## Design label: Active & Authentic Learning

Active learning and authentic learning can be interconnected. This results in the active and authentic learning continuum, as shown in Figure 1. In this figure, various teaching methods are presented. Each method has its own strengths and limitations. To accurately assess what is appropriate during a specific learning activity, it is important to understand what the terms "active learning" and "authentic learning" specifically entail.

The active and authentic learning continuum (Theelen & van Breukelen, 2022)

Active Learning

The aim is for the student to participate in the learning process. Students learn independently. It is the teacher's role to encourage students to learn. The student processes the material independently, actively, and in interaction with their environment. However, this does not mean that the teacher should no longer provide any information.

Students need to connect new information with prior knowledge and establish relationships between them. Teachers facilitate this process by offering activating teaching methods. Therefore, students do not just consume information but actively engage with it.

Active learning - Barend explains(dutch) https://www.youtube.com/watch?v=85AJYXEqC1o

Authentic Learning

Authentic learning focuses on the real world. It involves addressing complex issues and potential solutions. This is achieved through the use of role-playing, as well as learning activities based on real-world problems or case studies. Authentic learning can take place in school, but also in practice (Lombardi, 2007).

Authentic literally means 'genuine, real, original'. Additionally, students learn best in situations that resemble those outside school, or "in real life". It is therefore important to create a learning environment that is lifelike, authentic, and realistic (Volman, 2004). This makes the learning meaningful, allowing the application of what has been learned to be better integrated and more widely applicable.

## PRACTICAL TIPS

| Activate prior knowledge Ensure that students can connect new learning situations with the knowledge and experiences they already possess. When introducing students to new case studies and learning tasks based on the principle of authentic learning, it is important to allow space for discussion. Discuss topics such as: What familiar case studies or situations come to mind? This facilitates the transfer of new knowledge and skills.
| Use Activating learning activities and strategies Use activities and strategies that engage everyone, while avoiding reliance solely on large group work. Consider activities such as quizzes, discussions, reading tasks, simulations, games, video lessons, search activities, and writing assignments. These methods help maintain active participation and promote deeper engagement from all students.
| Don't just let students read or watch When students only read or watch, they retain information less effectively than when they actively engage with the content. Therefore, add something to the reading or viewing experience. For example, have students answer questions while reading or watching. This active involvement helps to reinforce the learning and improve retention.
| Students learn outside the classroom Provide students with hands-on, activating learning tasks that they can complete in their own time. For example, they could conduct simple experiments at home or go on a short "field trip". These activities encourage learning beyond the classroom and allow students to apply their knowledge in real-world settings.
| Adress more complex skills Another way to engage students is by working on problems and tasks that require more complex skills. For instance, challenge students to place problems within a broader context, have them analyse complex information, or ask them to develop concepts on a mind map. This encourages deeper thinking and enhances their ability to handle more advanced tasks.