This list of resources includes reports, blog posts, and webinars that provide a deeper dive into several aspects of deeper learning and demonstrate how some states and school districts have implemented it.
A Time for Deeper Learning : Preparing Students for a Changing World (May 2011)
The increasingly complex world demands much of its students, and in almost every aspect of their lives, young people are being asked to learn more, process more, and produce more. Now more than ever, the nation’s education system is being challenged by a technology-driven global economy that requires a skilled and deeply literate workforce. This report examines deeper learning, explains its necessity, and analyzes the growing body of global evidence supporting its widescale implementation. The video A Time for Deeper Learning: Preparing Students for a Changing World introduces this report and provides a brief overview of deeper learning.
Deeper Learning 101 (Blog post) (October 8, 2013)
This blog post features an interview with Robert Rothman, who at the time was a senior fellow at the Alliance. He defines deeper learning as the set of competencies all students need to succeed in an increasingly complex world. Rothman makes the argument that all students need to develop these competencies, for moral reasons (all students deserve a high-quality education) and for economic reasons (jobs that require only basic skills are declining, while those requiring more complex skills are growing). He touches on several policy issues that face state and district leaders when transitioning to a deeper-level approach, such as moving to assessments that measure deeper learning outcomes, expanding the availability of technology and broadband, making the use of time more flexible, and finding ways to allow students to take ownership of their own learning.
Connected Learning: Harnessing the Information Age to Make Learning More Powerful (March 2014)
Connected learning is an educational approach that seeks to make learning relevant to all populations in everyday life and work, taking into consideration the opportunities and realities of the digital age. With relevance at its core, connected learning is a framework that connects learning across multiple settings in a young person’s life. The connected learning model posits that focusing educational attention on links between different spheres of learning-peer culture, interests, and academic subjects-better supports interest-driven and meaningful learning in ways that take advantage of the potential of digital networks and online resources to provide access to an engaging learning experience. This report details how connected learning is implemented and provides several scenarios of it in action.
Leading Blended and Digital Learning: Creating a Culture Starts with Principals (Webinar) (June 21, 2016)
This webinar, presented by the Friday Institute for Educational Innovation and Future Ready Schools Â®, addresses key strategies implemented by principals who seek to create a school culture of blended learning through the use of digital tools. Stacy Wang, director of the Oakland Unified School District (CA), and Lynn Ochs, representing the Ohio Blended Learning Network, share their views about what is needed to create a strong culture of blended learning. The webinar discusses best practices, teacher support strategies, the need for risk taking, and how to create a collaborative culture that promotes blended learning for staff and students.
Personalized Learning: Meeting the Needs of Students with Disabilities and English Learners (Webinar) (May 4, 2 016)
Cohosted by the Alliance, the National Center for Learning Disabilities (NCLD), and the National Council of La Raza, this webinar covers the findings of the NCLD’s report Personalized Learning: Meeting the Needs of Students with Disabilities . The report engages leading education and disability advisors-including educators, school administrators, researchers, and advocates-to explore personalized learning best practices of students with disabilities and English language learners. This webinar discusses the relevancy behind the report and additional supports the NCLD provides parents and districts to ensure that personalized learning is working for all students.
Personalized Learning: Henry County , Georgia (Video) (December 16, 2014)
This video discusses efforts to personalize instruction for all students in Henry County, Georgia, and the supports and strategies being used by district leadership seeking to enhance technology planning. The video discusses how personalized learning allows teachers to differentiate between students, which has led to an increase in student engagement and activism within the school.
Blended Learning: Recommendations and Resources (Webinar) (July 28, 2016)
Hosted by the Alliance’s Future Ready Schools ® , this webinar details recommendations and resources from The Learning Accelerator (TLA) that help schools implement blended learning. TLA works to understand challenges educators face in implementing blended learning and personalized learning. This webinar highlights tools available to overcome critical issues and examines data to determine whether blended learning is effective.
