The world of work is project-based. Schools are not. That needs to change.

Four teachers, 7 days, 39 students, 72 miles, and 0 precedents. A student's journey, what she learned within it, and why some educators should start taking notes.

A school leader offers two simple yet far-reaching suggestions for school design and re-design.

Despite the concerns of some educators, teaching collaboration and the use of technology can go hand in hand.

Improving ways to measure academic mindsets is essential to developing them.

Teachers are looking for ways to develop students' academic mindsets. There are ways teachers can help.

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.

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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