Deeper Learning 2016

March 23-25, 2016, San Diego, CA


DL2016 is the 4th annual gathering of powerful educators focused on creating more opportunities for students to learn deeply.


At DL2016 you will:
Experience deeper learning for yourself through deep dives, interactive workshops and an innovative makerspace.

Connect with powerful educators who care deeply about preparing students for college and the careers of tomorrow.

Create new ideas, synergies and tools to implement and scale deeper learning.

View the DL2016 Program

Propose a Workshop

Check out the DL2015 program to see what we did last year!


High Tech High
Graduate School of Education
2150 Cushing Rd
San Diego, CA 92106 MAP →


Tony SimmonsTony Simmons is the Executive Director of High School for Recording Arts (HSRA), an independent public charter school, and Vice President of Studio 4 Enterprises, an educational services and management company.

While working with numerous national recording artists and record companies as an entertainment lawyer, Tony met David Ellis and assisted him in the formation of Studio 4/High School for Recording Arts. During that time, he co-founded Another Level Records, the first national student-operated record label. In addition to his duties overseeing the day to day program at HSRA, Tony continues to work with students in exploring the Business of Music and mentoring those involved in Another Level Records, as well as overseeing the student-operated commercial radio show entitled studio4allaccess, which airs every Friday evening on 89.9FM Minneapolis/St. Paul and is podcasted through iTunes.

Tony has served as board member and/or provided technical assistance to such leading national school reform organizations as Edvisions, Inc. and the Black Alliance for Educational Options. He was recently a part of the working group that lead to the National Association of Charter School Authorizer report entitled "Anecdotes Aren't Enough: An Evidence Based Approach to Accountability for Alternative Charter Schools." He is also a former board member of the Minnesota Association of Charter Schools and recently joined the board of the national education reform group, Reaching At Promise Students Association (RAPSA). Tony has served as a member of the Saint Paul School District Quality Review Team and as a peer reviewer for those applying to the Minnesota Department of Education for Federal Charter School Program grants. He has spoken or presented at numerous conferences including the Oxford Roundtable, Oxford University (Designing Leadership and Practices for the Future of Public Education), University of Illinois at Springfield (In The Mix: Cross Dialogues Regarding Hip Hop Culture), and Minnesota State University at Mankato (Juvenile Delinquency and the Studio Model). He was also part of the development team for Minnesota's first online project-based charter school called EdVisions Online Academy.

Tony attended Howard University and Pace University where he earned a BA in Political Studies. He also graduated from Rutgers University School of Law with a Juris Doctorate.Tony is a native New Yorker who enjoys live music, reading, and traveling with his daughter.

Rob RiordanRob Riordan, Ed.D., retired, is a co-founder of High Tech High and former President of the HTH Graduate School of Education. A teacher, trainer, and program developer for over 40 years, he has worked with teams to develop 14 new schools (11 at High Tech High) spanning the K-12 years. As a long-time teacher in the Cambridge (MA) Rindge and Latin School, Rob developed an award-winning writing center and two pioneering school-to-work transition programs: the Cambridge-Polaroid Technical Internship Program and the Cambridge-Lesley Careers in Education Program. For several years during this time, as a faculty member of the Harvard Graduate School of Education, he led the practicum seminar for Harvard’s student teachers. Later, under the auspices of the Office of Vocational and Adult Education in the U.S. Department of Education, he directed the New Urban High School project that led to the development of High Tech High. Rob holds a B.A. from Haverford College and an M.A.T. and Ed.D. from the Harvard Graduate School of Education, where his doctoral dissertation was a five-year case history of the evolution of goals and practices in a public alternative high school. He is co-author, with Adria Steinberg and Kathleen Cushman, of Schooling for the Real World: The Essential Guide to Rigorous and Relevant Learning.

Deep Dives Workshops Facilitators Deep Dive Den (D3)

