Creating Meaningful Learning Through AIW

Authentic Intellectual Work

The nature of Authentic Intellectual work is to provide students with instruction and assignments that are accurate, meaningful and significant to  students. In my experience, this truly differs from traditional instruction and assignments. Traditional approaches involve students providing instruction based on a test, or rushing through lessons, so they can finish a curriculum map. For example, in Newmann, King, & Carmichael, (2007) it states “Compared to the work of students in school, which often seems contrived and superficial, the intellectual accomplishments of adults in diverse fields seem more meaningful.” The work being done in schools is considered artificial and purposeless. The AIW framework hopes to change that ensuring instruction and assignments have purpose. The components of AIW build upon each other, and work together to create a unified whole, they include construction of knowledge, inquiry, and post-grad importance. 

One component that stuck out to me was the focus on and significance of disciplined inquiry. Disciplined inquiry allows students to work towards an in-depth understanding of topics. It creates a more purposeful approach to instruction and assignments because it is not surface-level, this component is the key to authentic intellectual work. In Newmann, King, & Carmichael, (2007) they conducted several studies in schools, taking assignments students completed with challenging work and from students whose teachers were not participating in the study. In Newmann, King, & Carmichael, (2007) the results were as follows “Students receiving higher quality assignments gained about 20% more in basic skills than the Chicago average gain and almost 40% more than students receiving the lowest quality assignments.” When presented with authentic intellectual work, students' skill levels were strengthened and improved. This exemplifies how creating meaningful instruction using this framework, can enhance student ability. 

An example of intellectual work in an ELA classroom is the build up to a socratic seminar. A socratic seminar is a student-led discussion. What I do is have students vote to pick the topic, teach them how to create their own discussion questions, decide what questions they truly want to have about this topic, and show them how to lead a discussion that is productive. Eventually, the end goal is that students can create their own questions that can efficiently and effectively guide a discussion, or seminar. 

National Ed Tech Plan Update

In the Office of Educational Technology (2024), the “Digital Use Divide” section says “Implement feedback mechanisms that empower students to become co-designers of learning experiences” as an opportunity for connection technology integration and authentic learning. This means educators should create regular possibilities for students to share input, reflect on their learning, and help shape classroom activities and teaching strategies (being active participants in their learning). This connects to AIW because one of the main aspirations is to have students meet their goals by being actively engaged through collaboration with peers/the world around them. By having them be co-designers, students are immersed in the instruction, and assignment process.

AIW + Triple E Framework 

A connection I noticed between the Triple E framework and AIW is both of their attempts to ensure students are engaged in meeting learning goals through instruction and assignments are authentic and meaningful. The AIW ensures this through inquiry, aspiring to have kids obtain an in-depth understanding of material and be actively engaged in meeting their goals through collaboration. The Triple E framework “Engagement, Enhancement, and Extension” truly emulates this, although in different ways, it strives to have students be active participants in their learning. For example, in Gaer, & Reyes,(2022) it states “Engagement occurs when students actively participate in social learning activities ... .Enhancement is accomplished when students learn better through use of a technology tool…Extension is students’ technology use outside the classroom.” This shows students are active in their learning because they are collaborating, interacting, and utilizing technology to examine ideas instead of passively tuning in. It is meaningful because technology assists students in deepening their understanding, connecting to real-life, and learning beyond the classroom. 

References: 

Gaer, S., & Reyes, K. (2022). Finally, some guidance! Using the Triple E Framework to shape technology integration. Adult Literacy Education, 4(3), 3–34. 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. https://drive.google.com/file/d/1T9JNAZgLfKvXAX7JoaOJElkkZS5Xf-lp/view

Office of Educational Technology. (2024). A call to action to close the technology access, design, and use divides: National educational technology plan (NETP 2024). U.S. Department of Education. NETP2024.pdf.