Week 2 Blog Assignment

 Part 1:  Authentic Intellectual Work/Authentic Instruction & Assessment

Put simply, authentic intellectual work consists of connecting learning to real-world experiences. It is more than just memorizing information or completing worksheets. Authentic Intellectual Work (AIW) creates a learning environment that allows students to think more deeply, problem-solve, and create something. Newmann et al. (2007) define AIW as "work as construction of knowledge, through the use of disciplined inquiry, to produce discourse, products, or performances that have value beyond school" (p. 3).

This is different than traditional instructional approaches because it allows for higher-level thinking skills while at the same time assessing skills in a non-traditional manner (product vs test). This method better prepares students for the world of work, where they need to problem-solve in the real world. In addition, AIW increases student engagement, which leads to more students graduating from high school rather than dropping out.

Looking deeper into the components of AIW, disciplined inquiry has been researched and in one study called the Chicago 46-School Study K-8 submitted student work in both language arts and math. Peer teachers evaluated the assignments for AIW characteristics, and when students took standardized tests, the results were impressive. Newmann et al. (2007) said "Students receiving higher quality assignments gained about 20% more in basic skills than the Chicago average gain and almost 40% more than students receiving the lowest quality assignments." (p. 23). The authors explain that disciplined inquiry allows students to delve more deeply into topics, which enhances both their thinking skills, and vocabulary, in addition to activating schema, or prior knowledge. This process allows for better recall of information. The authors explain "Since cognitively integrated knowledge is more likely to be internalized and retained by students, it is more likely to be remembered and correctly applied on standardized tests than knowledge memorized as discrete items only for the purpose of repeating it when called upon" (p. 27).

One example of AIW in action is the following. Students in fourth grade participate in a book study about bullying using the book Wonder by R. J. Palacio. Throughout the book, students participate in discussions about bullying and how it may relate to their life. The teacher will also use infographics, videos, and discussion to further student learning on the topic of bullying. Then students can research more about preventing bullying using this website: Home | Kids Against Bullying - Pacer (pacerkidsagainstbullying.org). Finally, students can create information to be shared with their school via videos in iMovie, posters created in Canva, digital presentations like Google Slides, or other relevant means.

Part 2:  2024 National Education Technology Plan Update

The digital use divide is a discrepancy between students who have plenty of exposure to and experience with various technologies vs students who have limited experience in these areas. Utilizing AIW in education helps decrease this divide by giving students connections to using technology in the real world. In addition, it also allows for assessment in a non-tradition way by giving students the possibility to create digital representations of their learning, which can better demonstrate learning. 

In my example above where fourth graders are researching bullying and creating a presentation, Universal Design for Learning (UDL) principles are being utilized. One of these is multiple means of expression, which is shown in the variety of options students have to demonstrate their learning. UDL also includes multiple means of representation, or teaching using different formats, which is also demonstrated in my lesson. The teacher is using infographics, videos, and discussions to help students learn.

P Part 3:  Triple E Framework 

Both AIW and the Triple E framework emphasize using deep, higher-level thinking skills. This is evidenced in AIW with disciplined inquiry and in Triple E with "Engagement". These both go deeper than rote memorization that is typical of traditional schooling. Another similarity between the two approaches is that they both focus on extension beyond the classroom, or real-world application. In Triple E this is called "Extension", while AIW refers to it as "value beyond school".

In my above example, we can see Engagement in the way that students are collaborating with each other in discussions, as well as the teacher using multiple means of teaching the content to engage students. Enhancement is seen in the part where students create a presentation using digital tools such as iMovie or Google Slides or Canva. Finally, Extension is happening when students present their learning to a broader audience, in this case the other students at their school.

References:

Kolb, L. (2020). Triple E Framework. About - Triple E Framework

Newmann, 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.

Office of Educational Technology. (n.d.) The Digital Use Divide. The Digital Use Divide - Office of Educational Technology