A Deep Dive Into The Minds and Worlds Of Public School Educators Sam Seidel & Jessica Floeh, Business Innovation Factory How might we remove barriers and scale individuals' deeper learning practices in public schools? Using artifacts and insights from a recent ethnographic exploration with public school educators, this Deep Dive will immerse participants in ideation and opportunity mapping exercises to rapidly prototype solutions.
Building a School-wide Deeper Learning System Symon Hayes, Envision Education If you can imagine it, you can achieve it. Participants will create a graphic journey map to help support their journey in creating the systems and structures for deeper learning at their school. We know that deeper learning is important and we know that deeper learning is happening. As schools scale deeper learning, key questions remains: how do we implement the systems and structures that provide the opportunities for deeper learning to happen, how do we measure this Deeper Learning school-wide? In this workshop participants will draw upon the assessment systems from Envision, to identify their desired end results, where they are now in the process, and their next steps to create a school-wide assessment system
Chocolate: Bitter or Sweet? Jessica Wood, EL Education Participants will immerse themselves in all things chocolate as they explore the politics, history, geography, and science behind this delectable treat. From tasting to tears, sweetness to slavery, chocolate is our entry point for learning about the world and how to improve it. Participants will leave full- full of new social justice learning, full of practical strategies for the classroom, and (of course) full of chocolate!
Communicate a Vision for Deeper Learning using Project Based Learning in under 9 seconds Bob Lenz & Cris Waldfogel, Buck Institute for Education As leaders (includes students, teachers, administrators, board and community members) for deeper learning, how do we create and communicate a compelling and actionable vision of how Project Based Learning leads to deeper learning outcomes for all students? Participants will learn and use communication tools and processes that are taught to world leaders to craft a vision statement that is 27 words, 9 seconds long and includes 3 messages. We will tell stories of deeper learning through PBL that give the vision statement life and purpose (HTH students will be available to share their stories if you don't have a story to tell). Finally, using the content of their vision statement and their story, each leader will write, direct and produce a very short video (2-3 minutes) to show to their home community. (Equipment needed: Smart phone with video editing app - e.g., iPhone with iMovie app. HTH students will be available for technology consult.
Creating a Space Science Program through Rocketry Brian Delgado & Andrew Lerario, Gary and Jerri-Ann High Tech High Over the past two years, we have worked to develop a space science program through astronomy, weather balloon science, and now rocketry. In this deep dive we will show you how to develop a high school rocket program from small to very large scale integrating mathematics, humanities, physics and chemistry into a project that engages students at all levels. We will walk participants through how to build and test rocket bodies and engines while scaling it up from air rockets to full-blown solid fuel chemical rockets.
Deeper Learning for Marginalized Youth Matt Simon, Students and Teachers; Juvenile Court and Community Schools of San Diego County In this Deep Dive, Matt Simon, the professional learning lead in San Diego County’s Juvenile Court and Community Schools (JCCS) by way of High Tech High and no-excuses schools in Los Angeles will help you take ownership (at the classroom, school or systems level) of a model of Deeper Learning that is currently transforming the lives and learning of educators and students (overwhelmingly children of color who are incarcerated or on probation, who have been expelled from their district, who are homeless, etc.) in alternative settings in Southern California. The model, known as Thematic, Interdisciplinary, Project-Based Learning (TIP), originated in Los Angeles under the direction of Diana Velasquez at the Road to Success Academies (RTSA) inside L.A.’s youth-detention facilities. Simon has built on the TIP model by blending in elements of EL Schools’ focus on building expertise through reading for evidence and writing/speaking with evidence and High Tech High’s focus on authentic projects refined and refined and refined until they blow the minds of the students’ audience at exhibition. In this Deep Dive, teachers and students from JCCS will help introduce you to TIP and support you in bringing TIP to your classroom, school, or district so that you too can bring Deeper Learning to the students who need it most.
Deeper Learning through Critical Exploration Critical Explorers This deep dive will prepare you to harness the power of critical exploration in your classroom. Through the Critical Explorers Workshop, you’ll experience and discuss exploratory activities and curriculum; observe and reflect on teaching strategies, live and on film; and strengthen your understanding and practice of critical exploration, whatever your previous experience.
Deeper Learning Through a Global Lens Lisa Tyrell, Asia Society Are you interested leveraging the tenets of Deeper Learning to help students develop the Global Competencies they need for success in our interconnected society? If so, this Deep Dive is for you! After learning more about global competence, you will identify strategies and develop an action plan to incorporate global competence and deeper learning into your current instructional practice, ensuring that students are ready for college, career and global citizenship.
Dive Deep into the Disappearance of Honeybees Marissa Adams & Rhea Manguil; High Tech Elementary Explorer How can we engage students in looking at multiple perspectives in research to inform their decisions? Participants will analyze compelling text, consult with an expert, and collaborate to discover the struggles that honeybees face. Where are the honeybees going, and once gone, who will feel the sting? Come prepared to create visual narratives of the vanishing honeybees and to explore ideas on how to BEE the change!
Designing Deeper Equity Learning for Adults Tom Malarkey, National Equity Project What do we, as adults, need to better know and be able to do in order leverage the potential power of deeper learning as an equity strategy? So, then, what kinds of deeper learning experiences for adults might develop this kind of “equity muscle”? In this session we’ll reflect on the types of equity challenges we’ve seen with deeper learning in our schools, then experience and reflect upon several types of “adult equity learning.” Using these insights, we will prototype various approaches to adult equity learning to use in our contexts.
