Real Life Experiences in the Classroom

The Dimensions of Learning (Marzano & Pickering, 2009) formulate a guide for teachers to ensure instruction develops learning and delivers the curriculum in a differentiated way in a real world context. Differentiation and aligning learning with real life is achieved by intense profiling of learners that is included in the planning of all learning experiences. The Art and Science of Teaching is another framework to guide teachers planning before, during and after each learning experience. These theories are relevant for today’s teacher as they ensure successful learning for all learners in all contexts. Teachers can improve their planning, teaching and assessing and ensure they relate to the real world if they choose to implement these theories.

In my experience I have found that learning experiences that relate to real life are valuable for learners as they provide a glimpse into what life will be like outside the classroom. Learners are able to engage in a ‘practice run’ of various experiences in the safety of a classroom with guidance and support.

One real life task I developed for students involved students constructing and presenting a business proposal to purchase a local business that was for sale. Students were required to work in groups to design and advertise their business. To achieve this they had to detail a decision making process the group would follow and outline their organisational values to ensure they worked collaboratively and valued each member and the input they provided. Students were engaged and focused from the moment the task was outlined for them. Before students engaged in each section of the task I delivered class learning experiences to teach students the skills and knowledge required, students individually brainstormed at the conclusion of each of these sessions so they had knowledge and input to take back to their groups. These lessons combined with a detailed task sheet and learning goals allowed students to work independent of the teacher supporting each other through the task. I documented each group’s progress and offered suggestions when required about details to consider and additional information they may require.