What is the nature of Authentic Intellectual Work? How does it differ from traditional approaches to instruction and assessment?
Authentic Intellectual Work (AIW), is more important today than it has been in years past. Our students do not work on the same wavelengths as students in the past and times have changed that. Traditional approaches of instruction and assessment are more of a teacher centered learning environment. It focuses on memorizing content, drilling of information for the surface level answers, and lacking differentiation in a true sense. When applying a more AIW approach the learning environment becomes more student centered. Application of knowledge goes much deeper, focusing on the production of finding the answers and not just on knowing the answers. This approach brings about a more practical approach to knowledge and real life situations.
Discuss the components of Authentic Intellectual Work and provide deep consideration of at least one component by including a discussion of empirical (research-based) evidence found in Chapter 2.
Components of AIW include-construction of knowledge, inquiry and real life exposure. With AIW, instead of memorization for material students apply knowledge to critical thinking and problem solving all while using prior knowledge in a meaningful way that can be applied to a real life situation. In Newmann 2007 Chapter 2, there is much research based evidence explored. In the Chicago 46 study students scores on the ITBS test increased for students that received high quality instruction in both reading and math. Providing these students with AIW helped to improve these test scores. Schools that use an AIW approach saw these gains with their students regardless of socioeconomic background, gender, or disabilities, meaning that this type of teaching helps to equip students with the tools to utilize learning in a deeper manner.
Describe a specific example of authentic intellectual work in YOUR discipline or content area.
As a STEM teacher for students in Prek-4th grade most is done in an authentic intellectual way. Students engaged in STEM are problem solvers. An example would be lego challenges. For these activities students are given task cards and legos to accompany the cards. Students must problem solve the best way to create what they need to accomplish the task. For the process students have to work together to justify why they are going to build the way they are and depend on the task, test it and make adjustments as necessary. Tasks include necessary real life situations-build a bridge that can hold xyz for example.
What opportunities do you see within the first section of NETP “Digital Use Divide” to connect technology integration practices with the components of authenticity? Describe an example in the plan or develop your own example aligned with Universal Design for Learning highlighted in the technology plan and opportunities for students to engage in authentic intellectual work.
The 2024 National Education Technology Plan (NETP) section one is discussing the digital use divide. This is not just about students having access to a device, but also to the internet and how they use their devices at the same time. As educators we have the ability to help students learn more through technology. The digital use divide is simply the ability for students to use technology in a creative relevant manner in regards to education. With AIW focus students should be using technology to help them with construction of knowledge and move their work outside of the classroom-no more memorization surface level learning, but deep thoughtful learning instead. An example of this aligned with UDL and engaging in AIW could be a podcast. Instead of student’s writing reports that a teacher reads, and maybe they read it out loud to the classroom, students can crete a podcast instead. The topic woud be dependent on the subject area, but for this example lets pretend that it is a social studies report about a specific event in history-9/11 for example. We could make this follow UDL and AIW in the following way-
*Construction of knowledge-students would conduct research and formulate their questions in regards to the information they are trying to obtain
*Inquiry-analyzing the information they receive, constructing a script and editing the recordings
*Real World- publishing the podcast so that real people can listen to it.
What connection do you notice between the AIW framework and Kolb’s Triple Es? How does the example you developed above support Engagement, Enhancement, or Extension?
AIW and Kolb’s Tripe E compliment each other well. For AIW we are trying to better engage the students so they can learn more meaningful content. The example provided above gives students the ability to engage, enhance and extend. For creating a podcast vs writing a report the students are more engaged by working with a partner to construct their podcast. The students aren’t just writing a report, but doing the research, speaking to real people and engaging with a potential audience. The extension in regards to this is showing students how they can use their knowledge in other ways besides writing a paper for one person to read but instead ownership is accomplished and real world learning takes place.
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 (30 pages).
Gaer, S. & Reyes, K. ( 2022). Finally, Some Guidance! Using the Triple E Framework to Shape Technology Integration, Adult Literacy Education, 4 (3-34).
U.S. Department of Education, Office of Educational Technology. (2024). National Educational Technology Plan. Retrieved from
https://portal.ct.gov/das/-/media/das/ctedtech/publications/2025/2025-used- oet-archive/netp24.pdf
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