Alex Facciponte's EDU 5313 Week 2 Blog Post
Alex Facciponte's EDU 5313 Week 2 Blog Post
Part I Intellectual Work/ Authentic instruction & assignment
The nature of authentic intellectual work is that the work or skills within the assignment goes beyond the basics (Newmann et al., 2007). Students completing a worksheet dealing with basic comprehension of the material will not go as far as having them complete authentic intellectual work. Instead, students should be tasked with meaningful learning experiences through intellectual work (Newmann et al., 2007). This work should allow students to go beyond a traditional understanding by interpreting, applying other concepts, and synthesizing the information they are expected to learn (Newmann et al., 2007). This will allow students to be more motivated and excited to learn (Newmann et al., 2007). It will also help students in the long run to provide critical skills within the workplace (Newmann et al., 2007). Teaching students how to critically think by applying information they learned could only benefit them in their future endeavors (Newmann et al., 2007). This idea of authentic intellectual work differs from traditional instruction and assessment because it doesn’t rely on basic understandings such as memorization or recall (Newmann et al., 2007). Instead, it focuses on applying concepts that are already understood and to show a more in depth understanding through one’s work. (Newmann et al., 2007). In terms of empirical evidence, it has been proven that students who experience these higher levels of assessment and instruction perform much better than students who have not received it (Newmann et al., 2007). This was shown on both authentic learning assessments and standardized testing (Newmann et al., 2007). This proves that regardless of how you want to measure it, authentic intellectual work creates more lasting and meaningful learning experiences for students (Newmann et al., 2007). An example of authentic intellectual work could be providing students creative writing prompts where they have to write in the eyes of historical figures.
As a Social Studies teacher, it can go as follows:
Now that we have completed our unit on the Revolutionary War choose one of the following writing prompts.
Write as Samuel Adams expressing your frustrations with the British and convince others to join you in a tavern to discuss further grievances
Write as King George trying to explain to the colonies why you need to raise taxes on them due to the cost of the French and Indian War
Write as George Washington motivating the continental army after a rough start to the war and how they can turn it around
These are just a few of the many examples I could provide students to have authentic intellectual work in my classroom. These creative writing prompts allows students to utilize their understanding from the lessons that were taught, but to apply their learning into something more creative and meaningful for them.
Part II 2024 NETP Update
Although the NETP does not directly align with the authentic intellectual work framework, there are opportunities to connect technology integration practices to authenticity. The NETP describes issues of the use divide students have where they experience passive learning experiences with technology (Office of Educational Technology, 2024). Instead, the idea of authentic intellectual work wants to break away from meaningless learning opportunities (Newmann et al., 2007). Instead, this work will help students engage with the material. Technology can be used as a tool to help create meaningful engaging learning experiences for students (Office of Educational Technology, 2024). For example, multilingual learners are able to create multimedia ebooks including text, audio, and video recordings (Office of Educational Technology, 2024). Instead of understanding the basics, students are applying the knowledge they have already learned and creating something that is meaningful and relevant to them. According to Bloom’s taxonomy, creating something shows the highest understanding of learning. Utilizing these technological resources allows students to engage in authentic intellectual work which creates many benefits for their learning process.
Part III Triple-E Framework
The AIW and Triple-E Frameworks share a similarity. Both the AIW and Triple-E Frameworks strive for student engagement. The Triple-E Framework strives to make sure that students are effectively learning the material and showing greater application through the ideas of engagement, enhancement, and extension (Gaer & Reyes, 2022). On the contrary, the AIW helps to bring engaging authentic learning experiences for students (Newmann et al., 2007). Both of these frameworks wish to keep students engaged as the main goal of each. The example I mentioned in regarding multilingual learners applies engagement, enhancement, and extension. Multilingual students being able to create multimedia ebooks allows them to be engaged in the material because they can make these books in many ways which incorporate different learning styles (Gaer & Reyes, 2022). These students are also being enhanced through their learning experience because it allows for a sense of personalization as you are creating your book (Gaer & Reyes, 2022). As for extension, students are able to understand various new media forms and engage in an authentic learning experience (Gaer & Reyes, 2022).
