Learning Deeply tag:blogs.edweek.org,2012-02-06:/edweek/learning_deeply//163 2019-01-08T14:28:05Z In this blog, organized by Harvard education professor Jal Mehta and Washington-based education writer Robert Rothman, students, teachers, administrators, researchers, and policymakers explore the practice and policy issues around expanding deeper learning. Movable Type Pro 5.2.7 The Blog Is Ending, But Deeper-Learning Work Goes On tag:blogs.edweek.org,2019:/edweek/learning_deeply//163.78252 2019-01-08T14:27:28Z 2019-01-08T14:28:05Z In their final post for Learning Deeply, Robert Rothman and Jal Mehta reflect on the deeper-learning movement and the role the blog played in it. Robert Rothman In their final post for Learning Deeply, Robert Rothman and Jal Mehta reflect on the deeper-learning movement and the role the blog played in it. Race, Grit, Unlearning, and Systems Change: A Dozen Favorites From the Past Five Years tag:blogs.edweek.org,2019:/edweek/learning_deeply//163.78243 2019-01-07T14:11:13Z 2019-01-07T14:36:27Z Jal Mehta highlights a dozen of his "greatest hits," some of his most significant blog posts from the past five years. Jal Mehta Jal Mehta highlights a dozen of his "greatest hits," some of his most significant blog posts from the past five years. How Districts Can Empower Teachers to Lead Change tag:blogs.edweek.org,2018:/edweek/learning_deeply//163.78209 2018-12-27T20:02:20Z 2019-01-04T20:29:28Z In this post, John Watkins describes how the Oakland school district empowered its teachers to develop a new approach to developing and evaluating senior capstone projects. Jal Mehta In this post, John Watkins describes how the Oakland school district empowered its teachers to develop a new approach to developing and evaluating senior capstone projects. The Paradox of Leading for Deeper Learning tag:blogs.edweek.org,2018:/edweek/learning_deeply//163.78169 2018-12-20T14:25:25Z 2018-12-20T14:26:14Z Spreading deeper learning across districts requires a different type of leadership, one that avoids top-down mandates and allows learning and ownership. Jal Mehta Spreading deeper learning across districts requires a different type of leadership, one that avoids top-down mandates and allows learning and ownership. New School Models in the U.S.: 10 Things We Have Learned tag:blogs.edweek.org,2018:/edweek/learning_deeply//163.78135 2018-12-17T14:08:14Z 2018-12-17T16:34:22Z Working with innovative schools in the United States has taught this U.K.-based nonprofit a number of lessons that will help in its redesign of new schools in the United Kingdom. Contributing Blogger Working with innovative schools in the United States has taught this U.K.-based nonprofit a number of lessons that will help in its redesign of new schools in the United Kingdom. Disadvantage Is Not Destiny: Equity From a Global Perspective tag:blogs.edweek.org,2018:/edweek/learning_deeply//163.78066 2018-12-05T20:27:41Z 2018-12-05T20:27:48Z Achievement gaps are a global phenomenon, but some countries do better than others in bringing disadvantaged students to high levels of learning. Robert Rothman Achievement gaps are a global phenomenon, but some countries do better than others in bringing disadvantaged students to high levels of learning. Developing Assessments for Learning That Lead to Equity tag:blogs.edweek.org,2018:/edweek/learning_deeply//163.78012 2018-11-29T14:44:50Z 2019-02-04T18:45:03Z A California school engages students in internships that deepen their learning and assesses their competencies in ways that promote equity. Contributing Blogger A California school engages students in internships that deepen their learning and assesses their competencies in ways that promote equity. Does Your School Support Deep, Long-Lasting Learning? Part 2: Flexible, Student-Centered Learning tag:blogs.edweek.org,2018:/edweek/learning_deeply//163.77958 2018-11-19T14:03:05Z 2018-11-19T14:05:47Z Research suggests ways to design schools that are responsive to students' various differences and that ask them to take a more hands-on role in shaping their own learning. Contributing Blogger Research suggests ways to design schools that are responsive to students' various differences and that ask them to take a more hands-on role in shaping their own learning. Does Your School Support Deep, Long-Lasting Learning? Part 1: Emotions and Social Connections tag:blogs.edweek.org,2018:/edweek/learning_deeply//163.77927 2018-11-14T20:34:00Z 2018-11-14T20:34:44Z How can schools be designed to incorporate students' emotions and social connections? Contributing Blogger How can schools be designed to incorporate students' emotions and social connections? Harnessing the Power of Hope for Students tag:blogs.edweek.org,2018:/edweek/learning_deeply//163.77899 2018-11-09T15:02:51Z 2018-11-09T15:06:57Z The 2017 Teacher of the Year describes ways to show students that their voices are powerful. Contributing Blogger The 2017 Teacher of the Year describes ways to show students that their voices are powerful. A Mind Is a Terrible Thing to Waste: Reaching 'School Skeptics' Through High-Challenge Interventions tag:blogs.edweek.org,2018:/edweek/learning_deeply//163.77884 2018-11-08T19:47:21Z 2018-11-08T19:47:41Z Introducing "school skeptics" to gifted and talented curriculum helps engage them and keep them out of the school-to-prison pipeline. Contributing Blogger Introducing "school skeptics" to gifted and talented curriculum helps engage them and keep them out of the school-to-prison pipeline. Storytelling: Deeper Than Learning tag:blogs.edweek.org,2018:/edweek/learning_deeply//163.77852 2018-11-05T14:07:00Z 2018-11-05T20:14:58Z Telling stories, rather than explaining, encourages a deeper connection and invites the listener to create her own meaning. Contributing Blogger Telling stories, rather than explaining, encourages a deeper connection and invites the listener to create her own meaning. 'Who' and 'What' Play Ball for a Winning Combination for Youth Development tag:blogs.edweek.org,2018:/edweek/learning_deeply//163.77824 2018-10-31T13:29:48Z 2018-10-31T19:46:02Z Connections and relationships (who) matter as much as knowledge and skills (what), argues Elliot Washor. Contributing Blogger Connections and relationships (who) matter as much as knowledge and skills (what), argues Elliot Washor. What Is a Good School? tag:blogs.edweek.org,2018:/edweek/learning_deeply//163.77779 2018-10-25T12:30:43Z 2018-10-29T15:05:53Z The quality of a school is evident in student work and how it is assessed, says Justin Wells of Envision Learning Partners. Contributing Blogger The quality of a school is evident in student work and how it is assessed, says Justin Wells of Envision Learning Partners. How a Sense of Belonging Can Motivate and Empower Students tag:blogs.edweek.org,2018:/edweek/learning_deeply//163.77766 2018-10-23T13:43:57Z 2018-10-23T17:05:59Z A school in San Francisco has created a nurturing, empathetic, and sympathetic space for young male students of color. Contributing Blogger A school in San Francisco has created a nurturing, empathetic, and sympathetic space for young male students of color.