Will you really use these skills in the real world?

As a teacher I have heard a thousand times from parents and students alike, will they ever really use this math in the real world? The answer isn’t a simple yes or no answer. They may never need to borrow from a whole number to create a fraction they can subtract from, but they will need to apply problem solving strategies and multiple skills they have learned throughout their life. 

When I teach students new math problems I teach them the steps then step back and let them see if they can solve a problem with all the steps without assistance. This is not something my students typically come in being able to accomplish. It frustrates them the first time I put that three step problem on the board and say okay solve this, but when they solve that first problem it opens a whole new world for the students giving them the gift of problem solving and using known knowledge to create solutions. They will then color code each step they have learned to share with a small group how they have solved the problem. 

            This is an example of the beginning of Authentic Intellectual Work. Authentic intellectual Work is different from traditional learning in that is in not focused on standards and test but on students learning skills they can apply outside of the classroom, going beyond students’ ability to learn information (Newmann, F. M., King, M. B., & Carmichael, D. L. 2007).  To be true Authentic Intellectual Work it must include three areas prior knowledge base, in-depth understanding, and elaborated communication (Newmann, F. M., King, M. B., & Carmichael, D. L. 2007).  Prior knowledge base means using the information students have acquired over time such as math facts, vocabulary words, historical events, concepts, etc.. In-depth understanding means understanding how they came to this solution, more than just being able to reproduce the scenario but to be able to apply this knowledge to other problems. Elaborated communication means being able to communicate how you came to the solution. 

            The research backs teaching through Authentic Intellectual Work. A study from in Newmann, F. M., King, M. B., & Carmichael, D. L. (2007) studies 46 Chicago schools. The study included two teachers of language arts and math in 3rd, 6th, and 8th grade.  The students were given the Iowa Test of Basic Skills. The study found that students who received high quality Authentic Intellectual Work scored 40% more than those who receive low quality assignments and 20% higher than those who received basic instruction.  

Now what does this have to do with technology? According to the ____ a study found that 41,000 6th- 12th graders in the United States used technology 84% of the time for taking test and quizzes. Just like students need to learn through Authentic Intellectual Work in other subjects’ technology is the same.  A great way to accomplish this is the fold low the Universal Design for learning which strives to provide a diverse learning experience for all students. A great example of using these three categories to teach through Authentic Intellectual Work is given in the ______ document. The teacher, Ms. Ramirez created a technology lesson that hit the three components of Authentic Intellectual Work.  She created a unit that helped students discover and show their understanding. She gave the students the question, “How can we protect and sustain out planet’s diverse ecosystem? “ (p. 51). Ms. Ramirez used a previous learning to help engage the students (Prior knowledge base). Then used technology to allow students to understand the content. They were able to pick their technology, some picked a360 degree virtual tour while others listened to a narrative podcast, depending on their needs and preferences as defined in the Universal Design (in-depth understanding).  She then had the students show what they knew by various methods. They could choose from things like multimedia presentations, podcasts, written reports, or clay models again embracing the diversity of her students through the Universal Design (elaborated communication).  This project also meets the areas of the Triple E Framework (2020). It engages students by allowing them to use exciting technology to learn about a new topic. It Enhances their learning by allowing them to experience places they may not be able to without technology. It also extends learning when they chose what to create to show what they had learned. Showing what they have learned with technology is something they can use in their lives outside of school. 

 

Reference 

Kolb, L. (2020). Triple E framework. https://www.tripleeframework.com

Newmann, F. M., King, M. B., & Carmichael, D. L. (2007). Authentic instruction and assessment: Common standards for rigor and relevance in teaching academic subjects. State of Iowa Department of Education. https://drive.google.com/file/d/1T9JNAZgLfKvXAX7JoaOJElkkZS5Xf-lp/view

Office of Educational Technology. (2024). A call to action to close the technology access, design, and use divides: National educational technology plan. U.S. Department of Education. https://tech.ed.gov/files/2024/01/NETP24.pdf

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