Authentic Intellectual Work, National Educational Technology Plan, Triple E-Framework

           The text  Authentic Instruction and Assessment dives into Authentic Intellectual Work and examines the nature of this work in their first chapter of the text. Rather than recalling knowledge for the purpose of recalling alone, authentic intellectual work involves the application of knowledge. As opposed to education which troubles to relate to real world implication, authentic instruction explores something more meaningful. This application of knowledge usually ties into social and emotional aspects related specifically to the problem explored by the students. Through examining past knowledge, and searching for instrumental knowledge related to each problem, the students can structure, analyze and interpret knowledge necessary for each task. This authentic intellectual work is required of various professions and occupations and a skill necessary and applicable to future endeavors. (Newmann et al., 2007)

Chapter 2 of Authentic Instruction and Assessment focuses on research tied to authentic intellectual work. The study (NELS) found, through analyzing the scores(NAEP),that the students who encountered higher levels of authentic intellectual work had a weaker relation between socioeconomic status and score. This finding means that economic status has less impact on students when they encounter authentic instruction. The components required of authentic intellectual work requires there to be value beyond school, which can create more reality-based application of learning. Through applying learning to real life, students are able to identify concepts more easily and connect them to their life. This means that the constructed knowledge that students have gained can be applied and through disciplined inquiry which is meaningful to students. This meaningful inquiry is applicable to the lives of the students and students can more easily grasp the importance of the concepts being taught. (Newmann et al., 2007, p. 3-5, 24)

Currently, in my Character Development class, the students have an authentic intellectual work activity which has been very effective. Students for the last four weeks of class have rehearsed various children theatre scripts in a non-directive unit. The activity has several goals, but a key goal is effective membership in a democratic rehearsal process which has no director. Students edit, cast, design and direct each other in each play. Actors explore artistic choices, democratically choosing each through effective communication. Often, communication focuses on speaking, but in this case students have examined listening with three specific questions before and after each rehearsal. 

1 “Am I listening to the thoughts, feelings and desires of others?”

2 “Am I listening to myself when I am trying to share my thoughts, feelings, and 

desires?”

3 “Am I being the best version of myself for my group?”

Through embracing a structure built through trust and communication, students are able to develop and master skills they will need in order to handle group oriented tasks. Each rehearsal I have witnessed students give voice to others, choose artistic desires beyond their own, and effectively take direction when the direction comes from various sources. These social skills are applicable in multiple real world applications and in the students' own relationships they will build throughout their lives. 

The 2024 NETP seeks to limit the Digital Use Divide. Students who are affected by the digital use divide are only consuming their technology in a passive sense. This is as opposed to an active consumption of technology which would result in students collaborating, creating, and thinking critically through their use of technology. This would mean students would be using technology with purpose in an authentic and life-applicable manner, similar to authentic intellectual work. (2024) 

A lesson which could align with the universal design for learning as well as tie into authentic intellectual work would require the students to think actively and use technology actively as well as tie into skills to build for future use. In my acting for the camera class next year, I could have students create a shot list for their tv/film scenes they prepare and rehearse. After rehearsing their scenes, students could practice cutting and editing the scene using IMovie to match their cutlist after videotaping the scenes with those specific shots in mind. This would teach students how to edit scenes, as well as closely examine their continuity and moments, which would in turn help inform them of their performance.

 The lesson mentioned above would require students to engage and collaborate with each other as well as teach them skills for future endeavors which may require them to shoot and edit videos they may try to create. The Authentic Intellectual Work Framework is tied closely to Kolb’s triple E-Framework in a variety of ways. Both frameworks try to connect what students are learning to future endeavors as well as collaborate with each other in thoughtful ways. These frameworks require students to think at higher levels and prepare the students to be lifelong learners. 

Resources

A Call to Action for Closing the Digital Use, Design, and Access Divide. U.S. 

Department of Education. (2024, January). https://tech.ed.gov/netp 

Newmann, F. M., King, M. B., & Carmichael, D. L. (2007). Authentic instruction 

and assessment: Common standards for rigor and relevance in teaching academic 

subjects. Prepared for the Iowa Department of Education.