Figure 1: This figure shows deeper learning competencies and outcomes. The deeper learning competencies are displayed in three cogs surrounded by arrows to show that they are interconnected. The first cog is labeled, “Interpersonal: Collaboration and communications skills.” The second cog is labeled, “Intrapersonal: Positive mind-sets and learning-to-learn skills.” The third cog is labeled, “Cognitive: Deep content knowledge, critical thinking and problem-solving skills.” An arrow points from the three cogs to a separate rectangle to indicate that these three competencies lead to deeper learning outcomes. The rectangle is labeled, “Deeper Learning Outcomes: Broad and transferable knowledge and skills that enable students to continuously learn, adapt, and thrive in college and the 21st-century workplace.”

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Figure 2: This figure shows the deeper learning approaches to outcomes theory of action. There is one long arrow overlaid by three rectangles. The first rectangle is labeled, “Educators use deeper learning approaches.” A dropdown from this rectangle displays a bulleted list that lists: Personalized, Collaborative, Challenging and inquiry-based, Conceptually-focused, Active and applied, Student-owned, Goal-focused, and Informed by Assessment. The second rectangle is labeled, “Students experience deeper learning opportunities.” A dropdown from this rectangle displays a bulleted list that lists: Engage in rigorous content, solve complex problems, Reason, communication, and collaborate with peers, Make real-world connections, Reflect on own learning, Receive frequent and meaningful feedback, and Take responsibility for and advance one’s own learning. The third arrow is labeled, “Students gain deeper learning competencies.”

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Figure 3: This figure shows the deeper learning state framework for action. Four link ovals encircle a circle in the center. This circle is labeled, “State-Level Deeper Learning Approaches.” The first oval is labeled, “Deeper Learning Goals: Identifying, defining, and setting deeper learning expectations that go beyond traditional academics to include the knowledge, skills, and dispositions that students will need to thrive in the 21st century.” The second oval is labeled, “Deeper Learning Strategies and Supports: Preparing educators and promoting the evidence-based models and approaches that enable deeper learning opportunities for students, such as personalized learning, collaborative and project-based learning, and opportunities for student ownership.” The third oval is labeled, “Measurement of Deeper Learning: Assessment approaches and instruments that authentically capture student learning progress and determine whether deeper learning goals have been met.” The fourth oval is labeled, “Deeper Learning Recognition, Progression, and Pathways: Devising flexible ways for deeper learning to be “counted” and linked to a student’s progression, promotion, graduation, and post-secondary activities.”

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