Design Your Dream Home Ron Berger, EL Education Each participant will create scale blueprints for a dream house, learning the basics of residential architectural design and the ways that design and architecture can be used in classrooms to elevate mathematics, science, design-thinking, drafting and arts. No prior experience required. You will leave this class proud to show your blueprints to family and friends and seeking a wealthy patron to fund the construction of your dreams.
Examining the Elephant: Equity, Social Justice & Deeper Learning Jim May, New Tech Network Education has come to be viewed by many as the civil rights issue of our time. Central to this argument is the idea that public schools and public education have a special role to play in disrupting the larger patterns of economic and social inequity found in society. This session will explore literature and data related to those larger patterns of social inequity and invite participants to examine the ways in which Deeper Learning might provide a powerful platform from which to address specific drivers of inequity. Participants in this Deep Dive will construct a visual argument for how Deeper Learning practices might work to address a specific aspect of inequity relevant to their context and community.
Fueling Your School with the Power of Relationships: How to Become a Secure Attachment Figure Megan Marcus, FuelEd Every day, educators serve as counselor, mentor, and parent-figures to the students they serve. They also experience a slew of emotions - their own and others' - that range from happiness to fear, exhilaration, anger, excitement, disappointment, frustration, confusion - perhaps all in one morning! Despite the importance of relationships and emotions to both student success and an educator's day-to-day job, educator training all-too-often focuses exclusively on content knowledge and pedagogy, neglecting the critical importance of teachers' and school leaders' emotional intelligence and interpersonal skills. In this session led by Founder & CEO of FuelEd, a non-profit organization founded to fill this gap in educator preparation, participants will develop the interpersonal skills, self-awareness, and emotional well being necessary to fuel their school with the power of relationships. Key topics include the social neuroscience of education (or why relationships drive learning), how to communicate empathically, and finally an exploration into your personal triggers (or what gets under your skin).
Finding the Sweet Spot: The Intersection Between Performance Assessment and Project-Based Learning Justin Wells, Envision Learning Partners Project-based learning and performance assessment are not synonymous, but they should be synergistic. How do these concepts best serve each other? In this design workshop, apply performance assessment thinking to sharpen the focus and boost the rigor of your project-based teaching. Come with a project or performance task in mind—detailed or fuzzy—and collaborate with colleagues to make it better.
Getting Deeply Inside the Outside -developing ways to deeply engage students through their interests and personal relationships to adults. Elliot Washer, Big Picture Learning & Lynda Armstrong, San Diego Met School This DIVE will feature students, internship visits to off-campus venues, conversation with student mentors and highlight materials and web applications for all to develop an internship program or similar work in their schools.
Going Places Mindy Ahrens and Judy Caarang, Design 39 How might we build a vehicle that “takes us places?” Where do we want to go? Come stretch your creative muscles with us as we design, prototype and test workable transportation devices. We will pull inspiration from Peter Reynolds’ book Going Places as we learn how to think outside the box like his main characters Mia and Rafael. If you want to tinker and get your hands dirty while digging into the Deeper Learning competencies, come build with us.
Hacking toward Deeper Learning Susie Wise, & Peter Worth, Stanford Changes at the school level are often hard to “hack.” In this Deep Dive with the School Retool team, we’ll try on a hack mindset and use designable levers for change—like role, ritual, and space, to take first steps toward change at your school. We’ll brainstorm based on big ideas from Deeper Learning schools, and work together to design hacks that you can try at your school right away.
Kinetic Sculptures to the Extreme! Carrie Lawrence, Charlie Linnik, Kyle Linnik, & Scott Swaaley It is time to get down and dirty with four hours of welding, carpentry, painting, and mysterious beer-themed activities. With this interactive deep dive, participants will be immersed into the making process of building and creating. Take on challenges that require problem solving, and come push your technical skills to the next level.
Learning Deeply in the Elementary Grades Anna Kinsella & Jodi Posadas, New Tech Network Experience an elementary project slice from an integrated PBL unit focused on Math, Science, and ELA as we get a student perspective and learn the “why” behind specific facilitation moves made. Then, embark on a journey to visually map your own project through careful unpacking of standards, backward design of scaffolds and benchmarks and discussion of embedded assessment practices for deeper learning outcomes. Participants in this Deep Dive will create a visual plan for a fully mapped project design.
Unleashing Teacher-Led innovation- The rise of the Edupreneur! Summer Howarth, Educhange, Australia Get ready; we are going to merge the concepts of entrepreneurship and design thinking with the unique demands of education. Participants will be challenged with disruptive education ideas from around the world alongside unleashing powerful innovation techniques. By the end of this workshop the tables will be covered with post-it notes, there will be smiles on every face and participants will leave with both powerful skills and real ideas that will help them to consistently solve the challenges they are facing in their unique education contexts. Tapping into the collective genius of the room, this is an inspiring and practical injection of learning, that will bring powerful improvements to your school and your practice.
What’s Your Problem?: Improvement Science for Deeper Learning Stacey Caillier & Ryan Gallagher, Center for Research on Equity and Innovation High Tech High Graduate School of Education How can we tackle persistent problems of practice and bring deeper learning to more students more often? In this highly interactive deep dive, we will explore improvement science as a promising methodology for innovating, refining and scaling great ideas. Participants will experience various tools and protocols, ranging from empathy interviews to learning cycles, that they can use in their own contexts to guide systematic improvement. This workshop is designed for changemakers at all levels - teachers, school/district leaders and K-12 students.

