Learning Deeplytag:blogs.edweek.org,2012-02-06:/edweek/learning_deeply//1632019-01-08T14:28:05ZIn 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 5.2.7The Blog Is Ending, But Deeper-Learning Work Goes Ontag:blogs.edweek.org,2019:/edweek/learning_deeply//163.782522019-01-08T14:27:28Z2019-01-08T14:28:05ZIn 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 Yearstag:blogs.edweek.org,2019:/edweek/learning_deeply//163.782432019-01-07T14:11:13Z2019-01-07T14:36:27ZJal 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 Changetag:blogs.edweek.org,2018:/edweek/learning_deeply//163.782092018-12-27T20:02:20Z2019-01-04T20:29:28ZIn 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 Learningtag:blogs.edweek.org,2018:/edweek/learning_deeply//163.781692018-12-20T14:25:25Z2018-12-20T14:26:14ZSpreading 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 Learnedtag:blogs.edweek.org,2018:/edweek/learning_deeply//163.781352018-12-17T14:08:14Z2018-12-17T16:34:22ZWorking 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 Perspectivetag:blogs.edweek.org,2018:/edweek/learning_deeply//163.780662018-12-05T20:27:41Z2018-12-05T20:27:48ZAchievement 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 Equitytag:blogs.edweek.org,2018:/edweek/learning_deeply//163.780122018-11-29T14:44:50Z2019-02-04T18:45:03ZA 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 Learningtag:blogs.edweek.org,2018:/edweek/learning_deeply//163.779582018-11-19T14:03:05Z2018-11-19T14:05:47ZResearch 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 Connectionstag:blogs.edweek.org,2018:/edweek/learning_deeply//163.779272018-11-14T20:34:00Z2018-11-14T20:34:44ZHow 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 Studentstag:blogs.edweek.org,2018:/edweek/learning_deeply//163.778992018-11-09T15:02:51Z2018-11-09T15:06:57ZThe 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 Interventionstag:blogs.edweek.org,2018:/edweek/learning_deeply//163.778842018-11-08T19:47:21Z2018-11-08T19:47:41ZIntroducing "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 Learningtag:blogs.edweek.org,2018:/edweek/learning_deeply//163.778522018-11-05T14:07:00Z2018-11-05T20:14:58ZTelling 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 Developmenttag:blogs.edweek.org,2018:/edweek/learning_deeply//163.778242018-10-31T13:29:48Z2018-10-31T19:46:02ZConnections 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//163.777792018-10-25T12:30:43Z2018-10-29T15:05:53ZThe 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 Studentstag:blogs.edweek.org,2018:/edweek/learning_deeply//163.777662018-10-23T13:43:57Z2018-10-23T17:05:59ZA 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.