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Deeper Learning Observation Guide

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January 21, 2025

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Deeper Learning Observation Guide

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sam seidel, of the Stanford University d.school once observed that “deeper learning” is not like a singular, binary light switch that is either on or off, but is more similar to a series of dimmer switches that can be turned up or down for different people in different circumstances.

In that spirit, we offer this observation guide to help educators and students get a better sense of when and how they observe evidence of deeper learning, and what they wonder about those experiences.

This tool asks you to adopt the role of an anthropologist, or a journalist. On the left, you can see the names and definitions of the six deeper learning competencies. In the center, you have space to record your observations. To the right, you have space for your wonderings.

Take this tool with you when you visit a school or observe a specific classroom. Pay attention to what the students are doing, both intellectually and physically. Listen to what they are saying, and notice with whom they are speaking and to whom they are listening. Do the same for any educators in the room. Notice the physical environment: how the space is arranged and what is displayed on the walls, and where resources are located, for example.

As you record your thoughts, take care that your notes in the center column—your observations of what you see and hear—are as literal as possible. The column on the right is where you record your interpretations and further thoughts about what you notice.

Use this resource to ground your school-wide or classroom observations in the deeper learning competencies, and to frame your thoughts in what you can see and hear versus what you extrapolate, interpret, or wonder. Encourage your colleagues to use this as well, so that you can share a common frame of reference for what you notice and wonder in your school.

 

Click here to download the observation guide

 

Deeper Learning Observation Guide
By
Published
January 21, 2025

sam seidel, of the Stanford University d.school once observed that “deeper learning” is not like a singular, binary light switch that is either on or off, but is more similar to a series of dimmer switches that can be turned up or down for different people in different circumstances.

In that spirit, we offer this observation guide to help educators and students get a better sense of when and how they observe evidence of deeper learning, and what they wonder about those experiences.

This tool asks you to adopt the role of an anthropologist, or a journalist. On the left, you can see the names and definitions of the six deeper learning competencies. In the center, you have space to record your observations. To the right, you have space for your wonderings.

Take this tool with you when you visit a school or observe a specific classroom. Pay attention to what the students are doing, both intellectually and physically. Listen to what they are saying, and notice with whom they are speaking and to whom they are listening. Do the same for any educators in the room. Notice the physical environment: how the space is arranged and what is displayed on the walls, and where resources are located, for example.

As you record your thoughts, take care that your notes in the center column—your observations of what you see and hear—are as literal as possible. The column on the right is where you record your interpretations and further thoughts about what you notice.

Use this resource to ground your school-wide or classroom observations in the deeper learning competencies, and to frame your thoughts in what you can see and hear versus what you extrapolate, interpret, or wonder. Encourage your colleagues to use this as well, so that you can share a common frame of reference for what you notice and wonder in your school.

 

Click here to download the observation guide

 

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