Week 2 Blog
Week 2 Blog: Authentic Intellectual Work, the Digital Divide, and Triple E Framework
Part 1: Authentic Intellectual Work/ Authentic Instruction & Assessment
Authentic intellectual work comes from developing your own original teaching methods and strategies to engage students in a lesson. When a teacher personalizes content to relate to students' interests and build on their previous knowledge, students can place more value on the lesson, making it a lasting learning experience. Once students engage in the lesson, they should be able to construct their own knowledge and help develop their understanding by communicating ideas and information with their peers. If the lesson captures their attention enough, it can make a lasting impression on student recall.
This is different from traditional approaches of just going by the book lesson and worksheets that do not put the personal interest of the student first. Also, books are more of a guideline of what information should be included in the lesson, and they work well for beginning teachers.
The three components of Authentic Intellectual work are the construction of knowledge, disciplined inquiry, and value beyond the classroom. The purpose of the construction of knowledge is to encourage students to make meaningful connections with their learning. In order for students to gain a deeper knowledge of content, they must use disciplined inquiry to communicate ideas clearly. Finally, giving students value beyond the classroom gives students a purpose for a real-world application of how the lesson is relevant and meaningful to their personal benefit.
My thoughts on chapter 2, this section is over the research on instruction and how it affects student achievement. They are comparing teachers who instruct with AIW versus traditional teaching methods. Through the text it says, “Combining results from several studies, research showed that students who experience high levels of instruction and assessment that promoted AIW scored higher than students who experienced lower levels of instruction and assessment directed toward AIW” (Newmann, Fred M. 2007. P. 16) It seems that socioeconomics did not have any merit on the impact of AIW based instruction. The study also challenges the traditional emphasis on the identification of “best practices,” demonstrating that no specific approach guarantees authentic learning. Make a lesson that students can relate to, and they will be more vested in the learning process.
My students' all-time favorite lesson is our Water Bottle Rocket project that I apply AIW. Students learn by applying Newton's Laws of motion to collect data and use digital tools to examine the results of the experiment. Students construct their knowledge by understanding the laws of physics concepts, apply disciplined inquiry by testing and modifying rocket design, and gain a value beyond the classroom to mirror a real-world experience of aerospace engineering, problem solving, teamwork, and creativity.
Part 2: 2024 National Education Technology Plan Update
The use of student technology is relatively new to our high school. Laptops were only made available to each student post the COVID-19 pandemic. In the 2024 NETP “Digital Use Divide," it discusses that it is not enough to have devices available, but whether students are using them in a meaningful way as a learning tool. “The plan specifies that students need to be exposed to technology as transformative, active, creative, and critically thoughtful” (NETP. 2024. P.10). Although AIW and NETP are not explicitly connected, they both support in using technology to excel deeper understanding, real-world applications, and produce work beyond using it non-academically.
The purpose of Universal Design for Learning is to bridge the gap between the Digital Use Divide by allowing students multiple means to access and engage with content and communicate their understanding. As stated in the UDL framework, “this includes providing choices, connecting learning to real-world relevance, and using various tools and media” (CAST, 2024). In relation to my science class, my students practice Newton’s Laws in a Water Bottle Rocket Project, where they design and construct a rocket, launch and collect data, video, and then analyze data and share results with their peers using digital devices. This project is a great opportunity for students to engage with technology in a meaningful and real-world experience for learning.
I think that if we use the framework outlined by UDL that it can help improve AIW to use technology to support students' knowledge, and this can be important to closing the gap between the Digital Use Divide of the classroom.
Part 3: Triple E Framework
As I have stated, my Water Bottle Project is a class favorite and is a true example of authentic learning that promotes critical thinking and a real-world connection that encompasses Kolb’s Triple E framework. I have modified this lesson over the years to best support my students by creating my own customized Google Doc that outlines a complete lab report. It is structured, beginning with vocabulary pre-lab and inquiry questions for background knowledge. I have included a diagram of a rocket launch for which students identify the location of terminology. I also provide data charts where students record their observations, analyze their results, and ask reflection questions to help summarize their learning. Students will then use their laptops to demonstrate their understanding, supporting the Digital Use divide and exemplifying the principles of UDL by encouraging multiple ways for students to present their understanding through presentation.
References
CAST (2024). Universal Design for Learning Guidelines version 3.0. Retrieved from https://udlguidelines.cast.org
Newmann, F. M., King, M. B., & Carmichael, D. L. (2007). Authentic instruction and assessment: Common standards for rigor and relevance. Des Moines, IA: Iowa Department of Education.
U.S. Department of Education, Office of Educational Technology. (2024). *National Education Technology Plan: A call to action for closing the digital use divide*. https://tech.ed.gov/netp/
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Jessica,
ReplyDeleteYour water bottle activity sounds like so much fun! I love how it allows students to modify their rockets and try new things. Sometimes I feel that this aspect of learning is lost in the classroom. As a math teacher, I see many students who come in thinking they must get everything right on the first attempt. While I wish that were the case, it's not the expectation. I want my students to learn from their mistakes and improve.
Jessica,
ReplyDeleteI love how you have scaffolded your water bottle activity to help support your children. In this way you have fulfilled the ISTE 2.6 standard for educators. I have seen the water bottle activity done on television. While I understand that students are learning important critical thinking and analysis skill that are important in real-world scenarios. I wonder, do you feel that students are able to translate the information learned to how Newton's Law works outside of the experiment? Maybe an additional extend assignment could be to have students write a short paragraph giving an example of Newton's Law outside of the classroom. Overall, great job on your blog!
Source
International Society for Technology (2021). ISTE STANDARDS. https://www.iste.org/standards
Jesseca Brown
Your blog, for 2 weeks, I enjoyed you discussing how authentic intellectual work comes from your original work and asking students to participate in your lesson plan. I also liked what you said about the differences between traditional teaching methods and this one. It attracts students' attention and ensures that students are more attentive and interested in this teaching style.
ReplyDelete