Authentic Learning
Tell me, I forget. Show me, I remember. Involve me, I learn.
Last time, we got to the ‘show me’ part. We asked our child to tidy their room instead of devoting time to watching TV. There was no response because:
The child heard you but didn’t respond
The TV is a much better option (from the child’s point of view) than room tidying
Hearing something doesn’t necessarily result in any action on the listener’s part; they forget.
Showing is the next step. I reckon there were some groans from last time when I suggested showing your child what room tidying looks like. A demonstration works wonders but only provokes a memory, which may or may not be stored.
Next time (we’re talking kids’ rooms here, so there will be a next time), the room needs a spruce up, and you might find yourself back at the beginning.
Involving a learner brings in a truckload of sensory inputs. Inputs that aid memory lead to retention and learning. The final goal is a behaviour change.
What does involving look like? Have the child assist you. Start small. Have them replace shoes on a rack or pick up Lego. You work beside them on another aspect, like folding dropped clothing.
Not rocket science? Well, no, but the effects are potent. Authentic learning is not only about retention and behaviour change. Authentic learning is using existing skills and knowledge to enhance something further.
You’ll know learning has occurred when your child volunteers to tidy up after someone else. Of course, that might take some time.
It could take years, depending on the concept. We’ve looked at something with a relatively flat learning curve.
