Part 1: Authentic Intellectual Work/Authentic Instruction & Assessment.
Nature of Authentic Intellectual Work
Authentic Intellectual Work is work that is meaningful to a student (Newmann et al., 2007). It deals with activities that help students actually apply what they have learned in lieu of or in addition to rote learning of processes and knowledge. It is defined as “construction of knowledge, through the use of disciplined inquiry, to produce discourse, products, or performances that have value beyond school” (Newmann et al., 2007, p.14). Authentic Intellectual Work is a catalyst for complex thought, and the work students create when engaged in Authentic Intellectual Work typically goes beyond the classroom. Students seize opportunities to combine the standards learned in class with real-life situations.
Typically, in traditional approaches to instruction and assessment, these standards are taught in isolation, and lessons are compartmentalized and splintered (Newmann et al., 2007). Teachers evaluate students’ progress and performance based on disjointed lessons and activities. Student work is not relevant or motivating. Authentic Intellectual Work not only keeps students engaged but their level of achievement is higher as well.
Components of Authentic Intellectual Work
Once again, the 3 components of Authentic Intellectual Work are construction of knowledge, disciplined inquiry, and value beyond school (Newmann et al., 2007). The quality of construction of knowledge is highlighted in one study conducted in Chicago from 1996 to 1999 (Newmann et al., 2007). In this study, participating teachers submitted math and language arts assignments. Other teachers rated the assignments according to the quality of the lessons and the performance of the students. The empirical evidence is very clear. “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” (Newmann et al., 2007. p. 23).
Example of Authentic Intellectual Work
One year in my 7th Grade English class, I was able to partner with a nonprofit organization. This organization promoted community and community involvement. My students were able to take their persuasive writing skills and create beautiful essays that spoke of the value of connection and living life together. The contest aspect of the assignment and the fact that other people were going to read the essay created an excitement that a simple assignment could never have produced. The winners of this essay contest had their work published on the organization’s website leaving the students’ words out there for all to read. They were able to practice persuasion and help encourage a better world!
Part 2: 2024 National Education Technology Plan Update
Opportunities in the National Education Technology Plan (NETP) Framework
The NETP promotes Authentic Intellectual Work. In the Digital Use Divide section of their website, we can learn all about Universal Design for Learning (UDL), a “a research-driven framework to improve and optimize teaching and learning” (Office of Educational Technology, 2024). UDL allows students to choose how to demonstrate their learning. They are in charge, and their learning can go beyond the curriculum into realms of interest they may have outside of the classroom. The Digital Use Divide thought process also emphasizes the fact that students should be active users of technology as opposed to passive consumers.
Example of UDL
Students who are actively using technology can collaborate with peers, code, create, interact with the wider world, and take charge of their own learning. A great example of this found in the Office of Educational Technology website is Ms. Ramirez’s class’s project “EcoExplorers”. These students used online collaboration tools, video software, and graphics design software in order to answer the question: “ “How can we protect and sustain our planet’s diverse ecosystems?” (Office of Educational Technology, 2024). Students then had various assessment options. Ms. Ramirez’s class demonstrates how UDL can effectively help students engage in Authentic Intellectual Work.
Part 3: Triple E Framework
Authentic Intellectual Work covers all three aspects of the Triple E Framework by Kolb: Enhancement, Engagement, and Extension (Gaer & Reyes, 2022). Authentic Intellectual Work is personalized, differentiated, and it inherently contains added value; this is the enhancement facet of the Triple E Framework(Gaer & Reyes, 2022)). Students are engaged in the work because it matters to them, and the experiences are by nature authentic. These two aspects alone cover the engagement and extension parts of the framework (Gaer & Reyes, 2022).
Authentic Intellectual Work falls neatly into the Triple E Framework.
References
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
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). Link: https://drive.google.com/file/d/1T9JNAZgLfKvXAX7JoaOJElkkZS5Xf-lp/view?usp=drivesdk
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/
