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5 Effective Ways to Improve the Real World Learning Experiences

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Learning Experiences

It is often said that a person can learn a lot more from real-world situations than he/she would do staying within the four walls of a classroom. In a real-world learning environment, learners are prepared for school, work and life after graduating from high school. They are able to gather quality experiences across a wide range of interests, industries and organizations through real-world projects and internships. You should take an assignment help with learning experience to develop the necessary skills to navigate the future.

 

There is no denying that real-world learning is more authentic to learners as well as more connected to the community. In fact, most employers in today’s date look for people who have worked on community-connected projects and have a significant amount of entrepreneurial experience and work-based learning. If we want, we can expand such high-engagement, valuable learning experiences within our real-world learning community.

Here are 5 effective ways to improve real-world learning in your community:

1. Initiate community conversation regarding the change:

In order to bring in some change in the traditional approach towards learning, you need to initiate community conversations that can further lead to updated agreements. It is high time that we host inclusive conversations with parents as well as the students. It is also important that we engage more with business and civic leaders who can explain the emerging skill requirements for better-salaried employment.

You can get clarity about the priority skills by connecting with chambers of commerce, business associations, and workforce development boards. It will also help you understand that real-world learning is for everyone. The goal is to combine separate career and technical pathways with college preparation.

You will be glad to know that regional agreements in Kansas City, US, have helped mobilize a six-county area along with over 75 high schools. The objective is very simple – to ensure that every student in the area graduates with one or more valuable experiences in the form of Market Value Assets (MVA). Such MVAs can be:

  • Work experiences, including client-connected projects and internships
  • Entrepreneurial experience – launching an initiative or starting a business
  • Industry-recognized credentials
  • College credits (minimum three classes)

It is, in fact, easier to visualize hosting an internship than teaching critical thinking. So, having conversations regarding priority experiences will help the businesses and civic leaders see their role in the change process.

2. Revamp  the learning goals for students:

As the job market gets more competitive, employers are trying more sophisticated ways to identify skills that are critical for success on the job. As more and more community conversations regarding priority skills take place, we will have clearer learning goals.

Through communication, culture and curriculum, it is possible to introduce new learning goals in the community. Good to see that North Kansas City prepared a series of videos with students where they explained each of the competencies and incorporated them into career pathways for learners of all kinds.

A lot of the priority skills are valuable preparation for internships and community-connected projects. These projects and internships are usually developed and demonstrated through real-world learning opportunities.

3. Introduce real-world learning in policy and practice:

In order to make real-world learning a sustainable norm, system leaders need to introduce it in policy and practice. Systems can develop or adopt an education model the same as high schools and embed work-based learning and community-connected projects into every program. 

Governing entities can put more focus on priority learning experiences and make internships and community-related projects a graduation requirement. In fact, these can be integrated into course credit requirements. Furthermore, they can incorporate priority learning experiences into high school and beyond policies drafted with learners in 8th or 9th grade and update once or twice during every high school year.

The education policymakers can also adopt an extended transcript that will include credential skills, certifications, notable projects and awards along with the list of courses. This may help summarize a portfolio or personal bests.

The governing bodies can also consider reducing the policy barriers such as attendance requirements and seat time. They can also ease credit for prior and outside learning, expand course credit for internships, and offer transportation to internships and community programs.

These things will be possible when system leaders promote real-world learning opportunities by sponsoring small academies and micro-schools that offer real-world learning.

4. Develop skills to support:

In order to make real-world learning available to every learner, it is important that there are skilled teachers to provide that. It certainly requires new skills and support for teachers as well as encouragement and professional development for project-based learning. Teachers need to attend externships to get a better look into the world of work.

Schools can even expand their pool of real-world talents with creative staffing such as landing business and college-certified faculty by leveraging alternative certification. Smaller areas communities can share programs, learning opportunities, staffing and more – as they did in the southern Kansas City districts.

5. Help build support structures:

Education leaders need to develop and strengthen support systems in order to help more young people succeed in real-world learning experiences. Schools need to create learning environments with more protective factors, such as physical and mental health, social service supports, and extensive opportunities for exploration to facilitate a better-tiered support model.

Secondary schools should also develop strong advisory systems that will continuously monitor social and academic progress, connect to the right support system, build success skills and identify real-world learning opportunities.

Final thoughts

As discussed, expanding access to real-world learning requires quality conversations within the community regarding new educational goals. Moreover, we need new support for both learners and educators to facilitate engaging community-connected learning.

The system and policymakers need to think about introducing new policies and structures to promote real-world learning. With these measures, we will have a better chance to comply with the requirements of a complex future.

Author bio: Anne Gill is a high school teacher who has been working as a part of a local group of educators. She and her co-workers plan to develop a more interactive learning system with real-world learning opportunities. She is also associated with MyAssignmenthelp.co.uk as an academic reflection paper writer.