EDUC 5313: Week 2

     Authentic Intellectual Work is built on the idea that students learn things that will be relevant to them in the real world outside of the classroom. This method of learning is achieved through a combination of several measures such as high rigor, building student interest, in depth teacher content knowledge, and preparing students for the real world (Newmann et al., 2007). The focus switches from memorization to the specific skills students will need to succeed in their future careers. The goal of Authentic Intellectual Work is to mirror the student’s learning to necessary future skills. This switch differs from traditional approaches by prioritizing critical thinking and real-world skills instead of short-term learning to take a standardized assessment. Overall, learning needs to be meaningful and relevant instead of superficial and standardized to increase a student’s proficiency in critical skills necessary for life.  

    The components of Authentic Intellectual Work are based on critical skills needed for future success such as construction of knowledge, disciplined inquiry, and value beyond school. While all of these are crucial skills, value beyond school is more important now than ever due to the number of students entering the workforce without proper skills or ability. Skills taught in school must focus on the “complex intellectual work necessary for success in contemporary society” (Newmann et al., p. 5, 2007). This claim is supported by the study done by CORS from 1990-1995. During this time, three mathematics and social studies classes were taught in elementary, middle, and high schools. These classes participated in a study to measure the impact of Authentic Intellectual Work by receiving authentic pedagogy scores based on lessons and assignments. Results showed that the classes that maintained high authentic pedagogy performed higher on the authentic performance score. This study supports the idea that engaging in Authentic Intellectual Work benefits students.  

 

    Educators must prioritize teaching kids how to think, problem solve, and engage with real world situations. An example of Authentic Intellectual Work in my classroom is a beginning of year activity I do with my 8th grade ELAR students called Inquiry Folders. To learn things about me, they have to look at items I place in a folder that give them clues about me. For example, I give them a printed article about Wimbledon, the most famous tennis tournament in the world. From this, they have to gather that I am a tennis player. Students enjoy this activity because it forces them to think critically and create their own learning. After analyzing my inquiry folders, students then use their technology to create their own online Inquiry Folders on a slide show they present to the class. This allows students to use technology in a way that aligns with Authentic Intellectual Work. This activity is an example of Authentic Intellectual Work as it allows students to practice critical thinking that will be necessary in their future careers.  

 

    The NETP is not directly related to Authentic Intellectual Framework, but connections from the Digital Use Divide remind educators to prioritize equal opportunity for all students when it comes to technology integration. If Authentic Intellectual Work focuses on teaching students critical real-world skills, the Digital Use Divide focuses on making sure all students have access to these skills using technology. Based on Universal Design for Learning, multiple means of engagement should be used to close the digital use divide. To focus on this, digital tools should be used to “facilitate collaborative learning experiences” (NETP, p. 21, 2024). Students should have access to different options to differentiate based on their needs. When technology is used to meet each student’s needs to teach necessary life skills, the Digital Use Divide is decreased while Authentic Intellectual Work is increased.  

    Authentic Intellectual Work relates to Kolb’s Triple E framework by helping students focus on Kolb’s three pillars to engage, enhance, and extend their learning (Kolb, 2011). Authentic Intellectual Work prioritizes high content engagement, a learning experience that is enhanced using technology and extends to the real world. Both Triple E and Authentic Intellectual Work support learning by focusing on real world skills, higher order thinking, and problem solving. The Inquiry Folder activity relates to the extend pillar of Triple E by allowing students to take the learning into their own hands by creating their own inquiry folder. This portion of the lesson allows them to go beyond analysis to the create level, prioritizing the high rigor found in Authentic Intellectual Work. 

 

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. Introduction, Chapters. 1 & 2 

Office of Educational Technology. (2024). A Call to Action to Close the Technology Access, Design, and Use Divides: National Educational Technology Plan. Department of Education. Retrieved from: https://tech.ed.gov/netp 

Triple E Framework. (n.d.). Triple E Framework. https://www.tripleeframework.com/