New assessments to measure deeper learning competencies can focus attention on those skills, but also can be used in discriminatory ways, say Rafael Heller and Mary Wright.


By making the teaching process more transparent to students, students become more engaged in learning, a teacher at High Tech Middle Chula Vista writes.


A humanities teacher at High Tech High Chula Vista describes a process for getting students to learn--and learn to love--writing.


A teacher at High Tech Elementary finds that when students have the chance to do work that matters, and to present that work to people who matter to them, it makes students believe that they matter.


A new white paper outlines the research that undergirds the policies and practices of a successful school network.


A pilot program in New York City seeks to engage young people in voting and elections and build a "civic infrastructure for youth."


States have several options in revising funding systems to support competency-based, personalized learning, says Jennifer Poon of the Center for Innovation in Education.


One district's experience shows that creating deeper learning experiences for teachers that involve content knowledge and inquiry, while challenging, can produce great results.


The effectiveness of professional development depends on how teachers experience it, not necessarily on the "best practices."


In this blog, Jal Mehta reflects on stages of white understandings of race, with implications for education.


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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