Often I see a wave of panic wash over participants who sit in PD trainings grounded in progressive teaching methods such as Deeper Learning. I hear the same feelings of angst when I talk to teacher about the implementation of Common Cores State Standards. Suddenly so much of what we know is foreign, and worse yet, thoroughly challenged or even rejected. Heifetz, Grashow,& Linsky describes the sensation that many individuals feel with a significant change, such as those in the current era of educational reform, as “loss”-new adaptions significantly displace, re-regulate and rearrange some old DNA” (Heifetz, Grashow,& Linsky 2009). In an effort to avoid these feelings of defeat, rather than jump into a completely new way of teaching and learning I encourage you to think about ways in which you can tiptoe your way into this paradigm shift. We can gracefully and quietly make our way into Deeper Learning by supporting one another through the following:

• Seek to experience and understand what a DL classroom looks, sounds and feels like. Consider the following questions: how does teaching and learning look different from my experiences in school or as a teacher? What does this require of students? What does it require of teachers and schools? How might the outcomes differ? What are the opportunities? Explore the answers to these questions and engage in your own inquiry- What wonderings do these schools, teachers and learners raise for you? Seek to understand Deeper Learning through your own questioning.
• Set yourself up for a successful dive into deeper learning through observation and a place of genuine curiosity. If you are not able to visit a Deeper Learning Network school listed on Appendix B in this resource: http://www.hewlett.org/sites/default/files/Deeper%20Learning%20for%20Every%20Student%20EVery%20Day_GETTING%20SMART_1.2014.pdf then check out some videos provided by The Teaching Channel: https://www.teachingchannel.org/deeper-learning-video-series.
• Try to find ways to see yourself in the ideals of Deeper Learning. Take a look at the Deeper Learning framework and reflect upon the Deeper Learning Teachers/Mentors. In what ways does the role of the instructor reflect or challenge how you see yourself in the classroom? You don’t need to throw the baby out with the bath water; rather take your instructional strengths and find ways to use those as a foundation for exploring a different approach to teaching and learning. For example, if your passion for teaching social science is telling historical stories then think about ways in which this can be student-centered, by leveraging those stories as a resource for student inquiry. Similarly, if you pride yourself on differentiating for the kinesthetic learner then think about ways in which you can create an environment for intellectual play for all students, as a way to engage deeply with the content.
•  Begin to think about how you may need to tend to the classroom climate in new ways. How does Deeper Learning require teachers and students to interact differently? What are the implications for how the classroom is set up? Think about ways in which some of your existing policies and procedures can foster a collaborative, student-centered and independent learning environment. Consider both the physical space-the ease at which students can collaborate, explore and “play”; and the social-emotional space-establishing classroom norms and agreements for how students should behave and work together is foundational to a safe and productive deeper learning space. In the words of Eleanor Roosevelt “with freedom comes great responsibility”. As you begin to realize the many new freedoms students will need to engage in Deeper Learning, how will you foster a sense of responsibility in your students so they can engage in this type of learning? Begin to think about how you will scaffold those life skills, which will become the building blocks to your classroom climate.

Finally, put a toe in the water with small instructional shifts. While it’s easy to feel overwhelmed, as Deeper Learning is often presented as an entirely new way of doing school, there are ways to get on the spectrum of Deeper Learning by doing the following.

1. Create a space and normalize play as a way of exploration and learning. Start collecting recycled materials and give students the opportunity to design and build as much as possible. For example in a science class when students are learning about wind energy have them design, build and test a windmill to show their understanding of the content. http://www.eie.org/eie-curriculum/curriculum-units/catching-wind-designing-windmills. In a humanities class students can learn about historical events or literary classics and use their imagination to rewrite history or an alternate ending to a canonic piece of work in a Chose Your Own Adventure story.
2. Focus on creating opportunities for student inquiry and critical thinking. This can be done by looking at your standards and trying to find ways in which you can ask students real-world questions or provide them with authentic problems to solve that relate to the content. You can help students to develop the attributes of a critical thinker by fostering inquiry into their way of being. This is best done by frequent use of routines, such as these: http://www.visiblethinkingpz.org/VisibleThinking_html_files/03_ThinkingRoutines/03a_ThinkingRoutines.html that provide a model for asking questions that easily become part of their demeanor. Finally, an iSearch paper is a great way to walk students through inquiry-a basic research paper driven by a question they are passionate about answering: https://www.gallaudet.edu/Documents/Academic/CLAST/TIP/writing%20an%20I-search%20paper.pdf.
3. If the notion of student collaboration overwhelms you then start small. Have students begin by working with partners-turning to a neighbor to share their thinking or engage in a listening dyad (http://www.nsrfharmony.org/system/files/protocols/dyad_1.pdf) is a great way to introduce students to the concept of communicating, listening and learning from their peers. When you are ready to move beyond “table talk” consider using one of these protocols http://www.duplinschools.net/cms/lib01/NC01001360/Centricity/Domain/22/AllProtocolsHandout.pdf to get students interacting and learning from even more of their peers. As you go through these exercises be sure to give them the skills they need to collaborate successfully (http://www.edutopia.org/blog/deeper-learning-collaboration-key-rebecca-alber).

Too often reform efforts are an overhaul that feels like a stampede through our classrooms. When the dust settles we are left not being clear what just happened or which direction to move forward. While CCSS may feel this way, they also provide a moment- an exciting moment that invites us to explore new and exciting waters, known as Deeper Learning. Once you have gracefully approached and tested the waters then you are ready to dive in!

Resources

Heifetz, R., Grashow, A., & Linsky, M. (2009). The Practice of Adaptive Leadership: Tools and Tactics for Changing Your Organization and the World. Boston: Harvard Business School Publishing.