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The Daily Dish: New Report Provides a Vision for Deeper Learning Leaders

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May 19, 2015 05:01 pm

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The Daily Dish digs deeper into one of the day’s top news stories on K–12 education. Make sure to add High School Soup to your RSS feed for all the latest updates and follow the Alliance on Twitter at @All4Ed for more education news.


Implementing Deeper Learning in the classroom starts with equipping school and district leaders with the ‘know-how’ to create deeper learning environments, that’s according to a new report released jointly today from Getting Smart and Digital Promise. Preparing Leaders for Deeper Learning, the fourth installment of a series of reports, asserts that educators who engage in the same blended, competency-based, and deeper learning experiences as their students are the ones who will create the powerful learning environments of the future.  

The report’s co-authors Tom Van Ark, CEO of Getting Smart, and Karen Cator, president and CEO of Digital Promise, write in a post for Education Week that deeper learning is as much about the teacher about the teacher as it is about the student. They write: “School leaders committed to deeper learning principles for students should also create deeper learning experiences for their teachers, staff, parents and community.”

Preparing Leaders describes 10 roles required of educators who wish to lead toward deeper learning, including Change Managers, Conversation Leaders, Advocates for All Students, and Design Thinkers.

For the teacher who shifts towards developing systematic approaches to deeper learning, there is now a comprehensive library of what that learning looks like in action. On Monday, the Harvard Graduate School of Education and the nonprofit Expeditionary Learning debuted its Center for Student Work, an online library of ‘exemplary’ student projects that provide teachers who are implementing project-based learning or deeper learning with concrete examples of what that learning looks like.

Education Dive’s Allie Gross explains that while the importance of these more in-depth models may be reiterated by educators, there are very few places teachers can go to get good examples of that learning in action. Gross writes: “Standards provide goals, but many teachers and administrators don’t necessarily know what it will look like when those benchmarks are reached.”

 

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