ABSTRACT
The multi-dimensional complexity that an authentic project experience has to offer teachers' learners provides the prospect to potentially effect change in their world. Complexity changes from project to project. Indeed, complexity changes within a project depending on the learners involved in the project. Complexity promotes ownership in one’s learning, as teachers' adolescents and young teens envision the value they can contribute to their communities and beyond. There is a duality of complexity embedded within an authentic learning experience. A group of student art pieces with accompanying creation of the story behind the art promotes a cross-curricular approach to complexity. Regularly, teachers unknowingly get into the habit of crafting an authentic challenge with little complexity. Finally, the geographic location of the tiny house also presents a complex situation. The lot for the placement of the tiny house requires a variety of considerations from teachers' learners.
