Week 2

 Authentic Intellectual Work is focused on students accessing a deep connection to the learning happening in the classroom. This is centered around construction of knowledge, disciplined inquiry, and application into the real world. This is very different from a typical classroom. In my experience in a math classroom specifically, the teacher says what we are learning, has us take notes on the topic, we do an example together and then we have time to do some on our own. The problems we are working on are just skill and drill types and there is little conversation about what the variables or numbers mean in these situations, let alone how this applies to our lives. Now that I am teaching math myself, I am using a problem based curriculum. This curriculum is focused on authentic intellectual work. Students are given a problem that could easily be translated to their real lives, and they have to work on how to come up with strategies or a solution on their own. They are encouraged to productively struggle through difficult tasks. This deepens students' understanding because they are investigating concepts before even taught them. They are able to build this understanding in new ways, which helps them retain the knowledge even better.

In this activity, students plan a class pizza party by creating a proposal that uses algebraic reasoning and real-world problem solving. They begin by defining variables to represent quantities such as the number of pizzas, drinks, or toppings, and then write equations and inequalities to stay within a set budget. Using technology, students research local pizzerias online to compare prices, delivery fees, and menu options. They input their data into a spreadsheet or graphing tool to organize and analyze their findings. This allows them to adjust their plan and visualize how changes in cost or quantity affect the total price. Students then present their final proposal, justifying their mathematical decisions and showing how they optimized their spending. The activity supports Universal Design for Learning by offering choices in how students research, calculate, and present their work—such as creating a slide deck, written report, or video pitch. It also provides multiple means of engagement by connecting algebra to a fun, relevant real-life scenario. Overall, the project encourages authentic intellectual work by asking students to apply equations and inequalities to a meaningful, practical context beyond the classroom. It also is very open ended, so groups of students can come up with very different types of proposals. This will help students discuss cross-groupings about the reasoning they did or decisions they made.

The connection I see between the Authentic Intellectual Work Framework and Kolb's Triple E Framework is the enhancement portion. Both frameworks are looking for students to deepen their understanding in a stronger foundation than what is typically taught in average classrooms. Instead of teachers lecturing and students regurgitating, students have more autonomy through technology, investigation and analysis.