Catch In Search Of Deeper Learning: The Quest To Remake The American High School Scripted By Jal Mehta Presented As File

interesting
It's working hard to define Montessori
not really, but the deeper learning infrastructure of Montessori embodies everything that these authors find valuable about education This book provides an interesting overview of various types of schools.
The authors are in search of what type of learning environment leads to the deepest learning, and that should be the goal of every school in the U, S. This book is a great read to envision what education should be in thest century,

As an educator, I enjoyed reading this book, It provides a clear perspective of what modern education should be, Deeper learning is a paradigm shift we must embrace, Excellent and should be required testing for anyone attempting to teach in American secondary schools today, Especially considering the massive negative impact COVID has had on learning,.
I am definitely not a huge nonfiction person, but when I saw this book on many of the desks at the charter school I was teaching at, I knew I had to take a look into it myself.
In Search of Deeper Learning was long, thoughtful, validating, alarming, and interesting all at the same time,

The authors spent years researching different types of schools to try to understand and learn why they were either successful in preparing students for the real world.
. . or not. Authors looked into a variety of factors: standardized tests, competency of teachers, morale of school, . . I could go on. In six years, Mehta and Fine no relation, he he chased and went after the idea of how America can foster deeper learning in schools, Is it possible Is the model we have been using for so long of simply transmitting ideas from mind to paper just for a test score, to just yield an acceptance at a college, to land a house in an affluent neighborhood.
is that really what it's all about

There's so much to unpack here, Nonfiction is not my usual forte, so at times this book did feel longer and harder to process, The chapters are long most werepages or so, But I learned so much, . . and a lot of things made sense, High school was a long time ago for me, but I could relate to many of the experiences that the authors laid out in the chapters, E. g. , when they went into a school of a classroom to observe students only to find them asking 'is this on the test', . . merely able to regurgitate information without really thinking about the deeper learning aspect of it, Appreciated the chapter about extracurriculars and how important they are, How they can foster community and overall mental health,

I definitely would've found it interesting what these authors would have said in light of COVID, ast this book was written in,

Overall, I found this book very interesting, They have some great ideas, It will not be easy and there is a lot of change that would need to happen and people to be convinced that it would need to happen, . . but its a start. Every high school educator should read this book, and educators and legislators in general should make this required reading, One of the best education books I have read in a while, And, I assume nobody will listen, But, read it anyway, I guess, I have a lot to say about this book, Dr. Jason Glass, Kentucky new Commissioner of Education recommenced this book during a chat with Prichard committee, So now I am reading it,
I will be updating as I go along, I am just beginning and I like it, Its about building relationships with students, This is a large book, withpages, notes and acknowledgements, So be aware.
"The best book on high school dynamics I have ever read, "Jay Mathews, Washington Post



An awardwinning professor and an accomplished educator take us beyond the hype of reform and inside some of America's most innovative classrooms to show what is workingand what isn'tin our schools.


What would it take to transform industrialera schools into modern organizations capable of supporting deep learning for all Jal Mehta and Sarah Fine's quest to answer this question took them inside some of America's most innovative schools and classroomsplaces where educators are rethinking both what and how students should learn.


The story they tell is alternately discouraging and hopeful, Drawing on hundreds of hours of observations and interviews at thirty different schools, Mehta and Fine reveal that deeper learning is more often the exception than the rule, And yet they find pockets of powerful learning at almost every school, often in electives and extracurriculars as well as in a few moldbreaking academic courses, These spaces achieve depth, the authors argue, because they emphasize purpose and choice, cultivate community, and draw on powerful traditions of apprenticeship, These outliers suggest that it is difficult but possible for schools and classrooms to achieve the integrations that support deep learning: rigor with joy, precision with play, mastery with identity and creativity.


This boldly humanistic book offers a rich account of what education can be, The first panoramic study of American public high schools since thes, In Search of Deeper Learning lays out a new vision for American educationone that will set the agenda for schools of the future.
I wish Goodreads let me write a review without providing a rating because I was at a loss on how to "score" this book, It profiles a few different American high school archetypes e, g. an IB school, a "project" based school as well as deepdives on extracurriculars to examine which structures are most conducive to "deep learning", I learned some new concepts such as the "grammar" of traditional schooling, I decided to pick it up because several people I know who work or are otherwise involved in the education field had rated it very highly here, In hindsight it shouldn't have necessarily followed that this book was right for me i, e. , someone with next to know knowledge about this field other than having gone through the U, S. educational system. My experience w/ this text often felt like trudging through a very long academic paper, which I suppose makes sense coming from a professor, Each chapter took me at least nearly an hour to read, If you want to get in the weeds on this particular facet of education, I would recommend, but caveat lector that it is exceptionally thorough and dense, This is hands down one of the most important books on education that I have ever read, Jal Mehta and Sarah Fine lay out a clear and compelling case for deeper learning in our high schools, They define deeper learning is learning that centers on mastery, identity, and creativity for students,

Through in depth case studies of four high schools, several exemplary teachers, an exploration of the theater program at one school, and more cursory views of other programs in schools, they describe the current state of American high schools circa thes, why we dont generally produce deeper learning, and how we could do better as exemplified in a few pockets of our public education system.


