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The paper addresses what classroom, school, and district intervention designers must consider to set organizations on a developmental path toward deeper learning. It draws on research-practice partnerships funded by the William & Flora Hewlett Foundation, proposing a theory of improvement, a matrix of concrete design tasks, and an exploration of trade-offs among approaches.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/designing-for-deeper-learning-challenges-in-schools-and-school-districts-serving-communities-disadvantaged-by-the-educational-system/582751/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/designing-for-deeper-learning-challenges-in-schools-and-school-districts-serving-communities-disadvantaged-by-the-educational-system/582751.png","ImageObject",300,407,{"name":92,"@type":93},"Mia  ","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-03","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What central question does the report ask about deeper learning design?","Question",{"text":112,"@type":113},"It asks what designers of interventions at the classroom, school, and district levels must consider to powerfully set organizations on a developmental path toward deeper learning.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Why does the report emphasize sustained, high-quality professional learning?",{"text":117,"@type":113},"Realizing deeper learning requires substantial shifts in teaching, and teacher practice is shaped by the broader school and district context, making ongoing professional learning imperative.",{"name":119,"@type":110,"acceptedAnswer":120},"What main outputs does the report provide to support deeper learning designers?",{"text":121,"@type":113},"It offers (1) a theory of improvement informed by prior research, (2) a matrix of concrete design tasks, and (3) analysis of trade-offs among different approaches.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},582751,1792210789,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},687207024478,"https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd","Designing for Deeper Learning:  \nChallenges in Schools and School Districts Serving Communities Disadvantaged by the Educational System  \nRick Mintrop, University of California, Berkeley  \nElizabeth Zumpe, University of Massachusetts at Lowell  \nKara Jackson, University of Washington, Seattle Drew Nucci, University of Washington, Seattle Jon Norman, Carnegie Foundation for the  \nAdvancement of Teaching  \nI  \nDES IGNING FOR DEEPER LEARNING  \nACKNOWLEDGEMENTS  \nThe authors are grateful to the following individuals, whose perspectives and insights informed the development of this paper: Annie Allen, Research Associate, University of Colorado Boulder; Karol Gates, Director of Curriculum and Instruction, Colorado Springs School District 11, Donna HarveyMoseley, Social Studies Teacher, Sanborn Regional School District; Kerri Wingert, Postdoctoral Associate in the Learning Sciences, University of Colorado Boulder; Nicole Woulfe, Social Studies Teacher, Sanborn Regional School District.  \nThe authors also greatly appreciate all the members of the Deeper Learning + Diffusion of Innovation and Scaled Impact Network, whose collective efforts to bring deeper learning to scale with equity inspired this paper, and whose work provided examples that helped us think critically about the framework.  \nMuch gratitude, too, to the contributions of current and former Carnegie colleagues in the creation and production of this report—Kelly McMahon, Manuelito Biag, Anthony Bryk, Melissa Chabran, Paul LeMahieu, Timothy Knowles, LaRena Heath, Lisa Gonzales, Simone Palmer, Barbara Shreve, Patrice Dawkins-Jackson, Jon Norman, Angel Li, Camila Velasquez, Jojo Manai, Penny Carver, and Don Peurach. Without the generosity of time and spirit ofall the aforementioned, this work would not have been possible.  \nWe are grateful to the William & Flora Hewlett Foundation for funding this work. Core operating support for the Carnegie Foundation for the Advancement of Teaching is provided by the Carnegie Corporation of New York.  \nThe five co-authors contributed equally to this report.  \nThe suggested citation for this report is: Mintrop, R., Zumpe, E., Jackson, K., Nucci, D., Norman, J. (2022). Designingfor Deeper Learning as an Equity Approach: Schools and School Districts Serving Communities Disadvantaged by the Educational System Benefitingfrom Deeper Learning. Stanford, CA: The Carnegie Foundation for the Advancement of Teaching.  \nThis [report can be found online at ](report can be found online at www.carnegiefoundation.org/designing-for-deeper-learning)[www.carnegiefoundation.org/designing-for-deeper-learning](report can be found online at www.carnegiefoundation.org/designing-for-deeper-learning).  \nPermission must be obtained to reprint any of the copyrighted graphics in this document.  \nII  \nDES IGNING FOR DEEPER LEARNING  \nTable of Contents  \nExecutive Summary  1  \nIntroduction  3  \nPractical examples  \nWhat Is Deeper Learning?  6  \nDeeper learning and equity  \nThe Design Challenge  9  \nTheory, theory of improvement, and theory of action  \nUsing a theory of improvement to map the design challenge  \nSites of Development and Dimensions of Learning  11  \nGenerate motivation and commitment  \nMobilize leadership  \nBuild conceptual understanding  \nDevelop and sustain asset-based orientations and practices  \nProvide instructional materials or curricular patterns  \nEnable inquiry on practice for sustained professional learning  \nForge focus and coherence  \nFacilitate iterative improvement  \nDesign Tasks 20  \nFrom Theory of Improvement to Theory of Action  23  \nTrade-offs and sequencing  \nFinal Step: Application  27  \nProject A  \nProject B  \nProject C  \nConclusion  35  \nEndnotes  37  \nAbout the Authors  43  \n1  \nDES IGNING FOR DEEPER LEARNING  \nExecutive Summary  \nDesigning for and implementing deeper learning across classrooms and schools that serve communities disadvantaged by the U.S. educational system is challenging. This paper illuminates this challenge by aski","cbCaigQuVnpsVTrN","https://ap.wps.com/l/cbCaigQuVnpsVTrN","pdf",1694776,47,"English","# Executive Summary\n# Introduction\n# What Is Deeper Learning?\n## Deeper learning and equity\n# The Design Challenge\n## Theory, theory of improvement, and theory of action\n## Using a theory of improvement to map the design challenge\n# Sites of Development and Dimensions of Learning\n## Generate motivation and commitment\n## Mobilize leadership\n## Build conceptual understanding\n## Develop and sustain asset-based orientations and practices\n## Provide instructional materials or curricular patterns\n## Enable inquiry on practice for sustained professional learning\n## Forge focus and coherence\n## Facilitate iterative improvement\n# Design Tasks\n# From Theory of Improvement to Theory of Action\n## Trade-offs and sequencing\n# Final Step: Application\n# Project A\n# Project B\n# Project C\n# Conclusion\n# Endnotes\n# About the Authors","[{\"question\":\"What central question does the report ask about deeper learning design?\",\"answer\":\"It asks what designers of interventions at the classroom, school, and district levels must consider to powerfully set organizations on a developmental path toward deeper learning.\"},{\"question\":\"Why does the report emphasize sustained, high-quality professional learning?\",\"answer\":\"Realizing deeper learning requires substantial shifts in teaching, and teacher practice is shaped by the broader school and district context, making ongoing professional learning imperative.\"},{\"question\":\"What main outputs does the report provide to support deeper learning designers?\",\"answer\":\"It offers (1) a theory of improvement informed by prior research, (2) a matrix of concrete design tasks, and (3) analysis of trade-offs among different approaches.\"}]","Designing for Deeper Learning - Challenges in Schools and School Districts Serving Communities Disadvantaged by the Educational System | PDF",1792044379,118]