EDUC 5313 Week 2
For this week's entry, I will dive into the components and an example of Authentic Intellectual Work. I will also compare it with other widely accepted theories in education.
Authentic Intellectual Work (AIW) encompasses learning activities that engage students in exploring real-world problems or scenarios, inspiring them to ask inquiry-based questions, engage in higher-order thinking, and communicate their understanding through creative problem-solving (Newman et al., 2007). Unlike the traditional method of memorization of facts in order to pass a test that you and I went through school with, AIW encourages students to construct personal meaning on a topic and then construct that meaning into something relevant to the world around them.
AIW includes three core components:
- Construction of Knowledge - Students interpret information rather than recall facts. This "involves organizing, interpreting, evaluating, or synthesizing prior knowledge to solve new problems" (Newmann et al., 2007).
- Disciplined Inquiry - Students ask meaningful questions, use the evidence they have constructed, and communicate that evidence clearly.
- Value Beyond School - This involves three criteria: "construction of knowledge, through disciplined inquiry, to produce discourse, products, and performances that have meaning beyond success in school" (Newmann et al., 2007). The work must have a practical application in the real world.
Research by Newmann, King, and Carmichael (2007) supports the effectiveness of AIW. The results show that students in classrooms focused on knowledge construction perform better on standardized assessments than those in classrooms that employ traditional instructional approaches. Constructing knowledge leads to deeper understanding, motivation, and the ability to transfer learning across situations and contexts.
For many modern-day educators, AIW appears very similar to problem-based learning. Students investigate, research, and present their understanding in a real-world scenario. A recent project in my third-grade classroom involved students designing and operating their own "Taco Truck." Students used their prior knowledge of food trucks to create a list of questions to ask during a class-wide Google Meet I set up with an actual taco truck owner. Based on their notes, they had to design their own truck complete with ingredient lists, menus, and marketing ideas. They had to research online the cost of ingredients at local grocery stores to set the prices of items on the menu. Some students had to make revisions to their menu and ingredient list to stay within the budget I set for them. We then took turns being the operators and customers of the food trucks in order to practice adding up orders and giving out the correct change. All the skills my students will need as they grow into adulthood. AIW is a fantastic way to combine inquiry-based learning with real-life skills, and they had a lot of FUN!
Authentic Instructional Work pairs very well with the Kolbe Triple Framework for instruction (Kolbe 2020). All three of the components of AIW, Construction of Knowledge, Disciplined Inquiry, and Value Beyond School, can be accomplished through the Engage, Enhance, and Extend use of technology created by Kolbe. In my previous example of a taco truck, students used their prior knowledge of food trucks to create the questions to ask the taco truck owner virtually. I found the concept of a virtual meeting is still new enough to spark their interest and engage them in the project. By researching the ingredient costs online, the students' learning is enhanced as they design their menus. The students' learning is then extended into a life skill by the process of taking orders and giving back change to a customer. Again, this activity is the perfect way for my students to be successful at a variety of state standards without even knowing they are learning. They just think they are having FUN!
Newmann, F. M., Carmichael, D. L., & King, M. Bruce. (2016). Authentic Intellectual Work: Improving Teaching for Rigorous Learning. https://doi.org/10.4135/9781506322308
Hi Shelly! Your “Taco Truck” project is a fantastic example of AIW in action. It shows how students engage in real-world problem-solving by asking authentic questions, researching costs, and applying math skills in a practical context. I love how this project naturally integrates inquiry, technology, and life skills, making learning relevant and fun. It reminds me of Jessica’s nature walk and community helpers projects, where technology and authentic tasks combine to deepen understanding and connect school learning to students’ lives.
ReplyDeleteThis is Cecelia Vigil from class by the way!
DeleteThank you for such an engaging and well-articulated post! You did an excellent job breaking down the key components of Authentic Intellectual Work and connecting them to both the research and real-world classroom application. Your example of the Taco Truck project is such a rich and inspiring illustration of AIW in action—it’s hands-on, student-centered, and packed with authentic learning opportunities that clearly meet multiple academic standards.
ReplyDeleteWhat I especially appreciate is how your project naturally incorporated all three components of AIW: students were constructing knowledge by researching and organizing real-world data, engaging in disciplined inquiry through their questioning and iterative revisions, and clearly creating work with value beyond school by practicing budgeting, decision-making, and communication skills. These are the types of experiences that stick with students and truly prepare them for life beyond the classroom.
Hello Shelly! Big fan of problem-based learning here! I think many students are problem-solvers at heart, and it's such a great skill for them to learn. Being able to deconstruct an issue, apply possible solutions, and engage in trial-and-error is a great way to get them engaged. I love your taco truck idea! And I love that it was such a practical, real-world application of skills! My students do project-based learning and many of their assignments are like this. They really get into the real-world stuff and many of them get so creative with their ideas! It gets them out of the classroom and allows them to interact with the world.
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