Date:

10/26/16

Name:
Devon Hundley

Class/Subject:
EDTL 2760: Introduction to the Teaching of Social Studies
Topic or Chapter

Newmann, F.M., & Wehlage, G.G. (1993). Five standards of authentic instruction. Educational Leadership, 50 (7),
8-12.
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#1

The Text Says

I Say

Unfortunately, even the most innovative activities--

This is a significant point to remember because no matter

---can be implemented in ways that undermine

how engaging an activity is, there needs to be a take-home

meaningful learning, unless they are guided by

aspect for the students.

substantive, worthwhile educational ends (para. 1).

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To define authentic achievement more precisely, we

These are excellent criteria to base authentic achievement

rely on three criteria that are consistent with major

on. These could be used in an subject too.

proposals in the restructuring movement:1 (1) students

construct meaning and produce knowledge, (2)
students use disciplined inquiry to construct meaning,
and (3) students aim their work toward production of
discourse, products, and performances that have value
or meaning beyond success in school2(para. 2).
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While there has been much recent attention to

Quality of instruction is a significant aspect that is

standards for curriculum and for assessment, public

necessary for students to learn. No matter how great the

and professional discussion of standards for

material is set up, if teachers are not of higher quality, they

instruction tends to focus on procedural and technical

will not be effective.

aspects, with little attention to more fundamental

standards of quality (para. 3).
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Is achievement more likely to be authentic when the

This is a valuable question that needs to be studied. Varied

length of class periods varies, when teachers teach in

instruction could benefit some students and not others.

teams, when students participate in hands-on

Overall though, if the quality of instruction is not present

activities, or when students spend time in cooperative

and substantive conversation is not happening, these various

groups, museums, or on-the-job apprenticeships

class options might not be helpful

(para. 3)

Connections:
1) 1. Often the work students do does not allow them to use their minds well. 2. The work has no intrinsic
meaning or value to students beyond achieving success in school (para. 4). These points are very much
related to blog 6. If essential questions were being used to help the students find a deeper understanding
of the standards, there would be more critical thinking in the classroom. This in turn would also provide
more substantive conversation in the classroom. More opinions would be expressed when authentic

instruction and essential questions are integrated into the classroom. Essential questions would also help
students to make connections between events and how they impact their lives and the world.