Deeper Learning Journal of Practice (DLJP), a peer-reviewed, annual, online journal, builds bridges between practice and research and among P-20 educators. DLJP’s goal is to increase deeper learning for all. Authors detail and analyze how they implement a practice that forwards deeper learning outcomes.
Deeper Learning Outcomes
Thinking carefully/critically and creatively for challenge-solving
Acquiring and being able to use knowledge
Working collaboratively and independently
Communicating effectively
Social-emotional competencies
Learning and living self-agency
The dichotomy of inquiry and practice, of being a researcher or being a practitioner, is false. Highly effective educators, in any role, P-20, use a collection of theories from others and developed from practice, as they continuously invent and re-invent their practices (Cochran-Smith & Lytle, 2009, p.135; Comber, 2005, p.51).
Cochran-Smith, M. & Lytle S.L. (2009). Inquiry As Stance.Teachers College, Columbia University.
Comber (2005). Making use of theories about literacy and justice: Teachers researching practice. Educational Action Research.13(1), 43-55.
Thank you
Deeper Learning Journal of Practice charter
sponsor, University of Southern Maine School of Education and Human Development.
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 at all levels. 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, problem-based learning/ project-based learning, and other deeper learning topics, consulting, and implementation resources.
For Deeper Learning Board of Directors.