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
The nature of authentic intellectual work is that the work or skills within the assignment goes beyond the basics (Newmann et al., 2007). Students completing a worksheet dealing with basic comprehension of the material will not go as far as having them complete authentic intellectual work. Instead, students should be tasked with meaningful learning experiences through intellectual work (Newmann et al., 2007). This work should allow students to go beyond a traditional understanding by interpreting, applying other concepts, and synthesizing the information they are expected to learn (Newmann et al., 2007). This will allow students to be more motivated and excited to learn (Newmann et al., 2007). It will also help students in the long run to provide critical skills within the workplace (Newmann et al., 2007). Teaching students how to critically think by applying information they learned could only benefit them in their future endeavors (Newmann et al., 2007). This idea of authentic intellectual work differs from traditional instruction and assessment because it doesn’t rely on basic understandings such as memorization or recall (Newmann et al., 2007). Instead, it focuses on applying concepts that are already understood and to show a more in depth understanding through one’s work. (Newmann et al., 2007). In terms of empirical evidence, it has been proven that students who experience these higher levels of assessment and instruction perform much better than students who have not received it (Newmann et al., 2007). This was shown on both authentic learning assessments and standardized testing (Newmann et al., 2007). This proves that regardless of how you want to measure it, authentic intellectual work creates more lasting and meaningful learning experiences for students (Newmann et al., 2007). An example of authentic intellectual work could be providing students creative writing prompts where they have to write in the eyes of historical figures.
As a Social Studies teacher, it can go as follows:
Now that we have completed our unit on the Revolutionary War choose one of the following writing prompts.
Write as Samuel Adams expressing your frustrations with the British and convince others to join you in a tavern to discuss further grievances
Write as King George trying to explain to the colonies why you need to raise taxes on them due to the cost of the French and Indian War
Write as George Washington motivating the continental army after a rough start to the war and how they can turn it around
These are just a few of the many examples I could provide students to have authentic intellectual work in my classroom. These creative writing prompts allows students to utilize their understanding from the lessons that were taught, but to apply their learning into something more creative and meaningful for them.
Part II 2024 NETP Update
Although the NETP does not directly align with the authentic intellectual work framework, there are opportunities to connect technology integration practices to authenticity. The NETP describes issues of the use divide students have where they experience passive learning experiences with technology (Office of Educational Technology, 2024). Instead, the idea of authentic intellectual work wants to break away from meaningless learning opportunities (Newmann et al., 2007). Instead, this work will help students engage with the material. Technology can be used as a tool to help create meaningful engaging learning experiences for students (Office of Educational Technology, 2024). For example, multilingual learners are able to create multimedia ebooks including text, audio, and video recordings (Office of Educational Technology, 2024). Instead of understanding the basics, students are applying the knowledge they have already learned and creating something that is meaningful and relevant to them. According to Bloom’s taxonomy, creating something shows the highest understanding of learning. Utilizing these technological resources allows students to engage in authentic intellectual work which creates many benefits for their learning process.
Part III Triple-E Framework
The AIW and Triple-E Frameworks share a similarity. Both the AIW and Triple-E Frameworks strive for student engagement. The Triple-E Framework strives to make sure that students are effectively learning the material and showing greater application through the ideas of engagement, enhancement, and extension (Gaer & Reyes, 2022). On the contrary, the AIW helps to bring engaging authentic learning experiences for students (Newmann et al., 2007). Both of these frameworks wish to keep students engaged as the main goal of each. The example I mentioned in regarding multilingual learners applies engagement, enhancement, and extension. Multilingual students being able to create multimedia ebooks allows them to be engaged in the material because they can make these books in many ways which incorporate different learning styles (Gaer & Reyes, 2022). These students are also being enhanced through their learning experience because it allows for a sense of personalization as you are creating your book (Gaer & Reyes, 2022). As for extension, students are able to understand various new media forms and engage in an authentic learning experience (Gaer & Reyes, 2022).
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. NETP2024.pdf
Hi Alex! This is a well-articulated post that clearly lays out the core principles and benefits of Artificial Intellectual Work, supported by the reference to Newmann et al. (2007). You have effectively highlighted the distinction between basic comprehension tasks and the deeper engagement required by AIW, emphasizing the importance of interpretation, application and synthesis. I particularly appreciate how you connect AIW not only to increase student motivation and excitement, but also to the development of critical skills essential for the workplace. The point about it differing from traditional instruction by moving beyond memorization and recall is crucial. Thank you for sharing!
ReplyDeleteHi Alex! I appreciate the connection between your end of unit activities and AIW. I am donkey years old, way before teachers were discussing theories like AIW, Triple E, etc, and I had a US History teacher who had us conduct a mock trial at the end of our Rev War unit. The script was flipped and the Americans lost the war so key players were on trial. He was the reason I studied history in college, and why I maintain such fond memories of high school history today. The connection between historical events and actions found in the real world (criminal trials), made it come alive for me. I hope your students appreciate your creativity in the classroom in making connection between past events more relatable.
ReplyDeleteHello! You’ve done a great job highlighting how authentic intellectual work moves students beyond basic recall and into deeper, more meaningful learning. I loved your example of using creative writing prompts in Social Studies. Having students take on the perspective of historical figures is such a cool way to develop critical thinking! I also appreciate how you connected this approach to the NETP and Triple-E Frameworks, showing how technology can support authentic learning rather than just replace it. Your post clearly shows how thoughtful instruction can create engaging and lasting learning experiences for students!
ReplyDelete