Deep Dive Den
DL2016 is committed to helping attendees build connections around topics that matter. To that end, DL2016 created the Deep Dive Den (D3), a place for attendees to learn from educational leaders. One of the goals of the deeper learning conference is to propel the deeper learning movement by connecting attendees to inspirational ideas and people. Den talks aim to be a conversational style talk where a pair of educational leaders publicly interview one another about a topic that is of importance to their organization, the deeper learning movement or perhaps to the future of education. No slides, no presentation-just a conversation with a small group on topics that matter.

Deep Dive Den Speakers
Deep Dive Den
Deep Dive Facilitators

Three-hour Workshops - Wednesday, March 23

Creating a Performance Assessment Work Group that leads to deeper, student driven learning Joseph DiMartino & Jay Midwood, Center for Secondary School Redesign Participants in this session will work to develop or refine existing collaborative practices to promote deeper student learning through a Performance Assessment Work Group (PAWG). A PAWG acts as an incubator for the development of reflective teacher practice. PAWG members hone skills in the creation, refinement and validation of performance assessments. Looking collaboratively at student work is the centerpiece of PAWG as is the calibration of student work. PAWG members become skilled facilitators and local experts. PAWG members act as capacity builders back at their schools.
Developing Teacher Practice Through Structured Rehearsals Jesse Johnson, Sara Toguchi, & Elizabeth Ramirez, New Visions for Public Schools Instructional activities allow teachers to make focused pedagogical decisions based on evidence of student learning by relying on routines that support meaningful classroom interactions. In this session you will learn how rehearsal of these activities in a sustained professional development program can transform teaching practice.
Discover the Power of Photos Jamey Boelhower, Central Community College Using photographs in the classroom is a powerful tool. By observing or working with an image, students can activate prior knowledge or create amazing products within any content area. Also, with the power of mobile devices to take photos anywhere, lessons can be expanded beyond the classroom. In this session you will learn how to find and use images for teaching and learning to spark ideas for your own lessons.
Leading and Teaching for Emotional Responsibility Sarah Miller, Phoenix Charter Academy Network Workshop attendees will explore and "try on" what teachers and leaders (middle managers to district-wide leaders) can do to ensure even our newest teachers are modeling social and emotional responsivity and responsibility. This workshop is particularly useful for teachers and leaders working with marginalized youth or non-traditional students, students who are currently disconnected or at-risk of disconnection from traditional schooling. We will explore the effects of developmental "parallel process" as well as the importance of recognizing our own class and cultural bias in terms of expectations of perceived "learning speed". All attendees will leave with at least one of the following: professional development plan for a supervisee, a newly-envisioned commitment to modeling appropriate emotionalism, a lesson or PD plan that explains the significance of emotional responsibility to staff.
New Strategies and Vision for Assessing Students' Civic Learning Justin Reich: MIT, Linda Friedrich: National Writing Project, Joel Breakstone, Sarah McGrew, Sam Wineburg: Stanford University, Carlos Hipolito: University of Colorado Denver, Ben Kirshner, Leah Sprain: University of Colorado Boulder, Andrew Maul: University of California, Santa Barbara, Brandon Stewart: Princeton University, Dustin Tingely: Harvard University In 2015, the Spencer Foundation granted $2 million towards the development of new measures of youth civic learning in two domains: 1) how to engage with arguments and evidence and 2) how to engage with others across difference. In this session, participants will work with five teams of researchers to learn about to learn about and contribute to the development of new approaches to assessing student learning about how to be active citizens. Participants will leave with a deeper understanding of the future of assessment, and new ideas for assessment of students' civic competencies.
The Mindset Playbook Garrett Rosa & Craig Lyle, Vista Peak campus In this interactive session you will learn how to bring Carol Dweck mindset work to your school in a comprehensive way. Participants will learn how to assess their own mindsets, will have their mindset challenged through a micro project, delve into the notion of neuroplasticity and the malleability of the brain, and read professional literature and engage in discussion that shows how to begin to mold language patterns in the classroom that promote a growth mindset
Transforming your school / district to prepare 21st century students Ken Kay, CEO of EdLeader21 & Jennie Snyder, Superintendent of Piner-Olivet SD, CA Education Leaders Workshop: School and district leaders are essential catalysts in the move toward 21st century learning. This workshop will help leaders focus on essential elements of 21st century educational leadership: Creating a vision; Focusing on a culture of continuous improvement; Focusing on tools to promote the 4 C's with special emphasis on creativity; Focusing on support needed for school leaders.
What’s Your Classroom Brand? Charity Allen and Jaclyn Vasko, PBL Consulting Companies use branding all the time to intentionally evoke a desired emotional response in a customer, client or target audience. Jeff Bezos, says “your brand is what other people say about you when you’re not in the room.” So what’s your classroom brand? What do you want students, parents and colleagues to say about you and about your class when you’re not in the room? You have the power to influence and frame this. At the workshop, take a peek at sample classroom brands for different grades and subjects. Then, generate, share and develop a concept and a premise for your classroom brand. Participants will receive a printed workshop workbook with resources, examples and more.
Writing, Technology and the Real World of School 4.0 Jeffrey Piontek, Vantage Learning Participants will be engaged in web-based tools, which will allow them to explore, engage and create content. Utilizing the latest technologies such as online writing programs, online writing assessments, formative assessment programs and finally "personalized" learning using web-based tools for success!

