Week 2 Part 1, 2, and 3

 Part 1

“Authentic intellectual work involves original application of knowledge and skills, rather than just routine use of facts and procedures. It also entails careful study of the details of a particular problem and results in a product or presentation that has meaning beyond success in school” (Newmann et al., 2007). AIW maximizes rigor for student learning, increases student interest, teachers take an in-depth amount of time to teach true understanding of the material, and equips students with an in-depth understanding to think critically, apply their learning, and promotes higher level thinking.  AIW is a very different framework from traditional teaching styles.  Traditionally teaching designs create assignments to reproduce information in the form of multiple choice tests, spelling tests, and matching answers.  The AIW framework allows for high quality discussion and short answer questions to help students develop an in-depth understand and allow them to push their learning to the next level.

Authentic Intellectual Work is broken down into three sections: the construction of knowledge, disciplined inquiry, and value beyond school.


The Construction of Knowledge allows the learner to apply what they have learned to more complex problems.  It focuses on teaching the learner to take the knowledge they have attained and use it to organize, interpret, and evaluate to solve problems or answer questions.

Disciplined inquiry helps a student take their prior knowledge and look for a deeper understanding and express their thoughts through elements of communication.

Value Beyond School involves a teacher taking the AIW framework and using it to drive student learning by creating lessons that will help students gain meaning and significance outside of the classroom walls.


Many teachers shy away from the AIW model and want to continue traditional drill and practice to help students achieve high marks on standardized tests. The AIW framework allows teachers to help students develop the vocabulary at a level that integrates it into their daily lives necessary to achieve high marks on the standardized tests.


In a kindergarten classroom one of the standards is K.4.4 Explain how various community members including police officers, firefighters, soldiers, school personnel, business professionals, and medical personnel impact the student’s life. AIW framework would include a project on community helpers.  The students will research different community helpers in their town.  They will conduct interviews with community helpers such as police officers, fire fighters, dental hygienists, etc. The teacher will facilitate a group discussion on how each of the community helpers play an important role in their town.  This lesson gives them a hands-on opportunity to develop a true understanding that relates directly to their lives.


Part 2:

There are 4 guiding principles that aim at helping the U.S. Department of Education and the U.S. Department of Health and Human Services meet its goal that all children in every community and at every socioeconomic level have equitable access to appropriate technology in early learning settings and that technology is used responsibly with young children.  These principals are technology–when used appropriately–can be a tool for learning, technology should be used to increase access to learning opportunities for all children, technology may be used to strengthen relationships among parents, families, early educators, and young children, technology is more effective for learning when adults and peers interact and co-view with young children.  The AIW framework has a direct correlation with this goal.  Both aim at reaching every child, at every level, in every community.  AIW allows teachers to create meaningful lessons that help the students make real life connections with the material they are learning.  This is also directly related to the 2 departments guiding principles, because technology should never take the place of real world experiences or real life connections. We know that unstructured play time is the most valuable activity for brain development and technology should never take its place.


Part 3:

Korb’s portion of the Triple E framework that focuses on engagement stresses the importance of creating an engaging activity that captures the interest of the learner.  This is very similar to the AIW framework.  They both have educators structure lessons or activities that encourage the learner to create a connection, and the best way to do this is to have the learner create a real world connection or experience to the lesson. The community helper lesson described above allows the student to create a real world connection by interviewing community helpers.  The students will see community helpers from their own town, quite possibly people that they know, and it will help them make a lasting connection to the lesson.


Korb, L. (2020, December 9). Triple E Framework. Triple E Framework. 

https://www.tripleeframework.com/


Early Learning and Educational Technology Policy Brief. 

(n.d.). Office of Educational Technology. 

https://tech.ed.gov/earlylearning/


authentic-instruction-assessment-bluebook(1).pdf. (2019). 

authentic-instruction-assessment-bluebook(1).pdf. 

Google Docs. 

https://drive.google.com/file/d/1T9JNAZgLfKvXAX7Joa

OJElkkZS5Xf-lp/view?usp=drivesdk


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