Most of the current research and classroom innovation around deeper learning point to a recurring, if not central theme: authenticity and real-world experience.  Let’s begin with a quick overview of these findings, then dive into practical resources and technologies that can help us enhance authentic experiences to deeper student learning. 

How might educators and school leaders design experiences that spark and sustain deeper student learning?  As an unprecedented emphasis on deeper learning has developed across the nation, we are tackling this complex challenge with a new level of urgency.  Fortunately, new research, frameworks, design resources and practical examples have emerged that can help all of us chart new paths in our own contexts.  In this four-part series, we will explore the highest quality research and practical resources out there to help educators design for deeper learning.  

Innovation in education has accelerated, in large part, due to the tremendous changes in digital technologies.  Each one of these innovations have, in various degrees, shifted teaching practices in schools across the nation. But as we navigate the current wave of emerging educational technology tools and practices, we need to discuss what the end result of these innovations actually are, or at least aim to be.  In other words, what is the end game for these innovations?

A foundational piece of any learner-centered approach involves gaining a deeper understanding of our students. We know that learner variability exists, and research suggests it is growing in classrooms across the nation. It is therefore essential to personalize instruction based upon learner differences if we are going to ensure that all students thrive in our schools. To do this effectively, we must develop a more nuanced understanding of each students’ particular abilities and needs.

Inspiring students. Innovative learning spaces.  Strong and supportive leadership. Educators that truly connect with and care for kids.  This school visit left me with a renewed sense of what is possible in education.  

We often hear of the need to redesign schools to support modern learning environments, and yes, we should.  But how often does a school’s investment in these spaces clearly support and enable a shift towards innovative, student-centered practices?  Not so much. That is why when I had the chance to visit Montour Public Schools last Spring, I jumped at the opportunity.

More than any other idea in education, I have witnessed the greatest disconnect between intentions and outcomes when it comes to the idea of student agency.  

You have undoubtedly heard that instructional practice must shift from student consumption of information to student creation. And for good reason.  Creation, yes, but for what purpose?