Authors detail how they support students’ or educators’ deeper learning outcomes
with practices, structures, and scaffolds.
Flexible, Authentic Assessment of Learning
Amie E. Germain
Students engage in authentic assessment involving choice, field study, reflection, and critical thinking to analyze play spaces, based on their knowledge of early childhood development.
Multi-Faceted Timelines for Math, Science, and STEM
Yolanda F. Kirkpatrick
Based on research and analysis, students create timelines with people, events, or ideas depicting historical developments in the fields of math or science. Students present and discuss their chosen items and related cultural and social factors.
Freedom of Thought
Nafees Alam
A college course, Freedom of Thought, is designed to support students in understanding their views and others’ views, prioritizing understanding over agreement.
Shift to Authenticity in High School Chemistry
Kate Drummond
Students shift from disinterest to critical thinking, synthesis, and engagement, by engaging in an authentic periodic table use.
Seeking Deeper Learning in Online Discussions
Angela Atkinson Duina
By posing a self-reflection question, the author identified five principles to elicit deeper learning outcomes in online graduate courses; and overcame a professional challenge.
Course Planning Template for New Faculty
Callie M. Victor
Cathy Felmlee Shanholtz
A course planning template supports new faculty in planning their courses by addressing in-person learning, online learning, curriculum objectives, accreditation standards, and time requirements.
Sprinting Towards Active Learning: Innovation Sprint in a Public Health Course
Jessica S. Kruger
Michelle Zafron
Hadar Borden
Within timed segments, students collaboratively work to solve a real-life challenge.
Book Review
Teaching, Learning, and Living: Joining Practice and Research by Ann Lieberman
Lee Anna Stirling
Ann Lieberman, a champion of bridging research and practice has provided a retrospective of her career’s teaching, learning, and living.
Deeper Learning Journal of Practice (DLJP) is a peer-reviewed, annual, online journal. Authors detail and analyze how they implement practices that forward deeper learning. DLJP builds bridges between practice and research and among PreK-12 education, college/university education, and adult education. DLJP’s goal is to increase deeper learning for all.
DLJP is published by For Deeper Learning, a 501(c)(3) nonprofit. For Deeper Learning’s goal is to to increase deeper learning for students at all levels and deeper professional learning for educators. In addition to Deeper Learning Journal of Practice, For Deeper Learning provides blog posts on deeper learning topics, guest blog posts, workshops on educators’ capacity-building peer coaching and quality project-based learning, and other deeper learning workshops, consulting, and resources.
For Deeper Learning’s Board of Directors