Workshop Round-1
Wednesday, March 23, 1:00-2:30 p.m

7 Essential Factors to Engage Teachers and Students to Outperform Expectations Erica Herro & Molly Bozzo, Stevenson School - Carmel Campus The end result is that schools need exceptional teachers – teachers who love teaching, who are compelled to find ways to access their students individually and as a group, who go above and beyond because it’s just good teaching. Once excellence is an established norm, a framework must be in place to sustain performance and yet be nimble enough to respond to the needs of community members. By engaging cross-curricular teams in collaborative problem solving, play, passion and purpose drive teachers and their students to outperform expectations.
ABCD: And We Aren't Talking About the Alphabet. Using Asset Based Community Development to Strengthen Your School Dan Condon, Eagle Rock School How staff and students in schools can use an "asset based" framework referring to a positive, "capacity driven" approach which encourages school community members to make progress for themselves, as opposed to a traditional "needs driven" approach which makes the school community dependent on institutional help. Participants are encouraged to attend with a colleague or student to maximize the impact of the session.
Brain Training: Bracing for High School Thinking Jane Healey, La Jolla Country Day, Karen Villegas & Elizabeth Cox, University Liggett School Early in the first year of high school, teachers across the disciplines assign students tasks to "analyze," "interpret" or otherwise work with academic materials, assuming the students understand these verbs we toss around. If we tell students to “explicate” a passage, what do we mean? University Liggett School, outside Detroit, developed a 4-year Academic Research Program that begins with a 9th-grade course meant to deconstruct the normative tasks in classrooms across the disciplines and demystify the academic jargon that we accept as clear and helpful. Students often feel like outsiders when they read instructions with words that trigger feelings of alienation, futility, and negative thinking. Relying on lessons from Thinking Routines, Habits of Mind, current research on learning and the brain—and of course, Mindsets—the course breaks down academic tasks into processes that students can absorb and apply to projects throughout the curriculum. After three years of implementation, qualitative data from students and teachers suggest that when ninth-grade students enter the inquiry-based sophomore course, they feel confident and competent about managing the myriad of challenges they must tackle. This workshop will share and demonstrate the curriculum from the point-of-view of the whole forest to a single tree and encourage participants to reconsider the language of learning.
City-Wide Project Based Learning: from school to community: The Mindset of Community-Wide PBL Merav Bareket, Institute for Democratic Education, Israel & Anne Worrall, HTe D4: Dive Deeper using the 4Ds: How vision, pedagogy, organizational structure and relationships will drive your school to your deeper learning? In this session we will deeply explore stories of change, develop your change model for schools and for your city. Using a case-study analysis of Holon, Israel that shifted their city to deeper learning, attendees will examine how diagnosis of organisational vision, pedagogy model, organizational structures and relationships will help you scale your work beyond school walls. During this session you will get ideas on how to use PBL not just as a pedagogical practice but rather as the standard for how work gets done in all facets of educational community within a city. We will explore questions like: What do you have to think about when you want to scale up? How do you expand, and still maintain the professional standard? How do you build professional capacity? How do you use the local government as co-designers in the design of deeper learning projects? What are the intersections between PBL and the community and how do they influence one another? How to create the mindset that the whole community is involved in PBL where everyone wins? How to open schools, change existing schools - What factors are influenced by this?And how to create a common vision, then break it down year by year, and choose outcomes for each year. Attendees will walk with a five-year plan to scale deeper learning.
Diving Deeper with High Tech High Students Elena Hoffman, Gary and Jerri-Ann High Tech High The incorporation of student voice in the classroom is an essential aspect of the High Tech learning experience. This interactive workshop led by High Tech High senior Elena Hoffman will build on the question "How do students learn best?" and will involve a mini project where attendees will create models in groups to answer this central question.
Deeper Learning for Elementary Classrooms Trevor Mattea, High Tech Elementary Chula Vista Elementary school teachers interested in supporting deeper learning are presented with dilemmas unique to K-5 classrooms on a daily basis. How do we ensure that deeper learning is happening throughout the day? Please join me for a conversation about deeper learning in elementary classrooms, in which we will read and discuss the deeper learning competencies, self-assess our project and non-project work for deeper learning, explore examples of work modified to foster deeper learning, and create resources to promote deeper learning in all elementary practices. You are encouraged to bring work samples and resources, as there will be opportunities to share them with other participants.
Educational and Socio-emotional Applications of Hip Hop Beat Making, Music Production and DJ'ing: A Case Study of Today's Future Sound Elliot Gann, Jason "Golek" Lee, Mario "Astertix" Miranda, Jeremy "Remshot" Cruz & Alex Blum, Today's Future Sound This session will explore the culturally responsive Today's Future Sound model, which uses Hip Hop music production and DJ'ing to teach students STEM curriculum as well as a broad range of interdisciplinary content through Project Based Learning and Connected Learning. The workshop will include hands-on/experiential components and attendees will learn about the basics of beat making and get to try this, as well as experience a lesson first hand. Applications of the model in the classroom will be discussed as well as resources teachers/educators can use to enhance their lessons and deliver content, especially Math and Science curriculum, in more engaging and culturally responsive ways.
What do teachers with yesterday’s training need to prepare today’s students for tomorrow’s challenges? Exploring Educator Competencies for Personalized, Learner-Centered Settings Rebecca Wolfe: Jobs for the Future, Jennifer Davis Poon: Council of Chief State School Officers, Carmen Coleman: Center for Innovation in Education & Jean Garrity: The Institute for Personalized Learning at CESA #1 Personalized learning is gaining momentum across the nation, which means the role of teachers and skillsets they need is evolving. To address this need, the Council of Chief State School Officers (CCSSO) and Jobs for the Future (JFF) in collaboration with the Center for Innovation in Education (CIE), the Institute for Personalized Learning, and the Nellie Mae Education Foundation (NMEF) came together to develop a resource that outlines the unique competencies educators need in order to create and thrive in effective personalized learning environments, the Educator Competencies for Personalized, Learner-Centered Teaching. Join us as we discuss the implications of these Competencies for practitioners.

