Deeper Learning 2016 is the premier international event for educators pursuing deeper learning in schools. In 2010, the William and Flora Hewlett Foundation convened a group of leaders from some of the leading organizations in deeper learning. Over the past few years this deeper learning community of practice has met, collaborated, and pushed each other's thinking. The Deeper Learning conference came from the desire to bring the teachers and school leaders from those organizations along with others from across the country to do what the most successful learners do: work together to find reasonable and implementable solutions to authentic problems facing us today. This conference aims to connect educators who are implementing deeper learning in their schools, generate and better support deeper learning ideas in classrooms and help educators reflect on their own practice.
To find out more about DL2016, visit: http://www.deeper-learning.org/dl2016/
The Summer Institute is High Tech High's largest annual event. Practitioners, school leaders, community partners, and charter and small school advocates from across the country come to High Tech High to learn about our principles and practices and to network with colleagues engaged in new school development and reform efforts. The Institute features interactive sessions on topics such as project-based learning, integrating math and science, working with diverse learners in heterogeneous classrooms, and more.
Sample Summer Institute Program (PDF)
This residency is tailored for teachers and school staff who are new to project based learning and the High Tech High design principles. Agenda items will include "HTH 101: An Overview", "Project Based Learning 101," emphasizing both the "how" and the "why" of project-based learning. Participants will have the opportunity to talk with HTH teachers and students about their projects they have done, and to learn about ways to support both students and colleagues through processes of project tuning and critique. As always, participants are encouraged to follow the "rule of two feet" and consider classroom observation as an option to any workshop.
This residency is focused on ways of looking deeply at student work to improve project design, implementation, and assessment. Participants will collaboratively examine samples of integrated student project work through the lenses of principles of learning and the Common Core standards. New and returning teachers will have ample opportunities to observe classrooms and interact with HTH students, teachers, and administrators. Workshop topics include the nuts and bolts of student presentations of learning, collaborative assessment of student work, and the uses of critique in the classroom. As always, we customize this residency to participant needs by soliciting interests and suggestions for workshop topics ahead of time.