The document discusses authentic intellectual work (AIW) in education, which involves constructing knowledge through disciplined inquiry that has value beyond school. It describes components of authentic instruction like higher-order thinking skills, deep knowledge, and value beyond the classroom. Models for incorporating authentic instruction into lessons are provided, along with rubrics and guidelines for observation and support among teachers.

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).