Redesigning Learning Spaces: Creating Brain-Friendly, Blended Learning Environments (Webinar) (September 17, 2 014 )
Hosted by the Alliance, this webinar explores how classroom spaces can be transformed into blended learning and digital learning environments. It provides examples for how to redesign learning spaces and considers research that demonstrates how learning environments and colors can impact student learning and student advancement. The webinar makes recommendations for what teachers can do to ensure that all physical and environmental barriers of student learning are eliminated.
Accelerating Blending Learning (Webinar) (June 25, 2014)
This webinar, hosted by the Alliance, explains blended learning, its opportunities for students, and its focus on competency-based progression that empowers students to learn at their own pace. During the webinar, Scott Ellis, chief executive of The Learning Accelerator (TLA), shares how TLA influences school districts to adopt and implement blended learning.
Parallels Between Gymnastics and Personalized Learning (Rio Olympic Video) (August 11, 2016)
This video parallels the Rio Olympics to competition in schools. The Alliance calls for a personalized learning approach in school systems that empowers students and allows them to build the skills they need to succeed. The video explains personalized learning and how it can impact instruction, student engagement, practice, and support.
ESSA Primer : Personalized Learning (June 9, 2016)
This brief explains how ESSA supports states and districts in implementing personalized learning. It describes the different components of personalized learning and how ESSA provides states and school districts with flexibility so that teacher capacity, funding, assessments, and standards align with a personalized learning approach.
A “Softer” Side to Deeper Learning: Building Students’ Social-Emotional Skills
Social and emotional learning, or how students manage emotions and deal with traumas to persist in their academic work, provides a foundation for students to experience deeper learning in the classroom. Social and emotional learning skills (e.g., the ability to form and manage relationships, manage complex academic tasks, and be responsible for decisionmaking and behaviors) go hand in hand with the development of deeper learning competencies. This article describes how practices and policies are changing to incorporate social and emotional learning skills in classrooms.
Why: Understanding the Need
While economic data suggests that individuals will benefit from developing deeper learning abilities, the nation as a whole will only succeed if large numbers of individuals-particularly those from traditionally underserved groups-learn deeply. Making deeper learning opportunities more equitable is imperative from both a moral and an economic perspective. This page offers additional resources on the topic.
Using Project-Based Learning to Prepare Students for Real World (Blog post) (September 2, 2016)
This blog post describes how inequities and the new economy are impacting students, schools, and instructional design, with the goal of highlighting better ways to prepare students for a project-based learning world that strengthens deeper learning competencies.
Ensuring Deeper Learning Is for All Students (Blog post) (June 17, 2016)
This blog post shares examples of deeper learning issues and pathways for students who traditionally have not had adequate access to learning activities that build deeper learning competencies. The post highlights project-based learning as one approach to deeper learning. This approach is less evident in schools serving students from low-income families and large numbers of English language learners, yet with targeted support and scaffolding of instruction, these subgroups can meet deeper learning expectations.
ESSA Primer: Deeper Learning (April 2016)
Under ESSA, states are required to adopt challenging academic content standards and demonstrate that those standards align with entrance requirements for credit-bearing course work in the state’s public system of higher education and with relevant state career and technical education standards. By adopting challenging academic standards that ask students to think critically and analyze complex problems, states can foster deeper learning outcomes for students. This primer summarizes deeper learning opportunities in ESSA.
ESSA Primer: Personalized Learning (April 2016)
ESSA supports states and districts in implementing personalized learning. This brief summarizes ESSA opportunities as they relate to personalized learning and direct student services, funding for digital learning, standards, assessments, and transitions.
Promoting Work-Based Learning: Efforts in Connecticut and Kentucky (October 2012)
In summer 2012, the National Association of State Directors of Career Technical Education Consortium and the Alliance conducted a survey of state directors of career and technical education (CTE) to gauge state efforts to better connect CTE with a larger college- and career-readiness agenda. Survey questions spanned a range of issues, including whether each state had developed a definition of career readiness, the number of career academies in each state, and what states are doing to formally identify and remove barriers to work-based learning opportunities in policy and practice. This brief includes a short description of efforts from two states-Connecticut and Kentucky-to define work-based learning opportunities for youth participants, educators, and employers, and to create policies that provide greater access to these opportunities.