The report's description of effective instruction, curriculum, assessment, learning environments, and educational policy has much in common with the characteristics of authentic learning as evidenced by the following paraphrased ideas and quoted excerpts. Puts an emphasis on processes as well as content Offers opportunities to practice applying new knowledge and skills, and plan future directions in which these may lead them. Requires recognition and acquisition of appropriate learning strategies specific to different content areas. The relationship between authentic learning and what some of our nation's top educational minds consider to be essential for effective school reform, seems to suggest that authentic learning deserves to be seriously considered as a model for restructuring schools. Though it is obviously easier to make a meaningful commitment to authentic learning when it is endorsed and supported by policy-makers within the school and the community, the absense of these conditions does not mean that teachers cannot make a move in that direction.
Teachers can think in terms of a continuing move toward more authentic learning.
Even without major reform within their school or district, teachers can look to where within their current teaching they might begin to introduce authentic learning concepts. Cronin points to the arts, forensics, and athletics as offering examples of authentic contexts for learning. . What is important is that the student recognize the relevance of the work. Taking it one step at a time, while still striving for relevance and authenticity in classroom tasks and learning experiences, makes the task of shifting to this new philosophy a less intimidating goal. Cronin's ideas encourage us to commit to moving toward authentic learning in whatever ways we can, and to be an advocate for relevance in learning within the context of our professional positions in education.