Week 2 Blog

Part 1 Authentic Intellectual Work is essential for growing skills in the classroom. In years past, students learned information simply because it was required, but students no longer see the intrinsic value of completing assignments. By introducing Authentic Intellectual Work, students can apply meaningful, real-world experiences in order to master skills. Students collaborate in discussions that aid in building upon prior knowledge and expand to transferring/receiving knowledge. Too many times in classrooms, we rely on rote memory with the example of multiple-choice answers for students to show mastery. We give students endless lists of information we expect them to retain, but no basis for why.

There are three components to AIW: Value Beyond School, Construction of Knowledge, and Disciplined Inquiry (AIW Institute, n.d.). More and more students see their time as valuable and need a justification for learning information. By connecting information to the real world and taking the time to begin at the foundation of the students’ skills, we will see significant progress in student learning. With Construction of Knowledge, teachers need to provide opportunities for students to engage in “. . . organizing, interpreting, evaluating, or synthesizing prior knowledge” (AIW Institute, n.d.). Giving students ample time to discuss open-ended questions segues into Disciplined Inquiry, which has three facets. Students will “. . . (1) use a prior knowledge base often grounded in academic or applied discipline, (2) strive for in-depth understanding rather than superficial awareness, and (3) develop and express their ideas and findings through elaborated communication” (AIW Institute, n.d.). As teachers, it is important for us to provide Authentic Intellectual Work learning experiences for our students. The students will receive a deeper understanding of the material because it’s not just rote memory. One of the most important skills that we have as educators is to teach students how to inquire. For them to learn to research. For them to question the status quo. We need to model this behavior in the classroom because they will need these skills in adulthood, such as job selections, retirement options, mortgages, and politics. According to a study conducted by AIW, “Students receiving the highest quality assignments [AIW-aligned assignments] scored from 30 to 56 percentiles higher than students of teachers who gave the lowest quality of assignments” (Newman, et al 2007).

As an English teacher, I have used AIW in my classroom. It is standard for all English classes to have students write essays, but I create an environment in which students are free to discuss assignments to generate more ideas. As an opener for an argumentative essay, we talk about what is going on in the world. We talk about topics that they hear on the news, social media, and their family discussions. The students are put into pairs, in which they decide who writes the pro and con of the argument. The students work together to research the topics. Together, they write independent but parallel essays and learn higher-level inquiry skills as they write evidence, counterarguments, and rebuttals.

Part 2 Under NEPT, it states as one of the principles of Universal Design for Learning that teachers should have multiple means of engagement for students (Office of Educational Technology, 2024). This particular principle is embedded in the system of the AIW Frameworks by finding multiple strategies to employ in lessons for students through various media outlets.

Going back to the aforementioned argumentative essay, students use different Google Docs to collaborate on their assignment. The students use the docs to make notes, share websites for citations, and another doc to peer review each other’s essays. Students then use their information to create a slideshow to display their arguments to present to the class. By using several modes of technology, targeted research, and discussions, the students are able to understand the fundamentals of arguments.

Part 3 There is a correlation between AIW Frameworks and Triple E Frameworks. Both blend seamlessly together and act as layers within a quality lesson for students. For example, the skills can be paired together: Triple E’s Enhancement and AIW’s Construction of Knowledge; Triple E’s Engagement and AIW’s Value Beyond School; Triple E’s Extension and Disciplined Inquiry. Kolb believes that if a student has connections to the material, the student will be more motivated, engaged, and see the value of the content that is being taught (Kolb, 2020) (AIW Institute, n.d.). My example of argumentative writing supports the Triple E by using student discussions for engagement, research for enhancement, and slideshows for enhancement (Kolb, 2020).

References

AIW Institute. (n.d.). Aiwinstitute.org. https://aiwinstitute.org/learn-more/the-framework

Gaer, S., & Reyes, K. (2022). Finally, Some Guidance! Using the Triple E Framework to Shape              Technology Integration. Adult Literacy Education: The International Journal of Literacy, Language, and Numeracy, 4(3), 34–40. https://doi.org/10.35847/sgaer.kreyes.4.3.34

Kolb, L. (2020, December 9). Triple E Framework. Triple E Framework. https://www.tripleeframework.com/

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