The academic task assigned to students often dictates what the student will learn, and it plays a vital role of student’s motivation and engagement of learning (Turner & Paris, 1995). Thus, the creation and usage of authentic literacy tasks is critical for students’ learning (Parsons, Malloy, Parsons, & Burrowbridge, 2015). There are three types of motivation to consider: intrinsic motivation, extrinsic motivation, and autonomous motivation. The use of authenticity, student choice, collaboration, and challenge are all components within a task that can promote student engagement and motivation. Project-Based Learning (PBL) is another way to bring in authenticity. Project-based instruction allows students participate in assignments that are challenging, provide voice and choice, and produce a product that has a purpose beyond school (Parsons, Metzger, Askew, & Carswell, 2010). Several examples and lessons are given to provide insight on how to incorporate different components of authentic tasks.




Elementary and Literacy Education Department


Carly Rothfusz grew up in Eden Prairie, Minnesota and received her degree in Elementary Education from the University of North Dakota. She has been at Jonathan Elementary School in Chaska, Minnesota since 2015 and has spent the past four years teaching third grade. In addition to teaching, Carly has enjoyed coaching Chaska’s High School Girls Basketball. She recently earned her Master of Science degree from Mankato State University. There, her passion of bringing authenticity into students’ education was fueled and she is excited to bring her learnings back with her to the classroom. When Carly isn’t teaching or coaching, you can find her outdoors biking, hiking, camping or traveling somewhere new.

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Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

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