• Save
Authentic Intellectual Work
Upcoming SlideShare
Loading in...5

Like this? Share it with your network


Authentic Intellectual Work

Uploaded on

Christchurch School Teaching Models

Christchurch School Teaching Models

More in: Education
  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
    Be the first to comment
No Downloads


Total Views
On Slideshare
From Embeds
Number of Embeds



Embeds 0

No embeds

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

    No notes for slide


  • 1. Authentic Intellectual Work  “construction of knowledge, through the use of disciplined inquiry, to produce discourse, products, or performances that have value beyond school” (Newmann et al, 2007, p. 3).  Instruction, Assignments, Assessments
  • 2. Objectives  Describe the components of authentic instruction  Describe the way to “score” instruction according to the rubric for instruction  Evaluate lessons using authentic instruction rubric  Construct daily lessons, where appropriate, incorporating components of authentic instruction
  • 3. What AIW means for Instruction Construction of •Higher Order Thinking Skills (HOTS) knowledge •Substantive Conversation (“cognitive complexity”/rigor) Disciplined inquiry •Deep Knowledge •Substantive Conversation (“cognitive complexity”/rigor) Value beyond •Connection to the world beyond the classroom school (“transfer” /relevance)
  • 4. Use of Rubrics  Common language  More explicit definition of characteristics for authentic instruction  Tools not prescriptions  Basis for collegiality (both for agreements and disagreements)  A planning tool
  • 5. Key Points for Instruction Rubric  Use only evidence observed during instruction  Consider grade-level expectations  Participation (all, almost all, most, many, some, a few)  Choosing between two scores
  • 6. HOTS  Does not place a value on level of Higher Order Thinking (evaluating is not scored higher than synthesizing)  Lower Order Thinking Skill if students are primarily reporting information (however they arrived at that information)
  • 7. Deep Knowledge  The complexity of the idea, skill, or concept  Does not necessarily mean level of student engagement  Can be indicated both by depth of teacher’s knowledge or depth of understanding students demonstrate
  • 8. Substantive Conversation  Classroom talk should build shared and coherent understanding through sustained conversation  Sustained is qualified as at least three consecutive interchanges  Interchanges must build on previous comments
  • 9. Value Beyond School  Value and meaning for the student beyond achieving success in school  3 primary ways to make connections to world  Address an actual problem of some contemporary significance  Build on students’ personal experiences to teach important concepts of discipline  Communicate knowledge to others beyond the classroom that assist or influence others
  • 10. Practice w/ Rubric  Seminar on Letter from Birmingham Jail  Individual Lessons  Groups of 2 or 3 with other members of your department
  • 11. So what . . .  “In short, the standards and rubrics should not be applied mechanistically, but used to provoke more careful discussion and shared understanding and the extent to which authentic intellectual work should be emphasized and what that will mean in a particular school, grade level, or subject” (p. 32).
  • 12. Plan for year  Models approach  Models schedule  Individual and Peer observations  Support and collegiality
  • 13. Models Approach - What to Consider  Skills or content to be learned  Learning objectives  purpose is to communicate to students expectations for lesson, unit, or course  observable and measurable student behavior  “Students will list from memory six different impacts of the Civil War on African Americans.”  “Students will evaluate the impact of the Civil War on African Americans in a well-constructed essay.”
  • 14. Models Approach - What to Consider  Teacher strengths  Certain models fit better within in our strengths but . . .  Needs of learners  Strengths and learning styles  Entering behaviors  Necessary scaffolding  Maturity  Types of assessment  Formative/Summative
  • 15. Direct Instruction  “. . . Direct instruction has a relatively solid empirical track record, getting consistent if modest effects” (Joyce, Weil, & Calhoun, 2009, p. 368).  Best uses tend to be procedural skills  Flexible framework  Used very frequently
  • 16. Direct Instruction  Identify the components of the lesson on authentic instruction rubric  Score the lesson in terms of AIW
  • 17. Models  8/18 - Direct Instruction  9/23 - Learning from Presentations/Seminar  10/28 - Inductive Learning/Structured Academic Controversy  12/9 - Concept Attainment/Debate  1/6 - Cooperative Learning - Jigsaw/STAD  2/10 Memorization/Synectics  3/24 Mastery Learning/Problem-Based Inquiry  4/7 Simulations/Teaching in Pairs
  • 18. Individual and Peer Observations  1 class observation of new teaching model and AIW during course of year  1 peer observation w/ follow-up comments
  • 19. Support and Collegiality  “Success in all this requires frequent critical, constructive, and collegial discussions among groups of teachers about the quality of and how to improve the lessons, assignments, and student work” (p. 84).