Workshop Round-2
Wednesday, March 23, 3:00-4:30 p.m

Designing an Innovation Ecosystem: Aligning Parents, Educators and Students to Create a Better World Pamela Briskman & Glen Tripp, Galileo Learning Increasingly parents, educators, and policymakers understand the need for education that prepares kids to be innovators. But the common resulting action steps – adding design thinking to the curriculum, creating a maker space, advocating for a coding class – often fall short of the system-wide focus required to truly enact change. Each summer Galileo Learning brings together a community of more than 2,000 educators and 20,000 students and their parents in the name of innovation education and this workshop will explore Galileo's practitioner’s experience in nurturing an innovation ecosystem. Using Galileo’s model as a springboard to inspire deep participant conversation and collaboration, attendees will design first actions to create an educational ecosystem suited to align stakeholders and inspire change in their environment.
Coaching Mindsets: Building Self-Efficacy to Catalyze Deeper Learning Adam Krusi-Thom, EL Education How do we craft a coaching plan that uses an equity lens to cultivate self-efficacy and transform educator practice? Coaching for Deeper Learning is a complex and critical practice. Establishing a culture of coaching at all levels of the school – between and among students, teachers, and leaders – requires growth mindsets applied to the principles of Deeper Learning and equity. Theory meets practice in this workshop as participants synthesize the work of Elena Aguilar, the National Equity Project, Diane Sweeney, Jim Knight, and Dr. Camille Farrington. We will apply our learning using tangible coaching templates, video, and rich exemplars, including a Google Drive treasure trove of coaching resources! Participants will draft an equity-driven, transformational coaching plan using a target Deeper Learning competency for a teacher or leader they support, focused on a specific goal from their school site action plan. Target participants: coaches, school leaders, teacher leaders, scholars, and network leaders
Innovations in Assessment for Teaching And Learning Joy Coates, Jobs for the Future & Linda Pittenger, Center for Innovation in Education, University of Kentucky Participants work together to understand how systems of assessment can and should evolve to enable deeper learning experiences for students using the Assessment for Learning Project as an example to ground their discussion. The Project is a collaboration between the Center for Innovation in Education and Next Generation Learning Challenges. By the end of the session, participants will learn about how the initiative will promote the design and implementation of tools and strategies to advance assessment for rather of learning, develop strategies in real time with their colleagues for how to apply the concepts to their local contexts, and have the opportunity to be among the first members of an exciting nationwide community of practice that undergirds this work.
Logic Models: A Framework for Deeper Learning Jessica de Barros, Road Map Region Race to the Top, Sally Kingston, AEM / District Reform Support Network, & Michael Golden, Educurious In this hands-on session, participants will learn how a well-developed logic model can help to synthesize a complex project into a single framework for project management, strategic communications, partnership building, grant writing, and much more. Puget Sound Educational Services District, Race to the Top District Grantee, will share how they use a logic model to implement and monitor their multi-district project. Participants will create a logic model aligned to deeper learning outcomes (or any other project).
Spark an Enduring Flame: Leading School-Wide Transformation Jane Shirley, Catapult Leadership How do we successfully lead the transformation to deeper learning in schools, especially in the current high-accountability environment that relies on standardized tests as a primary measure of your success? In this workshop participants will explore practical tools and strategies that will help leaders create a culture of innovation and set the foundation critical to expanding deeper learning in our schools. Participants will leave with an understanding of the difference between change and transformation, and the three critical factors that will help you lead diverse groups through a process of systemic change.
Student Consulting: Empowering Student Voice and Focusing Teacher Practice on the Student Experience Ben Sanoff & Anna Chiles, High Tech High Media Arts During lunch a team of two student consultants meets with a cooperating teacher to debrief a recent observation cycle. They start by giving warm feedback to the teacher about his communication style with students and the way he seamlessly switched between slang and academic language. The conversation transitions to strategies the teacher can use to open up and connect with his students. Come learn about our process of developing a student-consulting program at HTHMA. You will hear from the facilitators of the program, student consultants, and cooperating teachers about their experiences. The workshop will allow participants to consider how a student-consulting program might function at their school site.
Using the 5E Instructional Model to Teach Life Science: An Immersive Learner Experience Andrea Robinson, Deborah McLaughlin, New Visions Why do we sweat? Why do we shiver? How can our body stay at 98.6 when the temperature outside is 20 below? These questions and more will be covered in our session, which will introduce participants to the New Visions Living Environment (Biology) Curriculum. Our session will also include an immersive exploration of the NVLE Curriculum through the lens of the Thermoregulation 5E (Engage, Explore, Explain, Elaborate, Evaluate) Model, which gives students a hand-on look at feedback mechanisms within the body as part of the Homeostasis unit. Attendees will have a chance to experience the curriculum as both a student and as a teacher. Interspersed in the presentation will be examples of Group Learning Routines (GLRs) designed with the idea that getting students to talk about science is a great way to help them learn science. The NVLE Curriculum is currently available to all teachers, covering all major topics in Biology and is also aligned with the New York State Standards for Living Environment.
Whose Voice is Missing From this Story? Teaching Social Justice Through Narrative Dana Bettinger, University Prep & Anthony McGrann, Epiphany School Are liberty and justice truly for all? Regardless of age or subject, students need to hear their own voices as well as those of others in the stories they read, the images they study, the tales they tell, and the art they create. Learn about innovative ways to incorporate social justice into your own curriculum and inspire your students to take action.

