Experience and learn how to create the conditions for deep and powerful learning that prepares all students for the demands of the 21st century.
Deeper Learning for All: From the Classroom to the System
"One of the most powerful things you can do is give adults models and experiences that mirror what you are hoping they will do for students.” — Jal Mehta, Faculty Chair
Today's adults need far more than the basic academic knowledge and skills that have dominated classroom instruction for decades. They must be able to tackle open-ended problems in critical, creative, and collaborative ways and to quickly learn new skills as job markets change. But what kinds of experiences produce such powerful habits of learning, and how can we ensure that all learners have access to these experiences?
In Deeper Learning for All, participants will rethink old paradigms and consider what it will take to design a new a 21st-century system that promotes deeper, more engaging instruction for all students. They will look at the conditions educators need to generate deeper learning in classrooms and the changes required at all levels of the system to make such learning possible.
In this blended program, you will experience deep learning in a variety of settings, assess your current instructional practice, reflect on the obstacles that may inhibit deeper learning, and develop a plan to implement in your own classroom, school, or setting.
This highly interactive on-campus program will unfold in three parts:
- Experiential Learning: The first part of this on-campus program is about experiencing powerful learning and reflecting upon what makes learning deep. You will experience a variety of out-of-school learning environments, participate in a deeper learning class with a K-12 teacher in your discipline, and do an extended workshop with Ron Berger, Chief Academic Officer at EL Education, on deeper learning beyond project based learning.
- Structural Change: During the second portion of this on-campus program, you will reflect on what produces powerful learning for the students and adults with whom you work, understand what structural changes are required in your context to create those conditions, and leverage design principles to formulate a plan of action you can implement with your team.
- The Change Process: During the third portion of this program, you will examine issues that may be especially useful as you manage the change process, including workshops on how to get unstuck, how to move from technical to adaptive change, how to build brave communities that honestly address issues of race, and how to do whole school redesign for deeper learning.
In preparation for this on-campus program, you will engage in approximately 7-10 hours of online pre-work which includes readings and reflection and a half-day dedicated to shadowing a student.
- Define deeper learning and think about how we might create a system to support it
- Create an action plan that will move a classroom, school, and/or sector toward your vision of deeper learning
- Become part of a community of practitioners, policymakers, and researchers who are working to shift from a 20th to a 21st century school system
Nathalie Bosse, Assistant Head Curriculum and CLE, St. George’s School of Montreal
Deeper Learning for All 2017 participant
Tara Crowder, Teacher, New Paltz Central School District
Deeper Learning for All 2017 participant
Who Should Attend
- Teachers, department heads, and instructional coaches at all stages of their careers, including pre-service educators
- Leaders of extra-curricular programs
- Faculty from schools of education
Team enrollment is preferred. We encourage school-based, district, and mixed teams that leverage the collective expertise of those who work directly with students and those whose decisions influence the structures and systems that define how teaching and learning happens.
Principal, Novare Schools
Alisa Berger is the faculty co-chair of Deeper Learning for All.
Fees & Policies
The comprehensive tuition includes all instructional materials and refreshments. Participants receive a certificate of participation and a letter confirming clock hours of instruction. Payment or a purchase order must be received within 30 days of program acceptance, or upon receipt of the invoice if acceptance is within 30 days prior to the start of the program. Click here for more information on payment and financial aid.
Please click here for more information on our on-campus and online refund and withdrawal policies.
The Harvard Graduate School of Education reserves the right to change faculty or cancel programs at its discretion. In the unlikely event of program changes, the school is not responsible for non-refundable travel arrangements or other planning expenses incurred.