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Issue 10, Spring 2013
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An Artful Thinking Classroom,
   Jessica Ross
Solving Real-World Problems With
Open Source Software
   Tim McNamara
Change Leadership For Learning,
   Tony Wagner
Deeper Learning In Common Core
Math Projects
   Sarah Strong
Design Thinking and the Shift
from Refrigerator Projects
   Lindsey Ott & Eric White
Deeper Learning For Professionals,
   Karen Fasimpaur
Gaining Perspective: Guiding
Student Reflection
   Tara Della Roca
A Differentiated Lesson, A To Z,
   Cara Littlefield
Taking A Stand On
Controversial Issues
   Mary Hendra
Scaffolding Creativity Through
Design Thinking
   Mindy Ahrens
Don’t Just Talk About
Character: Teach Habits
   Liza T. Eaton & Cyndi D.Gueswel
Teachable Moments: A Lesson In
Listening To Students
   Beth DeLuca
Mindsets and Student Agency,
   Eduardo Briceño

1: Energy Puzzles
2: Food For Thought
3: Historic Rap Throwdown
4: Turning Points, Toy Theatre
5: The End of the World Uncovered
6: Matter All Around
7: The Learning Landscape
8: Are You Fitter Than a 5th Grader?
9: The Great 9th Grade Odyssey

HTH GSE » UnBoxed » Issue 10 » Welcome

In April 2013 High Tech High hosted a conference sponsored by the Hewlett Foundation, bringing together educators interested in “deeper learning,” wherein students master core academic content along with the skills of critical thinking, problem solving, collaboration, communication, and learning how to learn. For this issue of UnBoxed, we invited participants to share their ideas, approaches and reflections about deeper learning. What is it? Under what conditions does it flourish? How do we get there? Why should we care?

Several contributors offer concrete approaches to deeper learning based in dialogue. Mary Hendra encourages students to take a stand in a “human barometer” activity; Tara Della Roca coaches students to achieve a balanced perspective in reflecting on their own work; Liza Eaton and Cyndi Gueswel integrate student agency with academics by fostering relational skills and habits of scholarship. Beth DeLuca offers her students a variety of ways to share their reflections on literature; Cara Littlefield consults with her students about how she might best give directions; Jessica Ross and her students go deeper into humanities content by looking closely at art. Meanwhile, Tim McNamara urges educators to step outside school and take advantage of the resources and personal assistance offered by the online learning community.

In our UnBoxed interview, Tony Wagner, who delivered the keynote address at Deeper Learning 2013, describes a “going deep” moment in his own learning. He goes on to argue that schools must change if they are to become places of deeper learning, and calls for educators and other stakeholders to join in a national conversation about purpose and accountability. Wagner, Sarah Strong, Eduardo Briceño, and Karen Fasimpaur all point out that deeper learning in schools starts with the adults, and offer practical suggestions for how to begin. In the end, deeper learning is not about what we know, but rather about how we engage with what we don’t know. It is a matter, not of prescription and predictability, but of reflection, dialogue, and the willingness to venture together into uncharted territory.

UnBoxed readers may use their smartphones to link to related content while reading. To get started, simply download a free QR reader on your phone. Then, wherever you see a “tag” or icon, open the application and scan it with your phone’s camera. A website, video, or document will appear, offering further information and context.

The UnBoxed cards in this issue offer glimpses of projects and practices that we find inspiring. These cards are freely available on our UnBoxed website in a printer-ready format. Simply print, fold, share and discuss. Each card refers the reader to a web address for further information.

We wish to thank the K-12 and university educators who have reviewed our submissions for this issue and offered invaluable counsel. We invite all of our readers to join us in conversations about purpose, policy and practice in education by submitting your thoughts for publication or serving as a peer reviewer.
Read, enjoy, and participate!

—The Editors