The director of publications for Expeditionary Learning identifies the characteristics of classrooms in which deeper learning is happening.


To "measure what matters," first we must learn how the skills and dispositions that matter are developed. A network of states and partners are leading the way.


How one school district in Maine empowers students to meet proficiency standards and learning targets through personalized educational experiences.


Better together: the respective movements toward career readiness and next-generation learning environments should come together to provide the learning experiences that truly prepare students to succeed.


Poland, a nation with rapidly improving student performance, revamped its curriculum in 2008 to focus on critical thinking and problem-solving.


A new report from OECD shows interest in many countries in developing a broad set of knowledge and skills for students.


Two relatively unheralded events in Washington, DC, show that ideas about the future of education are on the table.


A tool developed by New Visions for Public Schools enables school leaders to use data as a flashlight, rather than as a hammer.


A college professor examines his experience in teaching economics to suggest ways that teachers can develop students' understanding so that they will be able to use their knowledge in the future.


Schools encourage students to get good grades, not to learn the knowledge and skills relevant to the disciplines, argues a graduate student and former English/language arts teacher.


The opinions expressed in Learning Deeply are strictly those of the author(s) and do not reflect the opinions or endorsement of Editorial Projects in Education, or any of its publications.

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