For teachers interested in implementing and promoting

Learning in Depth

 

In the book a number of suggestions were made for teachers who wanted to move towards implementing Learning in Depth (LiD). In order to get to the point where it can be implemented, however, it is necessary to persuade those with the power to influence such a change that the idea is worthwhile.Here, to begin with are the suggestions made in the book:

What can a teacher who is attracted by the possibilities of this project do? Individual teachers can’t implement it by themselves in their own classrooms. It requires a commitment by a whole school at the very least, and preferably a whole school district, and even more preferably by the education system at large. (Yes, I know.) But it could be managed in an individual school, and that’s the first arena any teacher can work in.

 

1. A teacher might give a Pro-D. day presentation about the project to her or his colleagues. Materials to help with such a presentation are available on this website. 2. If two or more teachers find the idea attractive, they might discuss how best they can spread information about it to their colleagues, in a more sustained way than they can at a single Pro-D. presentation. They might ask their Principal to arrange a talk about the project, to be given by one or both of them or by an outside expert.
3. One or two schools can implement LiD themselves. It would need coordination between an initiating K-7 or K-3 school and the school or schools to which most of the students would then continue.
4. Teachers who might be taking college courses can, of course, use such opportunities to learn more about LiD, and also promote the idea in their classes. By writing papers about it they can both clarify for themselves their own thinking and at the same time spread information and ideas about it to others, including their instructors.
5. Maybe teachers can find and take college or university courses that prepare them to be effective in supporting students in LiD programs. Some expert preparation will be needed to ensure the program works most effectively.
6. Teachers have influence on school boards and can express that influence by advocacy addressed to particular school board members they might know. They might seek the opportunity to make a more formal presentation advocating the project’s adoption.

 

Further resources will be put here as the project gets underway.

 


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