EDUC 5313 Week 2 Blog Assignment

 EDUC 5313 Week 2 Blog Assignment

 

Part 1: Authentic Intellectual Work/Authentic Instruction & Assessment

The nature of Authentic Intellectual Work is to assess the quality and rigor of instruction, it enhances student engagement in learning allowing them to think critically and delve deeper into the content hence students can make connections to real-world experiences or everyday life. This framework also measures students' skills and knowledge in a more realistic context.

In contrast Authentic Intellectual Work differs from traditional approaches to instruction and assessment as it is more interesting and meaningful to students than having them learn by rote which is temporal, demotivates learners, and disconnects knowledge and skills. It is student-centered and focuses on creating a connection with students' interests and what they learn in the classroom. Authentic Intellectual Work also embodies applying knowledge in practical ways rather than passive. Traditional approaches to instruction are normally teacher-directed where students have little opportunities to take ownership of their learning experience.

The components of Authentic Intellectual Work entail the construction of knowledge, disciplined inquiry, student-centered, and value beyond school which are imperative for students to experience a high standard of instruction delivery and learning. Learning should enable students to apply and connect the knowledge and skills garnered to real-world issues hence authentic intellectual work should be valued beyond school.  In addition, Authentic instruction engages students with multifaceted teaching and learning experiences that allow them to use their knowledge beyond the classroom to advocate for solutions to social issues and be representatives of social groups in their local communities or global audiences.

Additionally, research also shown that the work students are engaged in should have value beyond school—utilitarian, aesthetic, or personal. In other words, “activities and topics should not just be interesting to students, they should involve particular intellectual challenges that when successfully met would have meaning to students beyond complying with teachers’ requirements” (King et al., 2009, p. 45).

Student Authentic Intellectual Work Example, Fifth Grade English Language Arts

From the reading of the story “The Adventure of Don Quixote” write a narrative by creating a storyboard or comic strip retelling the story from a realistic point of view. Remember to include all the elements of a narrative. Be creative by exploring and utilizing digital tools such as Animoto, Canva, or Storybird.

Part 2:  2024 National Education Technology Plan Update

Digital Use to Divide connects technology integration practices with authenticity because it provides students with the opportunities to transfer their learning experiences beyond the classroom by applying the content learned in creative ways.  Through the use of technology, students can also share the knowledge gained with global audiences, thus making that real word connections.

The multiple means of expression principle of Universal Design for Learning incorporates the use of several digital tools that students can use to demonstrate their knowledge of the content learned. This principle enhances authentic intellectual work as differentiated activities enable students to choose different digital tools to express their creativity which demonstrates the use of knowledge beyond the classroom as well as disciplined inquiry is also evident.

An example aligned with Universal Design for Learning

In groups, students will read two texts and watch a video about Michelangelo and the Sistine Chapel. Then write an essay or a report that explains what Michelangelo’s feelings were about his work, and why people now think his feelings were wrong. Provide evidence from at least two sources and add images. Select one digital tool of your choice to present the essay/report. (Podcast, Google Slides, Canva, Flipgrid, Adobe Spark, etc.)

Part 3: Triple E Framework

            Authentic Intellectual Work and Kolb’s Triple Es Framework are connected because of the similarity both frameworks share. They both allow instruction and learning to be authentic by incorporating the use of technology to actively engage students in learning, differentiate content that aids with comprehension, and equip students with skills and knowledge students can use and value beyond the classroom.

The example used above permits students to be engaged with technology which enhances their learning of the Sistine Chapel. The use of digital tools based on preferences supports differentiation and the skills and experiences from using the tools can be integrated into other content areas and applied in real-world situations.

 

References:

Gaer, S. & Reyes, K. ( 2022). Finally, Some Guidance! Using the Triple E Framework to Shape Technology Integration, Adult Literacy Education, 4 (3-34). https://files.eric.ed.gov/fulltext/EJ1370043.pdf

Fred M. Newmann, M. Bruce King, Dana L. Carmichael. (2007). Authentic Instruction & Assessment: Common Standards for Rigor and Relevance in Teaching Academic Standards. https://drive.google.com/file/d/1T9JNAZgLfKvXAX7JoaOJElkkZS5Xf-lp/view

Office of Educational Technology. (2017). A Call to Action for Closing the Digital Access, Design, and Use Divides: 2024 National Educational Technology Plan. Retrieved from https://tech.ed.gov/netp/

Swan, K., Hofer, M., & Swan, G. (2011). Examining Authentic Intellectual Work with a Historical Digital Documentary Inquiry Project in a Mandated State Testing Environment. Journal of Digital Learning in Teacher Education, 27(3), 115–122. https://doi-org.ezproxy.se.edu/10.1080/21532974.2011.10784666