WK 2: Authentic Intellectual Instruction

 Part 1: Authentic Intellectual Work

The nature of authentic intellectual work includes "construction of knowledge, disciplined inquiry, or performances that have value beyond school" (Newman, et al., 2007). This is explained by making sure that what teachers are doing in the classroom gives relevancy to the students’ understanding. When students find that things are not relevant, they tend to lose interest in their learning. Traditional instruction and assessment only look for students’ compliance of doing the work and learning the material to pass the class. Authentic intellectual work takes the traditional work and pushes its boundaries. It provides opportunities for students to think deeply, to have productive struggle, and to connect their learning to their society.

For example, one of the components of authentic intellectual work is the value beyond school. The goal of making the work’s value be beyond the school is so that students see the value that each of the assignments has outside of just earning the grade. Newman et al. states, "In contrast, most school assignments, such as spelling quizzes, laboratory exercises, or typical final exams are designed only to document the competence of the learner, and lack meaning or significance beyond the certification of success in school" (2007). An example might be the Chicago 46-School study (K-8) below:

This study had 46 elementary schools that used authentic assignments and a writing response from students. They compared these students to students in a class that had low authentic assignments. As you can see in the graph, there is proof that providing authentic, quality assignments improves students’ learning and growth (Newman et al., 2007).

An example that I use in my class is making the math meaningful, which means pulling in real-life situations, like some of the problems in the example on page 7 (Newman et al., 2007). Along with learning the skills, I want students to be able to see how math word problems are related to scenarios in our life and then be able to explain their process behind their thinking. This not only teaches them how to do the problem, but it teaches them how to become better explainers of their thinking.

Part 2: National Education Technology Plan Update

The article mentions, "Active use of technology utilizes technology to discover, analyze, and apply learning rather than passively receiving information" (Office of Educational Technology, 2024). These descriptors go hand in hand with the components of authenticity by deepening students’ knowledge of relating the content and skills to their everyday life. An example of active use of technology would be allowing students to design a creation on a skill they have learned. Being able to take what the student learned and design a podcast, slideshow, video, or handout takes their learning past just getting a grade. Students would build knowledge behind how to create using technology, how to critically think about their word choices, and how to connect their learning.

Part 3: Triple E Framework

One connection that I notice between the Authentic Intellectual Work and Triple E is the extension piece of each one. When we are extending students’ learning, we are making a "connection between school and everyday life" (Gaer S. & Reyes, K., 2022). The task above (in Part 2) supports each part of the framework by students participating in the learning goals, students using the technology as an added value, and students being able to take what they have learned and apply it outside of the classroom (Gaer S. & Reyes, K., 2022).

Blending authentic intellectual work, technology, and the Triple E Framework, teachers create meaningful experiences for students that lead to growth both in and out of school.

Citations:

Gaer, S. & Reyes, K. ( 2022). Finally, Some Guidance! Using the Triple E Framework to Shape Technology Integration, Adult Literacy Education, 4 (3-34). Link: https://files.eric.ed.gov/fulltext/EJ1370043.pdf

Newman, F. M., King, M.B., & Carmichael, D. L. (2007). Authentic instruction and assessment:  Common standards for rigor and relevance in teaching academic subjects.  State of Iowa Department of Education. I

Office of Educational Technology. (2024). A Call to Action for Closing the Digital Access, Design, and Use Divides: 2024 National Educational Technology Plan.  Retrieved from This link Introduction & Digital Use Divide