Promoting Deeper Learning in High School: Evidence of Opportunities and Outcomes

Abstract

Policymakers and practitioners are increasingly interested in students’ deeper learning skills, or the interpersonal and intrapersonal skills students need to succeed in school, careers, and civic life. This article presents evidence about whether the concept of deeper learning—applied across a variety of approaches—has potential merit as a means for education improvement. The analysis, based on 16 high schools implementing a school-wide approach to promoting deeper learning within the context of small schools, indicates that students who attended schools focused on deeper learning reported greater opportunities for deeper learning, greater competency in some deeper learning domains, had higher rates of graduating from high school, and were more likely to enroll in 4-year colleges than similar students who attended comparison schools.

Dybdelæring i et yrkesfaglig perspektiv

“…Dette kan sees i sammenheng med det nye utvidede kompetansebegrepet i fagfornyelsen, som i en yrkesfaglig kontekst ikke bare må sees opp mot det enkelte skolefag, men også mot den helhetlige yrkesfaglige kompetansen yrkesfagelever trenger for å kunne utøve et yrke. Yrkesfagene er som vist over tverrfaglig i sin natur, og tverrfaglighet sees av flere utdanningsforskere som et viktig prinsipp også for dybdelaering (Fullan et al 2018;Mathison & Freeman, 1997;Rickles et al 2019). I en yrkesfaglig kontekst er det dermed vesentlig at yrkesfaglaerere er bevisst hvordan de kan samarbeide med fellesfaglaererne og legger til rette for relevante, helhetlige arbeidsprosesser og arbeidsoppgaver for å fremme dybdelaering (Gilje et al, 2019;Offergaard, 2020).…”

“…En kritisk tilnaerming til dybdelaering Fullan et al, (1999), Fullan (2001) og Rickles et al, (2019) argumenterer for at dybdelaering skal forberede elevene for fremtiden. Dette perspektivet belyser dybdelaering i en mer kritisk laeringstradisjon, der kritisk tenkning, relevans, og det å skape mer engasjement, refleksjon og motivasjon til å handle for å endre verden er vektlagt (Illeris, 2012).…”

Case Study Analysis as an Effective Teaching Strategy: Perceptions of Undergraduate Nursing Students From a Middle Eastern Country

“…Deeper learning" implies better grasping and retention of course content. It may also imply a deeper understanding of course content combined with learner's ability to apply that understanding to new problems including grasping core competencies expected in future practice situations (Rickles et al, 2019;Rittle-Johnson et al, 2020). Deeper learning therefore occurs due to the disequilibrium created by the case scenario, which is usually different from what the learner already knows (Hattie, 2017).…”

Rethinking Pedagogy: Interrogating Ways of Promoting Deeper Learning in Higher Education

“…As noted by Dean and East (2019), learners in higher education institutions require more than content knowledge in the different disciplines and technical skills should be complemented by soft skills such as communication, teamwork, motivation, problem-solving, enthusiasm, and trust. Similarly, Rickles et al (2019) argue that learners should be prepared to adapt and adjust to the ever-changing demands of the workplace and the democratic environment. Such preparation for the students is possible by utilising teaching and learning approaches that result in deeper learning.…”

“…The knowledge economy requires learners who can think critically, communicate effectively and manage their learning (Rickles et al, 2019). Course instructors in higher education institutions should reflect on the teaching and learning methods, with the view to engage students more in the learning process.…”