Workshop Round-3
Friday, March 25, 10:00-11:30 a.m

A Deeper Look at Math in Art” Stacy Jennings, Design 39 Campus, Poway Unified School District In this workshop, teachers will learn how to lead students on a discovery of math concepts in works of art. You will learn to blend art and math for your STEAM curriculum! By analyzing works from Andy Warhol, Kandinsky, and Frank Lloyd Wright’s stained glass... workshop participants will be able to utilize Elements of Art and Mathematical Concepts and Vocabulary to help students see math in an interesting and unexpected way! As we look at art through multiple lenses, students become leaders of their own learning...with the ability to access math concepts at their level; “see” the math that they already understand, share their findings with others, learn new concepts, and introduce ideas to their classmates in a non-threatening and engaging way. No matter what level of math students are working at, they can access math concepts that are relevant and challenging by taking “A Deeper Look at Math in Art”! Participants will be led through the same lesson that would be introduced to their students, and provided with supporting materials.
Belonging and Becoming: Social and Emotional Supports for Adolescent Learning Kathleen Cushman, What Kids Can Do What structures and practices help adolescents develop the mindset that they belong in a learning community? What supports them in growing to their fullest potential as deeper learners? Prompted by school-based research as well as student and teacher voices, participants will consider the challenges and possibilities in their own school contexts.
Breaking with Tradition: The Need for Deeper Learning in Urban Environments Wesley Davidson & Ellie McMahon, Chicago Tech Academy This workshop discusses the needs of students in urban area and how deeper learning competencies help to address those needs in a way that traditional, structured curricula do not. Teachers will walk away with initial plans that take traditional lessons and transform them into deeper learning experiences. Other participants will continue the ongoing discussion of deeper learning's place in our larger educational environment and will question whether DL is for "elite" schools or for all.
Deeper Learning by Going Deeper Within Jen Morrison, Chris Olivas, Jessica Caenepeel-Knust, High Tech High Graduate School of Education What is your vision for your practice and how can you create the conditions for deep, supportive, and trusting collegial relationships? How does understanding our stories and values help us to create equitable learning environments? Understanding our underlying belief systems and why we became an educator is essential for us to not only create an equitable learning environment, but also grow professionally beyond what we even think is possible. In this workshop, we will dive into and explore how personal vision for practice can be used as a tool to support deep collegial relationships, and ultimately, craft an equity based classroom/school.
Deeper Learning: Lessons from Early Childhood Josh Thompson, Mark Reid & Martha Foote, Texas A&M University-Commerce
Karen Walker, Texas Women's University
Children learning in 21st Century classrooms and schools need innovators and intellectual thought leaders to accompany them on their journey of inquiry, not technocrats or test prep. Infusing deeper learning into lessons and activities requires flexible teachers, full of insight into student learning, human development, and the powers of language and literacies to create learners competent to inquire, investigate, and innovate. These characteristics exemplify Early Childhood educators. We've been following the child for more than a century. It makes one wonder: What deeper learning occurs when school innovation takes lessons from Early Childhood?
Embody to Empathize: Using Kinesthetic Experiences to Deepen Analysis and Practice Empathy" JP Passero, Lynn Brown, Kali Heft & Danielle Rivellese New Visions Charter High School for Advanced Math and Science Step out of your own body and into another. In this workshop, participants will experience a series of scaffolded kinesthetic activities through the frame of Lincoln Center Education's Capacities for Imaginative Thinking. After the experience and an opportunity to reflect with fellow educators, participants will walk away with an understanding of how to use embodiment techniques to support students in deepening literary analysis and practicing empathy."
Examining Deeper Learning in Employer-led Education Initiatives Jackie Gonzalez & Sheila Jackson, Jobs for the Future Charlestown High School, located in the greater Boston area and serving a population of 94% students of color and 88.5% low income students, has recently launched a pilot 9-14 pathway with SAP, a global software company, to transform their school and provide innovative, college-level opportunities to its students. Join us for an overview of the pathway program -- C-Town Tech-- its progress to date, and a discussing the challenges and opportunities for deeper learning, including continuous improvement, equity, and how to fostering meaningful postsecondary paths for all students. We'll also share two recently developed rubrics inspired by the C-Town program that encourage peer assessment of 21st century skills and computational thinking, in addition to a guidebook on existing computer science tools that can support deeper learning experiences.
Greater Together: Building Collaboration Skills through Game-Based Assessments for Learning Seth Corrigan, GlassLabs GlassLab Games is a nonprofit game design group that specializes in development of high quality, high engagement game-based assessments for learning. Under funding from the Hewlett Foundation GlassLab is currently creating formative game-based assessments for collaborative problem solving for use in the upper elementary, middle and high school grades. As a part of the effort, GlassLab is also developing instructional materials and dynamic, real time reports that visualize key aspects of students’ collaborations and aid in goal setting. After introducing the project, the collaborative problem solving game and instructional approach, the presenters will invite participants to engage in a set of design charrettes - quick planning sessions to specify desirable features of the project’s game and materials that will make them useful and easy to use for practitioners.
How to facilitate student voice in the classroom with the Student Bill of Rights Tara Subramaniam, Zak Malamed & Max Richter, Student Voice, a nonprofit organization run by students, for students, has developed the Student Bill of Rights, a list of twelve rights that all students should have in school. In this workshop, we will work to define student voice and will explore tools that will aid in the successful implementation of the Student Bill of Rights in your own school or classroom.
Industry Partners: Beyond the Basics Scott Weatherford, Natasha Morse & Megan Martin, Da Vinci Schools; Using case studies from the Da Vinci Design and Science High Schools, we will show how industry partners (like 72andSunny, Gensler, Boeing, etc.) have been instrumental in helping shape our programs and improve our practice. We will provide a template for other schools to engage their partners in similar ways, including staff visits and discussions about projects and learning objectives with professionals, as well as how partners have collaborated with teachers and students on projects at Da Vinci. We will also provide ideas for bringing more professionals to the campus through events like career days and mock interview sessions done by professionals with each of the students preparing for an internship.
It Might As Well Be Deep Space Nine: Strategies for Successful PBL for "Lopsided/Outlier" Learners Christine Greenberg, & Jadis Blurton, The Harbour School Hong Kong This workshop explores successful strategies for "outlier" or twice exceptional learners when incorporating the noble but challenging aspects of "amorphous" PBL type activities. Specifically we will explore: 1. Independent vs. Peer-led and Group dynamics 2. Helping students to create their own self management structures (particularly those with Executive Functioning challenges) 3. Helping students who find creative, innovative thinking challenging. 4. Working with teachers to manage concurrently running projects for students from varied ends of the learning spectrum.
It Starts with Us! Caretaking a Deeper Learning Instructional Focus through Professional Development Maggie Bello, Two Rivers Public Charter School It starts with us! As leaders, we must model the growth mindset, intellectual courage, and deeper learning that we want teachers to model with our students. In this session, school leaders will develop a deeper understanding of how a culture that promotes deep thinking in its students is rooted in cultivating deep thinking and learning among its staff. We will explore how a singular instructional focus can galvanize the professional learning in a school and develop students who are truly leaders of their own learning. Participants will go away with a plan for leading deeper learning with their staff.
Research and Deeper Learning Stephen Hamilton & Kristen MacConnell, High Tech High Graduate School of Education, Mette Huberman & Krissy Zeiser, American Institutes for Research (AIR) Advocates of Deeper Learning can cite a rich trove of research to support their goal while research to guide practice that enables students to learn deeply is harder to find. We will first consider possible connections between research and practice, then explore some sources of research that can be used to build the case for Deeper Learning and shape its design. Most of the session will be devoted to practice-based research conducted with and by teachers to answer their questions and improve their work with students.
SCRUM: An Agile Project Management Tool For Everyone Jeff Feitelberg, High Tech High North County & Jeremy Manger, High Tech Elementary North County How can we give students tools so that they learn to take responsibility for their own learning and work more effectively in teams? Come learn about how you can implement strategies used in engineering teams in your classroom tomorrow. Help your students incorporate real world problem solving strategies so that they can be more successful in a project based learning environment. This workshop will provide a self directed learning method that can adjust to changing needs and desires. Participants will have the opportunity to use SCRUM to build a cardboard robot and the necessary tools to implement this student-centered group management tool in their classrooms.
Still 'Pale and Male': Why the Persistence of Male Leadership in Education? Kirsten Olson & Valerie Brown, Old Sow Coaching and Consulting Education is a field dominated by women…but led by men. 76% of all teachers are women, yet only slightly over a third of America's schools are female led. Of the 14,000 school districts in the United States, less than a quarter have a female leader at the top. As principal leadership positions rise in stature and power, the number of women leaders declines. As one former female Chief State School Officer remarked, "the higher the prestige, the paler and maler." What is happening within educational leadership, a field we know is filled with fierce, competent, experienced, and ambitious women? In this highly interactive session, organizational consultants and leadership coaches Kirsten Olson and Valerie Brown look at new gender and leadership development research that describes "second generation bias," structural barriers and organizational blind spots that can be difficult to name, and that need specific organizational supports to address them. In this session we ask: What kind of leadership is normative in your school? What are your organization's blind spots? What messages are you getting about yourself and your leadership potential? Who and what do you need to support yourself?
Student Leadership in the Writing, Editing and Publication Process Colleen Green & Students: Ashley Price, Alexis Roman, Elizabeth Marquez, Abril Centurion, Karla Duck, High Tech High International This workshop will discuss the ways in which our students ran the writer's workshop sessions in their humanities classroom, worked through the writing process to support one another and then took the lead on revising, editing, and publishing the student book for the project. A brief portion of this workshop will be dedicated to allowing participants time to brainstorm and develop ways to bring student publication into their own spaces.


