrating knowledge and perspectives from multiple worldviews. It encourages individuals to "see with both eyes" (and sometimes three, four, or five "eyes")—drawing from the strengths of Indigenous ways of knowing, such as connection to the land, cultural practices, and wholistic understanding, while also valuing the empirical and analytical approaches of science. This framework promotes collaboration and respect between different knowledge systems, fostering a more comprehensive understanding of complex issues. Ultimately, Two-Eyed Seeing serves as a pathway to mutual learning and reconciliation, highlighting the potential for diverse perspectives to coexist and enrich one another in the pursuit of knowledge and understanding.

  • With this approach you may see some terms that or new or some that “term-bend” which means that things you may know about are referred to as a different word.
  • In this resource “tradition(al)” will be used in reference to traditional Indigenous ways of knowing, being, and doing.

Authentic learning activities prepare students for jobs by providing them with the opportunity to apply learning, knowledge and skills, in a real-world manner. This results in transferable knowledge and skills, and the ability to determine what strategies should be used in a particular and novel context.

How is Authentic Learning an approach to Wholistic Education and UDL?

Authentic learning and assessments align with concepts of Universal Design for Learning (UDL) which directly reflect the timeless Indigenous perspective of wholistic approaches. Wholistic and interconnected experiences are where knowledge is learned, lived, applied, and shared. It takes into consideration each direction of the wheel: physical, mental, emotional, and spiritual learning. Within this exploration you will find reference to the medicine wheel in relation to circular learning. You will see the characteristics of authentic learning and assessment connected to directions of the medicine wheel. This approach imparts academic skills and fosters student wellness with a sense of Purpose, hope, belonging, and meaning.

Purpose in their daily lives whether it is through education, employment, care-giving activities, or cultural ways of being and doing.

Hope for their future and those of their families that is grounded in a sense of identity, unique Indigenous values, and having a belief in spirit.

A sense of belonging and connectedness within their families, to community, and to culture.

A sense of meaning and an understanding of how their lives and those of their families and communities are part of creation and a rich history (First Nations Mental Wellness Continuum Framework).

The Medicine Wheel

The Medicine wheel can guide authentic learning in two different ways: (1) in a learning centered approach which recognizes learner needs and that everyone learns differently; and (2) within learning directions (in relation with levels of Bloom’s Taxonomy) which represent educational progression that are non-hierarchical and deepen understanding and connections by the continuous revisitation of each direction. These are also deeply reflected in the UDL Framework, below you will see these concepts harmonized.

Note

There are many medicine wheels around Turtle Island (North America). There is no pan-Indigenous view to a medicine wheel. You will see reference to these four directions throughout this resource, guided by Albert Marshall’s Two-Eyed Seeing.

Further, Authentic approaches encourage learners to be their most authentic selves, uplifting and empowering the skills and strengths they bring to community. 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.