The Shape of Deeper Learning: Strategies, Structures, and ...

1 REPORT

FINDINGS FROM THE STUDY OF DEEPER LEARNING

Opportunities and Outcomes

THE SHAPE OF DEEPER LEARNING

Strategies, Structures, and Cultures in Deeper Learning Network High Schools

SEPTEMBER 2014

Acknowledgments

The authors would like to acknowledge the many people who helped make this study possible. We thank the thousands of students, teachers, principals, network and district staff who agreed to provide responses to the study's many data collections. We extend our appreciation to the William and Flora Hewlett Foundation for the grant that made this study possible, and particularly to Kristi Kimball for her initiation of the project and to Marc Chun and Barbara Chow for their consistent support throughout the research process. Our thanks also go to Kerstin Carlson Le Floch and Laura Salganik at AIR for their careful technical review and to Emma Ruckley for her thorough editing. We are also grateful to Jim Kemple and the staff at the Research Alliance for New York City Schools for their expert analysis in this collaboration. The statements, findings, and conclusions here are those of the authors and study leads and do not necessarily represent the viewpoint of these organizations or individuals.

Funded by The William and Flora Hewlett Foundation

Note: The content of this report is identical to the original report released in September 2014. Only the report design has been modified.

REPORT 1 FINDINGS FROM THE STUDY OF DEEPER LEARNING

Opportunities and Outcomes

THE SHAPE OF DEEPER LEARNING

Strategies, Structures, and Cultures in Deeper Learning Network High Schools

SEPTEMBER 2014

Authors Mette Huberman, Catherine Bitter, Jennifer Anthony, Jennifer O'Day American Institutes for Research

Project Director James Taylor, American Institutes for Research

Principal Investigators Jennifer O'Day, American Institutes for Research Michael S. Garet, American Institutes for Research

Study Team

Jarah Blum Leah Brown Megan Brown Michele Cadigan Connie Chandra Suzette Chavez Porsche Cox Helen Duffy Marian Eaton Patrice Fabel Rachel Garrett

Alison Hauser Angela Hsu Melissa Hunter Alex Kistner Diana Mercado-Garcia John Mezzanotte Jordan Rickles Jamie Shkolnik Allison Waters Kristina Zeiser Tara Zuber

Michael Segeritz Molly Alter James Kemple

Contents

Abstract . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . vi

Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1 What Is Deeper Learning and Why Is it Important? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Assumptions Underpinning the Deeper Learning Initiative . . . . . . . . . . . . . . . . . . . . . . . . . . The Study of Deeper Learning: Opportunities and Outcomes . . . . . . . . . . . . . . . . . . . . . . . . The Focus of This Report . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Strategies to Promote Deeper Learning in Network Schools . . . . . . . . . . . . . . . . . . . . . . . . . . .9 Cognitive Domain: Strategies to Promote Mastery of Core Academic Content and Critical Thinking Skills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Cognitive Domain: Main Findings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Cognitive Development Goals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Developing a Deeper Learning Curriculum . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Deeper Learning Instructional Strategies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Assessing for Deep Content Knowledge . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Interpersonal Domain: Strategies to Develop Communication and Collaboration Skills . . . . . Interpersonal Domain: Main Findings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Communication and Collaboration Goals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Instructional Activities: Collaborative Group Work and Internships . . . . . . . . . . . . . . . . . Assessments: Presentations and Exhibitions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Intrapersonal Domain: Strategies to Develop Academic Mindsets and Learning-to-Learn Competencies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Intrapersonal Domain: Main Findings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Academic Mindsets and Learning-to-Learn Goals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Instruction: Individualized Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

School Structures and Cultures to Facilitate Deeper Learning . School Structures and Cultures: Main Findings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Advisory Classes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Alternative and Flexible Scheduling . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Personalized School Cultures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Differences Between Network and Non-Network Schools . Differences Between Schools: Main Findings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Cognitive Domain . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Interpersonal and Intrapersonal Domains . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . School Structures and Cultures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Conclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .35

References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .38

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