EDUC 5313 - Week 2 - Authentic Intellectual Work

This week, our Learning Technologies course asks us to describe and discuss Authentic Intellectual Work:

Authentic Intellectual Work (AIW) is purposeful. It's not busy-work that only teaches a concept, but instead is work that can put to use to actually complete a task or solve a problem. To me, this is what project-based-learning (PBL) should be. Traditional instruction has students learning concepts and practicing finding answers to problems that we already know the answers to. AIW and PBL are what students get to experience when they find, or are presented with a problem that they must develop a solution for - that we don't know the "correct" answer to yet. Students get to use their prior knowledge and research they perform to guide their solutions. They get to collaborate with others on the same problem so they can see multiple viewpoints and potential solution ideas to consider. Not only do they get to solve a REAL problem, but they get to socialize and collaborate on the solution with other students and professionals as they work.

Newman, King, & Charmichael (2007) describe Authentic Intellectual Work as having three major characteristics: Construction of Knowledge, Disciplined Inquiry, and Value Beyond School. Disciplined Inquiry resonates with me because I feel it contributes to the Construction of Knowledge and Value Beyond School. Disciplined Inquiry includes using what you already know and information you find to develop and communicate a solution to a problem. As more information is found and incorporated into the solution, the knowledge base is improved. If the problem truly is a real-world problem, the solution that is communicated has value beyond school.

In a study conducted by the Center on Organization and Restructuring of Schools (CORS) from 1990 to 1995, Newman et al, (2007) note that the use of Authentic Pedagogy increased math and social studies performance by 30 percentile points. In another study conducted in 1997 demonstrated a 30 to 56 percentile increase in test scores when Authentic Pedagogy was employed (Newman et al, 2007). Newman et al, (2007) noted gains regardless of gender, race, ethnicity, or socio-economic status. They also note the achievement gap between high and low socio-economic status students was decreased when authentic instruction was employed. Their major takeaway that really resonated with me was "the more teachers expect from students, the better the students' performance" (Newman, et al, 2007, p. 26).

I've always tried to have high expectations from all students - likely the result of teaching at Cornerstone Academy (CSA) for ten years. Jill Wright, our principal during my time at CSA, believed strongly that all children can achieve at high levels. We taught an all Pre-AP curriculum to ALL students - Special Education, 504, "regular", and Gifted & Talented (GT) students. Most of our GT students were on an accelerated track, but all students received instruction through projects that had very high expectations. After being away from CSA for four years, I feel I may have forgotten to maintain that higher level of expectation. This week's readings were a good reminder for me as we enter a new school year.

Authentic Intellectual Work in my Classroom

I hope to implement my CSA-level expectations more regularly in my classes, but especially in an upcoming project this year. This fall, my students will research various endangered species to determine what has caused them to have a decline in population. Students will select a specific species to focus their research on and they will attempt to find/develop solutions that may help increase the population of their selected species. After they develop their potential solution, they will share their ideas with their class and will post their solution to their digital portfolio. With their solutions posted digitally, their ideas will be available for others to view and potentially implement.

I hope to convince them to focus on local species so they may be able to implement their solutions. Rule notes that "science instruction should involve authentic tasks that address real-world problems encountered by scientists, allowing students to investigate problems in their own lives and communities (2006, p. 3)." However, with any project of this nature, having a choice is important. If it is their choice, they will be more likely to remain engaged and really put their heart into the research for a solution.

Throughout this project, students will use their district-provided Chromebooks to perform their research and will collaborate with other students on campus to develop solutions. The National Educational Technology Plan (NETP) wants all learners to "have engaging and empowering learning experiences in both formal and informal settings that prepare them to be active, creative, knowledgeable, and ethical participants in our globally connected society" (NETP, 2017). I feel that AIW and the expectations of the NETP merge nicely in this project. This project allows peer interaction, encourages persistence to develop a workable solution to a difficult challenge, includes sharing solutions on a digital platform so others may see and contribute to the solution, is a real-world challenge, has value beyond the classroom, and provides digital accommodations for students with learning challenges. Our campus has one of the highest populations of English Language Learners and also has one of the highest percentages of students that qualify for free and reduced-price meals. We are very fortunate in our district to have these resources available for all of our students!

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