Blog Post 2: The AIW Framework

 Part 1:

The nature of Authentic Intellectual Work, also known as AIW, involves the original construct and application of an individual’s combined knowledge and skills. This should not be confused with traditional approaches to instruction and assessment. The AIW Framework does not constitute routine use of facts and procedural knowledge but goes beyond. For example, Authentic Intellectual Work embodies a desire to have success in school but also includes careful studies of a specific topic.

There is a convincing relationship between teaching and learning within the AIW Framework. The criteria for the framework is as follows:

1.   Construction of Knowledge

2.   Disciplined Inquiry

3.   Value Beyond School

There is considerable evidence from various research that expresses how the criteria, Value Beyond School, is vital. According to Newmann et al., (2007) the value beyond school criterion is vital due to the fact that if a student does not see the point, the value, they are less likely to use that knowledge beyond the school building. In other words, the information learned will not likely be retained once said student is in the real world.

I teach Biology and I frequently have my students incorporate a lot of models and modeling strategies into their work. Modeling is part of the Authentic Intellectual Work Framework. For instance, students look at data of the buffalo population in the Serengeti over the years and are asked why the population has changed so drastically. The students are asked to create a model to represent this information. The model is serving the purpose of constructing knowledge and disciplined inquiry under the AIW Framework. Students are trying to determine a reason as to why there is such a drastic change. This lesson pairs up with Value Beyond School because many students care about animals and will want to know why the population numbers are changing so much.

Part 2:

Although the NETP is not entirely connected to the Authentic Intellectual Work Framework there are still many similarities and opportunities for connection. For instance, within the first section “Learning: Engaging and Empowering Learning Through Technology” there is the subsection, Fostering Growth Mindset Technology Based Programs to Fuel Student Achievement. This subsection describes that when incorporating technology can personalize learning for students and make it more relevant and appealing for participants (Office of Educational Technology, 2017). A major example of this is project-based learning, also known as PBL. These are authentically based problems that can bring in content knowledge from many subjects thus helping students across the board with regards to the AIW Framework.

Part 3:

The Triple E framework is comprised of Engagement, Enhancement, and Extension. There is a strong connection between all three and the AIW Framework; however, the enhancement component and the AIW framework are what is going to be discussed. Lessons can be enriched dramatically through the use of technology. Technology can support learning at a higher cognitive level and also add in scaffolding and other supports as well (Kolb, 2020). This fits in with the Authentic Intellectual Work Framework criteria of Construction of Knowledge and Disciplined Inquiry. Technology enhancement like Google Earth can support high-level thinking for image processing and in turn construction of new knowledge for the participant (Kolb, 2020).

 

References:

Kolb, L. (2020). Learning first, technology second in Practice: New strategies, research and tools for student success. International Society for Technology in Education

Newmann, F. M., King, M. B., & Carmichael, D. L. (2007). Authentic instruction and assessment: Common standards for rigor and relevance in teaching academic subjects. Prepared for the Iowa Department of Education.

Reimagining the Role of Technology in Education. Office of Educational Technology. (2020, October 23). http://tech.ed.gov./.