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Deeper Learning Digest: Students need support transitioning into active, deeper learning roles

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August 29, 2014 09:43 am


The ‘Deeper Learning Digest’ is a bi-weekly roundup of articles, blog posts, and other content around deeper learning. Make sure to add High School Soup to your RSS feed to stay up-to-date on all deeper learning news. Please be sure to follow @deeperlearning on Twitter for more on deeper learning.

It takes a village – or at least a strong relationship to motivate students and remind them of their capabilities in deeper learning. This week’s digest features several examples of the impact deep meaningful bonds can have on deeper learning.

How teaching practices are observed and evaluated can determine whether teachers shift to deeper learning approaches. Robert Rothman, senior fellow at the Alliance, writes while states may take US Dept. of Education Secretary Arne Duncan up on his offer to postpone the use of test scores in teacher evaluations for a year, they should also consider looking at how they judge teaching practices, for the sake of deeper learning. Learning Deeply

Seven grantees from the Next Generation Learning Challenges (NGLC) Building Blocks for College Completion grant program worked to scale innovations designed to promote deeper learning and student engagement in higher education to other institutions. The results, published in the recently released report Innovations Designed for Deeper Learning in Higher Education, suggest that students need support to transition to the more active role that deeper learning demands and that faculty need support, training, and time to create, implement, and sustain reforms that change student learning.

What does a diploma really mean? For one school district in Kentucky, that symbolic rite of passage means having students actively plan their own pathways to success in both college and careers. Receiving a Danville Diploma from Danville Independent Schools means a student is equip with communicative, interactive and creative skills to help them beyond high school. Learning Deeply

When high school students are put in the driver’s seat, overcoming obstacles in education becomes their own personal venture. With curriculum that takes a student out of the classroom and into the real world, undertaking these obstacles can often leave them more prepared for careers than peers who lack the same experience. Carmen Coleman, formerly Superintendent of Danville Independent Schools in Kentucky discusses why takes making changes to state policies to create a system for learning our kids deserve. Learning Deeply

California’s job market is booming. But there remains a troubling gap between the more than 4.5 million high-skilled jobs and a large untrained workforce. Education – specific that of deeper learning focusing on skills and competencies that will ready students for future careers – is critical to combat the issue and keep the state’s economy on the up-turn. Los Angeles Business Journal

“When a student is finished with school and moves into adult life, she will be judged not by her ability to perform on a test of basic skills, but by the quality of her work and character.” A successful student should be measured by more than just a passing grade. Ron Berger, chief academic officer of Expeditionary Learning, challenges schools, educators, and lawmakers to reconsider the primary focus of schools to better account for quality work and a strong character for every graduate. Learning Deeply

It’s out with the old R’s of education – Remember, Regurgitate, Repeat. When it comes to deeper learning, students are embracing Rigor, Relevance and Relationships in their academic lives. And the importance of relationships cannot be overlooked. Some schools have incorporated ‘advisories’ into their curriculum, to help benefit the relationship between students and their peers and teachers.

Click the embedded link below to get a glimpse into the way these advisories work:

Shifting the learning paradigm from instruction driven to learning-centered, personalized learning practices in order to deliver more powerful experiences for students, according to Ryan Krohn, Assistant Superintendent, and Robert Antholine, Director of Education, at Waukesha School District in Wisconsin. The two write about how their district’s networked approach to re-designing the system is impacting students. Learning Deeply


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