Chapter 2 -Intellectual Work in Practice
Intellectual Quality
What Counts as Intellectual Quality
Seven Intellectual Practices
Students engage with the key ideas and concepts of the discipline in ways that reflect how "experts" in the field think and reason
Students transform what they have learned into a different form for use in a new context or for a different audience
Students make a links between concrete knowledge and abstract theoretical knowledge
Students engage in substantive conversation
Students make connections between the spoken and written language of the subject and other discipline-related ways of making meaning
Students take a critical stance toward knowledge and information
Students use metalanguage in the context of learning about other things
engage in higher-order thinking and in disciplined and inquiry-oriented activity
construct their own understandings through participation in substantive conversations with others
transform and apply their learning in new contexts
take on new roles and relate school learning to real-world contexts
Developing Intellectual Practices (practices are not isolation from one another but as a cluster of practices and events that are likely to occur within a particular pedagogical approach)
Learning Through Apprenticeship
Apprenticeship learning in School
Learners participate in "rich" real-world like tasks
Thinking is make visible
Observation plays a key role: Learners are given opportunities to observe models of a task as a whole prior to attempting to execute it
Abstract tasks or tasks involving low-level skills are situated in authentic contexts, so that students understand the relevance of what they are doing
Learning is authentic and socially situated
learner can see relevant processes at work
Learning is collaborative and shared
A learner is shown how and helped to do. Once successful, teacher gradually hands over responsibility
Assessing Learning through Rich Tasks
problem based and require deep understanding
require knowledge related to more than one subject area
result in an end product that is for an audience broader than teacher
real world like settings
allow for end product to be open ended, complex, and authentic and take a variety of forms
require collection, organization, synthesis, and transformation of substantial amounts of information
students consider alternatives to problems and make connections with other learning
participate in substantive conversations and elaborated written and visual communction
Apprenticeship Learning and EL Learners
what students hear and what they learn is contextualized
group tasks = interacting with others, hear wider range of language, more interaction, hear similar ideas in different forms, more comfortable environment
learning about language in the context of using language
Makes thinking visible and from the explicit teaching
teaching at appropriate cognitive level