Looking at student work
I’d like to share three pieces of student work, each of which shows unique applications of deeper learning.
The first is a Grade 2 ‘landforms’ project. The task was to build and paint an island with landforms. The example shows a few examples of deeper geographical understanding, especially that the river is carved into the land, rather than simply painted on, and that it flows from the hills to the ocean.
However, it would have been better to provide greater opportunities to practice with the clay and paint in a creative way. The student’s reflection, ‘I could to better’, is very revealing of the fact that this little project utilized too many different, new skills. I should have planned a stand-alone art unit using these tools before applying them in this Geography activity.
It’s a great example of how thoughtful planning should authentically scaffold deeper learning, so that when the real tasks of the inquiry present themselves, students have access to a broad range of skills and knowledge.
Additionally, it was connected to a service-learning project focused on access to clean, fresh water, so the students had opportunities to transfer this learning to authentic situations outside of the school.
Fruit and Seeds
Next, also in Grade 2, in an activity to investigate, observe, and compare the seeds of various fruit, a parent volunteer and I sliced twelve different fruits and arranged centers with each around the room. Students used a graphic organizer to explore, draw, compare and discuss.
Is it deeper learning? I can say for certain that the students enjoyed the activity. This example is from a student who generally struggled to complete work, yet he managed to excel in this case. Referring to the Hewlett Foundation’s definition of Deeper Learning
, I believe that this is
an artifact of deeper learning for a seven-year-old, primarily due to the social, investigative, and integrated arts nature of the activity.
Perhaps it would have been deeper if there were a connection to a significant global issue, had been extended through an exploratory field trip, or led to an urban garden project.
This final example comes from Grade 6 and our current unit of inquiry into the evolution of scientific understanding and its effects on people’s lives.
After a modeled inquiry into 3D Printing
, students were tasked with researching an emerging technology and publish a blog post about it.
This student’s post shows application of a range of research, thinking, and communication skills. In particular, the student demonstrates growing awareness for digital publishing techniques by way of the embedded videos and text organization.
Finally, it is public and invites the reader to participate in the inquiry, which I think is a hallmark feature of deeper learning.
Looking at student work, I think it’s important to notice that elements of deeper learning occur in almost every experience. The responsibility lies with, in the case of school, the teacher whose task is to design a learning environment that supports the various elements of deeper learning with balance and flexibility to be relevant to each individual learner.