A few big ideas:

, The outcomes for education arent agreed upon and when they are they privilege breadth over depth which leads to coverage of topics without much real learning,

. The systems that produce deeper learning experiences for students exist in pockets where adults have a symmetrical commitment to their own deeper learning,

. Realizing deeper learning at scale will require cultural, political, and structural change in our schools, While these changes arent likely to happen at once it is possible to
create pockets of deeper learning that support these changes in individual classes, schools, and possibly districts and these proof points are essential to the larger changes we need.


Really powerful ideas!
If you're an educator or work in education or sit on BoE, . . at any grade level this is a fantastic read! I think teachers often go into books about teaching searching for flaws, looking for analysis that isnt borne out in our experiences.
I guess its natural, reading books like this can be difficult, they prod us where we are most sensitive, they find the most insecure areas of our practice and proclaim all the ways we need to improve.
So I guess at first to protect myself I was looking for reasons to disagree, There were flashes of my own experience in the examples of shallow learning that were difficult and personal to face, But this is a book of hope, not of condemnation, And it was deeply inspiring,

The analysis is thoughtful, nuanced, and sober, One of the hallmarks of this book is that the authors show more than they tell, with their anecdotes of schools and learning experiences they manage to emphasize both the tangible, the good and bad of whats going on in classrooms today, and the theoretical underpinnings.
The farther into the book I got, the more empowered I felt, I came to appreciate the dedication of the authors themselves, who apart from being skilled writers revealed themselves to be exceptionally compassionate, thoughtful, and understanding stakeholders, We will never fully get there, but I think this book took me a little bit closer to the heart of it all, what the point of this whole school thing is.
This was a good read, one that both confirmed some things I've been thinking about my practice as a teacher and my experience in schools, but which also made me consider some new things.
I found it both sobering and inspiring, Sobering, because from the very first chapter of the book, the authors admit that when they went looking for "deeper learning," including in some places that they eagerly expected to find it highly acclaimed schools, etc, it was thin on the ground.
Sobering also because the authors don't shy away from the immensity of the changes that need to happen to really foster this kind of learning in schools, It was still inspiring, however, because they still managed to profile a few schools and a number of individual programs and teachers who have somehow managed to do it, often still working within the confines of traditional schooling, which the authors argue is not a system that really

encourages this deeper learning.


Here's what I liked the best:
The authors distilled their observations down to three principles that underlie deeper learning: "Mastery, identity, creativity, " Students need to be able to acquire competence in a subject, feel a deep personal connection between who they are and what they're learning, and be engaged in making/doing/creating, not just passively receiving information.

The concept of "the whole game at the junior level," the idea that students need to be doing the work of your discipline at a level appropriate to them, not just learning facts or working on skills in isolation.
I. e. , let the kids play Little League rather than limiting them to batting practice until high school or college,
The focus on depth over breadth, including a willingness to criticize oftenlauded programs like AP for their contribution to shallow learning but also a willingness to recognize what these programs get right.

The specific descriptions of schools and classrooms where this learning is happening as a currently practicing teacher, this is enormously helpful,
The focus on equity amp the insistence on exploring how deeper learning can be made accessible to every student, not just those in the highest tracks
The authors' willingness to rethink the whole damn system instead of just figuring out how to tinker with the existing structures, arguing that the current "grammar of schooling" actively impedes attempts to teach and learn more deeply
At the same time, the authors' honesty about the challenges facing the implementation of deeper teaching and learning A must read for educators! Силно препоръчвам на всички гимназиални учители, директори на средни училища, ръководители на извънкласни дейности за младежи и други ентусиасти реформатори на българското образование.
Книгата обрисува и предлага модел на това какво е "deep learning" като разказва за проявленията на ученето с дълбоко разбиране мой превод на термина в четири много различни училища едно проектобазирано, едно IB, едно тип KIPP и едно "елитно" средно държавно. Въпреки че контекстът е американски, паралелите с българското образование са достатъчно, за да бъде релевантна и за нашия контекст. Недостатък на книгата е, чe е философска в смисъл на това, че не казва какъв би бил пътя на едно училище към това да създава истински ангажираща и автентична среда за учене на учениците едно е да го говориш, друго е да го реализираш, но за сметка на това има много примери, към които бихме могли да се стремим. Дори да не се прочете отдо, човек може да се съсредоточи върху конкретни глави спрямо интересите си, а други да попрехвърли. Ако някой иска да я обсъждаме заедно, ще се радвам :.