DL2016 is SOLD OUT!

Mark your calendars for next year's event March 29-31, 2017.

Learn More

Why attend Deeper Learning 2016?

1. You are an educator who cares deeply about preparing students for college and the careers of tomorrow. You want students thinking critically, collaborating, doing and making. You want them embracing challenge.

2.  You believe in learning by doing. At DL2016, we will experience deeper learning for ourselves through deep dives and interactive workshops.

3. You will leave with new ideas, tools and practices - and new partners in this work. You will leave with inspiration and powerful collegial connections.

Deeper Learning 2016 is generously sponsored by
the William and Flora Hewlett Foundation.


What is Deeper Learning?

Deeper Learning practitioners and schools aims to have students master these core competencies:
core competencies

What does Deeper Learning look like in classroom?

What will you do at Deeper Learning?

Full program coming soon! If you missed DL2015, explore the DL2015 Journal to get a glimpse of what attendees did at the conference or view the DL2015 program to see three full day experience.

Who attends?

Deeper Learning attendees come from around the globe and across the education field--from practitioners to policy makers, funders and researchers and others- who are committed to understanding and spreading deeper learning to all students. Deeper Learning attendees are encouraged to be leaders of change, proponents for equity and pedagogical innovators.

At DL2016 you will:

Experience deeper learning for yourself through deep dives, interactive workshops and an innovate makerspace.

Connect with powerful educators who care deeply about preparing students for college and the careers of tomorrow.

Create new ideas, synergies and tools to implement and scale deeper learning.

DL2016 will explore questions like:

  • How can we engage students in deeper learning experiences?

  • How can we support educators in designing deeper learning experiences for students?

  • How can we cultivate leaders who facilitate deeper learning in schools?

  • How can we create and advance equitable learning environments?

  • How do we spread deeper learning to all schools?

Travel and Hotels

Book your hotel accommodations early. The below room blocks are available on a first-come first-served basis until February 5, 2016. All three hotels have complimentary parking, wireless internet, and an airport shuttle. The Courtyard Marriott and Homewood Suites are within walking distance of the HTH campus. The Holiday Inn is located 1 mile from the HTH campus and will offer morning and afternoon shuttles to/from the campus.

Courtyard Marriott San Diego
Airport/Liberty Station
$219/per night
Booking Link with group rate
(800) 321- 2211

Homewood Suites
Airport/Liberty Station
$239/per night
Booking Link with group rate

Holiday Inn
San Diego Bayside
$149 per night
Booking link with group rate