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LC Module: Real-Life Applications

“Humans build knowledge and skills through actions. Authentic learning situations increases the brain’s ability to make connections and retain new information." (Brain and Learning, Ed Research, n.d.)
“Real-Life Applications or authentic learning builds students’ background knowledge and regularly ask students to present similarities and contrasts between their own life experiences and what is in the text.” (Irwin, Metzer & Dukes, 2007)

30 MIN

GC317 – Real Life Applications – Developing a Skill Performance Rubric

5C317-S3-5 – Developing a Skill Performance Rubric – A Rubric is a checklist that will provide the details and expectations of what one should know and be able to do at each step along the way to achieve mastery of any major skill or concept. In a three to five step process, Alexa or Instructor will lead students, as directed, individually, with a partner or small group to list the major steps or components of a skill or concept on a constructed or provided rubric. Then, briefly describe a snapshot of what excellent, good, fair and poor would look like for each step using a five-column table.

20 MIN

GC316 – Real Life Applications – Validating Understanding Tools (Journal Entry)

GC316-S4 – Validating Understanding – Using a four-step process, individually, with a partner or small group, Alexa or Instructor will lead students to validate understanding by completing sentence stems about the content, such as key points and previous content connections. For the last step, Alexa or Instructor will direct students to share how the information is relevant, what it reminds of them of and when it can be used.

20 MIN

GC315 – Real Life Applications – Real-Life Links

GC315-S4 – Real-Life Links – Alexa or Instructor will direct students, individually, with a partner or small group, to generate a list of the topics learned within the instruction or reading material provided. Next, students will write each topic at the top of an index card and write details for each topic on the remainder of the card front. Then, Alexa or Instructor will have students flip the index cards to the back side and re-write the details in their own words and add a real-life application. Last, students will categorize and label cards for further reference.

10 MIN

GC314 – Real Life Applications – Workplace Applications (Journal Entry)

GC314-S3 – Workplace Applications – Alexa or Instructor will direct students, individually, with a partner or small group, to answer some questions about workplace applications for the lesson, such as, how does this topic or concept apply to real-life work situations? Then, Alexa or Instructor will ask how does this information help solve real-life work problems? Next question to be asked is whether any of the current workplace trends or activities are related to the topic controversial? Last, Alexa or Instructor will provide a follow-up question asking whether students agree or disagree with these trends and activities discussed.

10 MIN

GC313 – Real-Life Applications – Everyday Applications (Journal Entry)

GC313-S3 – Everyday Applications – Alexa or Instructor will direct students, individually, with a partner or small group, to answer some questions about everyday applications for the lesson, such as, how does the new knowledge learned relate or associate to previously learned information? How does the new knowledge learned today relate to current trends happening in the real world? Last, Alexa or Instructor will provide a follow-up question asking whether students agree or disagree with these trends and activities discussed.

Achievement Points - The gears located on each module provide some research specifics why the strategy used in each module raises student achievement. You can click on the gear to read and click on the gear again to eliminate the research box retrieved. For more citation reference information, please refer to the Learning Connect Research Resource Guide in the left hand column of this website.