A problem that resulted in a father's Facebook post illustrates ways that mathematics education can change to enable students to learn more deeply.
Recently in Qualities of deeper learning Category
November 12, 2014
October 17, 2014
In this post, High Tech High Chula Vista teacher Alec Patton takes us inside the world of exhibitions, telling us why they have power, why students aren't always as motivated by them as you might think, and how at their best they bring together "sizzle" and "steak".
September 25, 2014
A new study confirms that schools organized for deeper learning produce better outcomes for all students.
September 23, 2014
Faced with sobering data on college attainment, a charter network collectively embarked on a new approach to ensure success for all students.
September 18, 2014
Agreeing on what deeper learning looks like and how to assess progress toward it is an essential step in making it happen for students, says Kathleen Cushman.
August 27, 2014
Young people will be judged by the quality of their work and their character. So why don't schools focus on those dimensions?
August 14, 2014
The lingering unemployment crisis points to need for young people to develop the skills needed for the workplace.
June 04, 2014
Real learning takes care and precision as well as passionate interest.
April 18, 2014
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.
April 14, 2014
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.