Designing for Deeper Learning: Challenges in Schools and School Districts Serving Communities Disadvantaged by the Educational System

Autor/inn/en	Mintrop, Rick; Zumpe, Elizabeth; Jackson, Kara; Nucci, Drew; Norman, Jon
Institution	Carnegie Foundation for the Advancement of Teaching
Titel	Designing for Deeper Learning: Challenges in Schools and School Districts Serving Communities Disadvantaged by the Educational System
Quelle	(2022), (47 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Disadvantaged Environment; Disadvantaged Schools; Learning; Change Strategies; Authentic Learning; Equal Education; Critical Thinking; Thinking Skills; Cooperation; Communication (Thought Transfer); Learning Processes; Educational Improvement + Suchen Sie Ihr Suchwort? Lernen; Lösungsstrategie; Kritisches Denken; Denkfähigkeit; Co-operation; Kooperation; Communication; thought; Kommunikation; Gedanke; Learning process; Lernprozess; Teaching improvement; Unterrichtsentwicklung
Abstract	Designing for and implementing deeper learning across classrooms and schools that serve communities disadvantaged by the U.S. educational system is challenging. This paper illuminates this challenge by asking the question: What would designers of interventions at the classroom, school, and district levels have to take into consideration when they want to powerfully set their organizations on a developmental path towards deeper learning? The thinking put forth in this paper is closely informed by the experiences of a number of district change projects aimed at furthering deeper learning. The projects were funded by the William & Flora Hewlett Foundation and organized as research-practice partnerships (RPPs) in which improvement teams worked together to design interventions or change activities over a period of three to four years. The approaches taken by the projects differed widely. While the projects were operating in different contexts and considering different developmental phases for deeper learning, the differences also reflected underlying ideas about what schools and districts need to do in order to make deeper learning a reality in schools and classrooms. The goal of this paper is to map out the encompassing nature of the design challenge so that designers come to (1) appreciate the spectrum of tasks to be addressed given the ambition and complexity of the deeper learning undertaking; (2) recognize the unique sets of tasks that specific designs tackle and the resulting trade-offs that may be required; and (3) draw from a common frame of reference for learning across projects that aim at deeper learning. (ERIC).
Anmerkungen	Carnegie Foundation for the Advancement of Teaching. 51 Vista Lane, Stanford, CA 94305. Tel: 650-566-5102; Fax: 650-326-0278; e-mail: publications@carnegiefoundation.org; Web site: http://www.carnegiefoundation.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01