Summary
Contents
Subject index
Build teacher capacity to promote students’ authentic intellectual work In spite of numerous reforms to improve rigor and relevance in the classroom, our schools have been slow to change. This work provides • A research-validated, field-tested framework that can be applied across grades and disciplines • A powerful professional learning component that emphasizes teacher collaboration • Detailed examples of lessons, assignments, assessment tasks, and student work Backed by over 20 years of research, the Authentic Intellectual Work (AIW) framework helps school-based teams improve the quality of instruction, assessment, and curriculum for higher and more equitable student learning. “Newmann and colleagues offer a refreshing approach to research and professional development, which deeply honors teachers’ critical inquiry and collaboration. Thanks to their insights, educators finally have a framework for promoting rigor and relevance across all grades and subjects. Those who join this journey will reap the rewards of increased teacher engagement and improved student learning.” Linda Darling-Hammond, Charles E. Ducommun Professor of Education Stanford University “Authentic Intellectual Work enables educators to overcome challenges to Common Core implementation. Newmann, Carmichael, and King explain how the AIW approach builds the culture of collaboration and trust required for successful school reform. Importantly, they show how collective professional development among teachers and school leaders can enhance educators’ learning and practice, leading to more equitable student outcomes.” Greg Anrig, Senior Fellow The Century Foundation
Construction of Knowledge
Construction of Knowledge
Overview
For many teachers, student thinking is fundamental to their pedagogy, and yet there are numerous interpretations, without consensus about what high-quality thinking looks like. The Authentic Intellectual Work (AIW) standard for construction of knowledge provides a definition of higher-level thinking useful to teachers of different grade levels and disciplines. Construction of knowledge is broadly determined by examining the degree to which teachers ask students to organize, interpret, analyze, synthesize, or evaluate information. Common applications include thinking about a concept, procedure, or problem, rather than retrieving or reporting information as previously given, or repeatedly applying previously learned procedures, facts, or definitions. A key distinction between our conception and other discussions of higher order thinking is that we emphasize that demands ...
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