In Deeper Learning Journal of Practice (DLJP), a peer-reviewed, online journal, with thousands of readers world wide, authors share, analyze, and reflect on how they implement deeper learning for students or educators, at any level. Each article contains details of how the author provides a strategy, including structures and scaffolds that keep learners on track.
“… practitioner inquiry turns on their head presumed dichotomies between inquiry and practice and between being a practitioner and being a researcher…” p.135
Cochran-Smith, M. & Lytle S.L. (2009). Inquiry as stance: Practitioner research for the next generation.Teachers College Press.
DLJP’s goal is to increase deeper learning for all. With deeper learning, knowledge, skills, and attitudes are acquired and can be used beyond the classroom. Experiential learning that includes reflection, ideally with inquiry, promotes deeper learning.
College & University Engaging, Scaffolded Inquiry Learning
Wednesday, May 27 10:30-3:30
Falmouth Memorial Library (12 minutes from downtown Portland, Maine.)
12 Participants Limit
Thank you
Deeper Learning Journal of Practice charter
sponsor, University of Southern Maine School of Education and Human Development
Recognizing the education, societal, and
Deeper Learning Journal of Practice’s
enhancements derived from strengths of those with varied backgrounds,
cultures, experiences, and views –
Deeper Learning Journal of Practice embraces diversity, equity, and inclusion.
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.
