EDUC 5313: Week 2

 

Part I

 

Authentic Intellectual Work consists of gaining and using knowledge in a more meaningful and original way. In the article, the authors summarize it as “construction of knowledge, through the use of disciplined inquiry, to produce discourse, products, or performances that have value beyond school (Newmann et al., 2007).” It is a way of approaching education with the goal of educating the student for every aspect of their life, not just their time in school. This is a contrast to the typical education practices in schools today. Students are expected to simply memorize information and comply with their teachers’ expectations, with a focus only on the information that is needed for testing and to accomplish educational standards. Authentic Intellectual Work will produce successful people, not just successful students.

 

The components of Authentic Intellectual Work the article introduces are not separate elements, but three intertwined aspects of gaining and using knowledge. Construction of Knowledge are the methods used to build insight and intelligence; it requires the use of soft skills like problem solving and creativity to make connections and grow knowledge, rather than a rote use of memorization and response. Disciplined Inquiry is the use of the knowledge that has been constructed to benefit both their academic life and their normal life. Utilizing information already gained, delving into subjects beyond surface level, and sharing their knowledge and collaborating with others allows the knowledge gained to be used. Finally, Value Beyond School is the utilization of all the knowledge and skills earned to benefit their entire life. Preparing students for the “real world” is just as important as preparing them for tests. Studies have found that employers greatly value soft skills like the ones Authentic Intellectual Work utilizes (Robles, 2012).

 

Ensuring that the education being received has value beyond school is very important in special education. The curriculum special education students receive is academically based like the rest of the school but incorporating life skills is very important as well. The teachers help the students to make the connections needed between the different components of school and life to make sure that they gain the skills they need to be successful once their formal education is complete.

 

Part II                             

 

The example of the Massachusetts Innovation Schools shared in the National Educational Technology Plan aligns well with the characteristics of Authentic Intellectual work. It was shared that the schools were able to individualize their learning strategies using varying innovations: things like schedules, curriculum, and instruction. This allows the students to follow their interests and have more opportunities for making intellectual connections that may not have happened in a traditional school setting. Some of the features of these schools mentioned were dual enrollment with colleges and universities, off campus learning opportunities, dual language immersion, and hands on learning. All this constructs knowledge, utilizes disciplined inquiry, and has value outside of school.

 

Part III

 

Of Kolb’s three Es (Engagement, Enhancement, and Extension), Enhancement is something that the Innovation schools provided. The flexibility provided for students to choose and individualize their learning allows them to add additional value to their education; through things like dual enrollments, hands on learning, and heading off campus to collaborate with and learn from community members. These opportunities allow for higher level thinking and for in-depth understanding of topics.

 

References:

Newmann, M., King, M., Carmichael, D. (2007). Authentic Instruction and Assessment. Iowa Department of Education.

 

Robles, M. (2012). Executive perceptions of the top 10 soft skills needed in today’s workplace. Business and Professional Communication Quarterly.

 

Reimagining the Role of Technology in Education: 2017 National Education Plan Update. (2017). U.S. Department of Education.

 

Kolb, L. (2020). Learning First, Technology Second in Practice. International Society for Technology in Education.