In this post, Jal Mehta begins to map the landscape of deeper learning. He argues that seeing progressive or project-based schools as "deeper" and "no excuses" schools as shallower is not the right way to see the world; both have strengths and weaknesses that are the inverse of one another. He also suggests that much deeper learning happens outside of core disciplinary classes in extra-curriculars and electives, because these spheres induct students into gradually deeper understandings of how their practices work. Implications for traditional schools and core disciplinary classes are also discussed.

In this post, Sarah Fine asks why we see play as so central for young children and again for creative professional work, but treat high schools as play-free zones. She argues for why we should care about playful adolescence, and gives several examples of schools that are realizing these goals in practice.

A 30-year-old elementary school project suggests ways that schools can motivate students to produce their best work.

Maps open up a world of deeper learning for kindergarten students in Maine.

Rather than take a whirlwind tour through the curriculum, students need time to stop and explore ideas in depth.

The assessments developed by PARCC and Smarter Balanced may not be ideal, but they represent a major step forward in testing.

Exploring the opportunities for state policy to support locally-driven innovation.

A California district turned to student-centered learning to give young people the tools they need to succeed as adults.

Seeing students take ownership of their learning is the only way for learner-centered education to go to scale.

Let's scrap the SAT and replace it with a deeper learning performance assessment.

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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