From Blah to Aha: An Actionable Guide to Transformative Learning

Outline

1. Introduction (5 minutes)
--Content: Introduce the session and anchor participants in their own lived experiences.
--Engagement: Facilitators introduce themselves and briefly discuss the goals of the session. Participants are asked to pull out a picture of a child they care about and reflect on the question: “What do you wish school would be for a child you care about?”.
--Activities: Graffiti Wall Activity – Participants will write their responses to the prompt “What do you want school to be for this child?” on a shared table graffiti wall. Participants will then share a favorite learning experience and add to the graffiti wall the qualities that made it vibrant, memorable and relevant. This will initiate group reflection on the meaning of authentic learning, allowing participants to discover the components that make learning authentic.

2. Exploring Authentic Learning (40 minutes)
--Content: Explore what makes learning vibrant, meaningful, and relevant.
--Engagement: Facilitators anchor participants in a shared problem of practice, a student teacher who is trying to figure out what makes learning vibrant, memorable and relevant. Participants see examples from multiple classrooms to discover the difference between traditional and transformational learning tasks, such as contrasting a worksheet-based activity with a real-world problem-solving project​.
--Activities: Card Sorting Activity – Each table will receive a set of cards depicting different learning scenarios. Participants will work together to rank these tasks from the least to most meaningful and relevant. Afterward, they’ll discuss the traits that make learning authentic.

3. Connecting Authentic Learning to Practice (15 minutes)
--Content: Use participants' graffiti wall and card sort activity to define authentic learning and the components necessary to bring it to life. Introduce the Transformational Learning Principles as a tool to ensure all students have access to impactful and joyful learning experiences.
--Engagement: The session will highlight specific examples, like using a project where students design tiny houses based on real-world constraints instead of solving traditional geometry problems​.
--Activities: Classroom Observation Exploration – Participants will analyze classroom observation notes, comparing vibrant, authentic tasks with traditional ones. They will then brainstorm ways to shift traditional tasks into more meaningful experiences. Each group will choose one task that sparked the most conversation and share their ideas with the larger group​.

4. Task Transformation Game (15 minutes)
--Content: Participants will explore the process of transforming traditional learning tasks into engaging, authentic learning experiences. This will focus on the Transformational Learning Principles.
--Engagement: Facilitators will explain how authentic learning tasks can be redesigned to foster creativity and critical thinking. Examples include moving from factual presentations to problem-solving projects involving community stakeholders​.
--Activities: Transformation Nation Game – Each table will have a designated “Game Master” who will roll dice and guide the group through transforming tasks based on different prompts. The group will collaboratively brainstorm ways to redesign tasks based on what they roll. After several rounds, groups will share their favorite transformed task with the whole room​.

5. Bringing Learning Back to Your School (15 minutes)
--Content: Discuss practical strategies for implementing authentic learning principles in participants’ schools. The focus will be on creating action plans that ensure sustainable application of what has been learned.
--Engagement: Facilitators will help participants identify ways to overcome challenges in their school settings, using the principles of Elevating Reflection and Nurturing Expertise​ (TLP).
--Activities: Optimistic Closure – Participants will be asked to reflect on the most exciting idea they’ve encountered during the session. They will then discuss with their group how they plan to share and implement these ideas at their schools. Each group will present one action idea to the learning community.

Time Breakdown
-Introduction – 5 minutes
-Exploring Authentic Learning – 40 minutes
-Connecting to Practice – 15 minutes
-Task Transformation Game – 15 minutes
-Bringing Learning Back to School – 15 minutes

Process and Engagement Tactics
==Interactive Discussions: Every 15-20 minutes, participants will engage in hands-on or discussion-based activities to maintain engagement and energy.
==Collaborative Problem Solving: The Transformation Nation Game and classroom task analysis will encourage collaboration and creativity, making the content immediately applicable.
==Action Planning: The session will conclude with a focus on actionable takeaways, ensuring participants leave with a clear idea of how to implement authentic learning in their schools.

Supporting research

==ASCD’s Transformational Learning Principles: ASCD, in collaboration with ISTE, has developed the Transformational Learning Principles that advocate for Cultivating Belonging, Ensuring Equity, and Connecting Learning to the Learner​(TLP). These principles are central to authentic learning and help educators design learning environments that are student-centered, differentiated, and equitable.
==Increased Engagement and Motivation: Research consistently shows that students are more engaged when learning is connected to real-world contexts and personal interests. Authentic learning tasks promote intrinsic motivation because students see the relevance of what they are learning (Deci & Ryan, 2000). ASCD emphasizes this through its focus on Igniting Agency, where students are encouraged to take intellectual risks and explore their passions​(TLP).
==Development of Critical Thinking and Problem-Solving Skills: According to research by Lombardi (2007), authentic learning environments push students to develop higher-order thinking skills. Tasks that mimic real-world problems allow students to practice critical thinking, collaboration, and creativity. This is supported by ASCD’s Spark Curiosity principle, which promotes inquiry-based learning and engagement through exploration​(TLP).
==Improved Student Outcomes: A study by Darling-Hammond (2008) demonstrated that students involved in authentic, project-based learning environments perform better on assessments of critical thinking and problem-solving. The Prioritize Authentic Experiences principle from ASCD similarly promotes using performance-based assessments to enhance student learning and preparation for real-world challenges​(TLP).
==“The Power of Student Agency” (ASCD): Building student agency is a key aspect of authentic learning. The book by Anindya Kundu (2020) explains how giving students ownership over their learning can empower them to take risks and explore new ideas. ASCD’s Ignite Agency principle reflects this emphasis on student-led learning​(TLP).
==Culturally Responsive Teaching: Gay (2010) argues that culturally responsive teaching helps educators connect content to students’ lived experiences, making learning more relevant and equitable. ASCD’s Ensure Equity principle reinforces this by encouraging educators to recognize and celebrate students' cultural backgrounds, while removing barriers to learning​(TLP).
==Addressing Historical Inequities: ASCD’s work on equity highlights the importance of addressing historical and systemic challenges faced by marginalized groups. Authentic learning tasks should reduce these barriers by ensuring all students have access to meaningful, challenging experiences that reflect their backgrounds and interests​(TLP).