Educational research is full of studies attempting to detail what students need to learn. Authentic Intellectual Work (as discussed previously) makes the argument that students are most successful when its four key components are in use. These include construction of knowledge, disciplined inquiry, value beyond school, and student-centered. Numerous studies support this. In fact, Authentic Intellectual Work (AIW) can create a sense of equity for learners (Gaer & Reyes, 2022), and its use can better prepare students for the real world.
While no single practice or set of practices have been shown to be most effective for varied intellectual outcomes, AIW encompasses very important parts of the neuroscience of learning. In How People Learn II: Learners, Contexts, and Cultures, the authors note that an array of cognitive processes must coordinate for learning to occur. They describe the interconnectedness and bidirectionality of metacognition, executive function, and self-regulation (see visual below). Metacognition is roughly the idea of knowing what we know about our own brain. Executive function is described as those overlying or higher level cognitive processes, such as inhibition, working memory, and sustained attention. Self-regulation might be thought of as how receptive your brain and body are to learning, and the ability to make adjustments as necessary.
The authors also refer to the importance of memory and its capacity. Memory involves three main types: short-term memory, working memory, and long-term memory. Short-term memory is not described within these cited texts, so it will be excluded from this discussion. Working memory involves holding something cognitively and being able to manipulate it. It is heavily involved in academic achievement, and research suggests it is a better predictor of academic success than intelligence testing (Montgomery, et.al.). Working memory is also key to moving information into long-term memory. There are three main types of long-term memory: procedural, episodic, and semantic. Although many people may think of long-term memory as a storage system, where events and memories are recalled, memories are actually reconstructed when triggered for recall. One way to strengthen or support a student’s working memory is to teach them to build connections to other known information. In this way, the student will also strengthen their ability to recall this information. Similarly, younger students may not have the neural machinery (and therefore the connections) they require to remember information.
Often educators tend to overlook these cognitive processes when teaching or attempting to problem-solve for a struggling student. Additionally, individual differences in memory can affect a student’s ability to learn. While educators are often tasked with increasing responsibilities, the research supporting AIW lends itself to also examining these key cognitive processes. AIW relies heavily on problem-solving, critical thinking, and other high-level thinking skills, which require executive functioning, metacognition, and self-regulation skills.
Boudreau, D., & Costanza-Smith, A. (2011). Assessment and Treatment of Working Memory Deficits in School-Age Children: The Role of the Speech-Language Pathologist. Language, Speech, and Hearing Services in Schools, 42(2), 152–166. https://doi.org/10.1044/0161-1461(2010/09-0088)
Dehn, M. J. (2008). Working Memory and Academic Learning : Assessment and Intervention. John Wiley & Sons.
Gaer, S. & Reyes, K. ( 2022). Finally, Some Guidance! Using the Triple E Framework to Shape Technology Integration, Adult Literacy Education, 4 (3-34). https://files.eric.ed.gov/fulltext/EJ1370043.pdf
Meltzer, L., Greschler, M. A., Davis, K., & Vanderberg, C. (2021). Executive Function, Metacognition, and Language: Promoting Student Success With Explicit Strategy Instruction. Perspectives of the ASHA Special Interest Groups, 1–14. https://doi.org/10.1044/2021_persp-21-00034
Montgomery, J. W., Magimairaj, B. M., & Finney, M. C. (2010).Working Memory and Specific Language Impairment: An Update on the Relation and Perspectives on Assessment and Treatment.American Journal of Speech-Language Pathology, 19(1), 78–94. https://doi.org/10.1044/1058-0360(2009/09-0028)
National Academies of Sciences, Engineering, and Medicine. 2018. How People Learn II: Learners, Contexts, and Cultures. Washington, DC: The National Academies Press. Https://doi.org/10.17226/24783
