Deeper learning competencies serve as “North Star” for a new vision of teaching, according to a new report
Teachers must exchange their traditional instructor role for that of a “learning strategist” in order to achieve deeper learning outcomes, according to a new white paper from the nonprofit National Commission on Teaching and America’s Future (NCTAF) and ConsultEd Strategists.
The report’s authors also found that teachers who do achieve deeper learning with their students personalize learning experiences, apply real-world knowledge to learning, and use technology in a way that enhances and empowers student learning.
Deeper learning refers to the competencies, knowledge, and skills that students must develop to be successful post-K-12. There are more than 500 schools across the country that incorporate various types of deeper learning methods.
The white paper, How Deeper Learning Can Create a New Vision for Teaching, describes a new vision for teaching and outlines how teachers’ roles and teaching conditions can best support deeper learning for students.
“Our goal was to highlight and document that teachers need support and training as they make shifts in their practice and in the way they work with colleagues,” said Elizabeth Foster, an author of the white paper and NCTAF’s Vice President for Strategic Initiatives. “We wanted to draw out how teachers, who share a vision of deeper learning for their students, adapt their strategies and take on new roles. In addition, it was also necessary to highlight the kinds of conditions that facilitate teaching for deeper learning, such as a learning culture based on trust and professionalism, shared responsibility for student learning, embedded professional learning, and time for meaningful collaboration.”
Next page: Practices of teachers who achieve deeper learning outcomes
