Week 2

Part 1

The nature of authentic intellectual work is using an original application of knowledge combined with disciplined inquiry to solve problems that go beyond the goals of a classroom. The difference between authentic intellectual work and traditional teaching approaches is that AIW focuses on the process of using critical thinking skills in a meaningful and productive way and applying it to students’ current and future lives. Traditional approaches tend to focus on teaching practices, whereas AIW focuses on the production of life-applicable skills such as decision-making and communicating. 

The components of authentic intellectual work consist of a construction of knowledge, a use of disciplined inquiry, and a value beyond school. This criteria makes a perfect recipe for the goal of better instruction and assessment because it asks both the teacher and student to take initiatives for AIW success. However, the teacher should make a “serious effort” to encourage students to produce AIW, and therefore valuable results (Newmann et al, 2007, p. 11). Just as students are asked to delve deep into an assigned task, teachers must also use a disciplined inquiry when creating lessons. For example, it helps if teachers use prior knowledge and build on it. Additionally, teachers should have a complex understanding of the subject. Lastly, they should be able to communicate in a variety of forms to reach all students. The AIW framework allows teachers flexibility because the curriculum should be “grounded in generic intellectual activities” (p. 13). There is no need for changing teaching practices too often - simply study and fabricate a lesson that will motivate students to learn beyond the classroom. For example, Newmann et al (2007) provide a 5th grade student’s work displaying an understanding of AIW’s criteria. When asked to write a fable illustrating the moral of the story, the student succeeded demonstrating a detailed, coherent, in-depth understanding of fables, which was also relevant to the lives of students’ problems encountered outside of school - as is the intent of a fable (p. 8-9). 

An example of authentic intellectual work for my 5th grade math lesson would be to use word problems. An appropriate sample would ask students to calculate how many candy bars can be bought given a limited amount of money. Students quickly become engaged and work hard to solve the problem because they relate to buying chips, candy, etc., thereby adding value beyond the classroom. Additionally, to extend the lesson, students would pair up and create word problem scenarios where students of younger grades contemplate how many items they can buy given a certain amount of money. 

Part 2

The National Educational Technology Plan (2017) discusses how “technology can help organize learning around real-world challenges” (p. 14). An example is project-based learning because problem solving, exploration, and critical thinking skills can emerge through meaningful technology use. Technology can aid students by connecting them to experts or other members of the community. This gives students the opportunity to engage in the real-world while still accomplishing learning tasks. They can create a network by collaborating, which could prove useful outside of school. The 21st century digital learning skills used to accomplish the task prepares students to meet high expectations of the workforce as well. 

Referring to the math lesson above, students could use technology to demonstrate their word problems to lower grade students through Skype or zoom. This example is especially applicable during a pandemic where minimal contact throughout the school day is vital. 

 

Part 3 

The connection between AIW and Kolb’s E Framework associates greatly with extension. Technology provides connection between students’ learning to their everyday lives to make learning “more realistic to the student” (Kolb, 2020, p. 81). By collaborating and presenting their word problems, the 5th graders are extending their knowledge through elaborated communication while using technology very applicable in the world today. The AIW framework supports the lesson because it allows students to build new, digital life skills which will prepare them for the demands of the workplace (Newmann at el, 2007, p. 11). 

References

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.

Kolb, L. (2020). Learning First, Technology Second in Practice. Portland, OR: International Society for Technology in Education.

Office of Education Technology. (2017). Reimagining the Role of Technology in Education: 2017 National Education Technology Plan Update. Pages 3-27. http://tech.ed.gov