Authentic Instruction

 Authentic Instruction

Authentic instruction refers to an approach to student learning that is rooted in personal meaning.  It is learning that is relevant and valuable beyond academics and requires the student to take an active role in the learning process.  The goal of authentic instruction is to equip students with the tools necessary to take on a variety of complex challenges; tools that will help them achieve success in their future work, communities, and families. 

               In 2007, Fred M. Newmann, M. Bruce King, and Dana L. Carmichael developed a framework for Authentic Intellectual Work that focused on increasing educational rigor and relevance.  Their research and educational standards are found in Authentic Instruction and Assessment.  This framework differs from traditional educational methods in several ways.  There is an increase in expectations for both the quality of student work and the level of student interest.  Greater communication and stronger relationships between students and educators are also expected.  There is also increased support for educators and more freedom for in-depth learning and instruction.

               There are three main components of authentic instruction, the first of which is construction of knowledge.  Students are expected to develop higher order thinking skills and knowledge that is applicable to their everyday lives, through hands on experiences.  Another component involves disciplined inquiry, leading students to a deeper understanding of concepts.  This is the knowledge gained as a student works to identify and solve problems in creative and meaningful ways.  Disciplined inquiry is also relevant as the student presents his or her findings.  The final component is value, which should extend beyond school, serving the student through multiple, real-world applications.

               In Authentic Instruction and Assessment, we find an example of a student’s Authentic Intellectual Work in a position paper in which they state their opinion on a controversial topic (2007, p.9).  The student identifies a problem, conducts research to determine their own opinion regarding the topic, and then presents their work in a paper, using empirical evidence to support their stance.  As a dance instructor, I think an additional component of this work could extend to the arts and integrate the use of technology.  The arts are rooted in feelings and have the power to influence others.  Asking the students to create a piece of art to stand alongside their position paper could be a meaningful way to present their stance.  This could vary from visual to performance art and might include paintings, dance, music composition, sculpture, or poetry.  Students could utilize technology both in creation and presentation of their art component.

National Education Technology Plan

               While the National Education Technology Plan (NETP) does not specifically address Authentic Intellectual Work, it does address the transformation of learning through enhanced relationships, new approaches, and a focus on collaboration and accessibility.  The NETP’s plan, Reimagining the Role of Technology in Education, states their goal is for “all learners to have engaging and empowering learning experiences in both formal and informal settings that prepare them to be active, creative, knowledgeable, and ethical participants in our globally connected society” (2017, p. 13).  These goals directly correlate with the goals of Authentic Intellectual Work. 

               One example outlined in the NETP plan is found in virtual role-playing simulations where students can test actions and reactions to gauge the response of others.  This allows the student to explore social interactions in a safe and anonymous environment, and work to develop social skills and confidence.  This mirrors the work outlined in our authenticity guide as the student takes the initiative to identify and solve problems that are meaningful to them.

Triple E Framework

               As we learned last week, the three characteristics of Liz Kolb’s Triple E Framework include engagement, enhancement, and extension.  It seems clear that these three educational frameworks, while focused on differing aspects of education, are all similar in theme.  All three plans seek to increase student engagement beyond a superficial level.  They seek to enhance the student experience through hands-on learning, stronger relationships with their peers and their educators, and a deeper understanding of knowledge gained.  Finally, all three frameworks seek to extend beyond the school day, working to build valuable life skills that are purposeful and relevant. 

References

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

Newmann, F.M., King, M.B., & Carmichael, D.L.  (2007).  Authentic instruction and assessment.  Iowa Department of Education. 

Office of Educational Technology.  (2017, January).  Reimagining the role of technology in education: 2017 national education technology plan update.  U.S. Department of Education.  https://tech.ed.gov/files/2017/01/NETP17.pdf