In Deeper Learning Journal of Practice (DLJP), a peer-reviewed, online journal, authors share, analyze, and reflect on how they implement deeper learning for students or educators. Each article contains details of how the author provides a strategy, including structures and scaffolds that keep learners on track.
Practices described are relevant for adaptation to a range of grade levels.
DLJP’s goal is to increase deeper learning for all.
Deeper Learning Outcomes
Thinking carefully/critically and creatively for challenge-solving
Acquiring and being able to use knowledge
Working collaboratively and independently
Communicating effectively
Social-emotional competencies
Learning and living self-agency
DLJP agrees with Cochran-Smith & Lytle (2009) and Comber (2005); the dichotomy of inquiry and practice, of being a researcher or being a practitioner, is false. Highly effective educators, in any role, P-20, use a collection of theories from others and developed from practice, as they continuously invent and re-invent their practices.
Cochran-Smith, M. & Lytle S.L. (2009). Inquiry As Stance.Teachers College, Columbia University.
Comber (2005). Making use of theories about literacy and justice: Teachers researching practice.
Educational Action Research.13(1), 43-55.
Thank you
Deeper Learning Journal of Practice charter
sponsor, University of Southern Maine School of Education and Human Development.
Deeper Learning Journal of Practice is published by For Deeper Learning, a 501(c)(3) nonprofit. For Deeper Learning’s goal is to to increase deeper learning for learners, in all roles and at all levels. In addition to Deeper Learning Journal of Practice, For Deeper Learning provides implementation materials, blog posts, workshops: educators’ capacity-building peer coaching, problem-based learning/ project-based learning, and other deeper learning topics, and consulting.
For Deeper Learning Team.
