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Deeper Learning is a term that describes a set of student educational outcomes including acquisition of robust core academic content, higher-order thinking skills, and learning dispositions. It is associated with a growing movement in U.S. education that places special emphasis on the ability to apply knowledge to real-world circumstances and to solve novel problems. Deeper learning is based on the premise that the nature of work, civic, and everyday life is changing and therefore increasingly requires that formal education provides young people with mastery of skills like analytic reasoning, complex problem solving, and teamwork. As an umbrella term for a set of educational outcomes, “deeper learning” was first introduced by the William and Flora Hewlett Foundation in 2010. Specifically, this set of outcomes consists of six interrelated core competencies. * Mastery of rigorous academic content * Development of critical thinking and problem-solving skills * The ability to work collaboratively * Effective oral and written communication * Learning how to learn * Developing and maintaining an academic mindset〔(【引用サイトリンク】title= academic mindset )〕 A growing number of U.S. schools and school districts serving a broad socio-economic spectrum apply deeper learning as an integral component of their instructional approach. ==Deeper Learning in Historical Context== While the term “deeper learning” is relatively new, the notion of enabling students to develop skills that empower them to apply learning and to adapt to and thrive in post-secondary education as well as career and life is not. A number of significant antecedents to deeper learning exist. For example, American philosopher, psychologist and educational reformer John Dewey (1859–1952) made “a strong case for the importance of education not only as a place to gain content knowledge, but also as a place to learn how to live.”〔(【引用サイトリンク】url=https://en.wikipedia.org/wiki/John_Dewey )〕 Like modern proponents of deeper learning, Dewey “believed that students thrive in an environment where they are allowed to experience and interact with the curriculum, and all students should have the opportunity to take part in their own learning.”〔 Dewey's arguments undergirded the movements of progressive education and constructivist education, which called for teaching and learning beyond rote content knowledge. In the 1990s, skills-based education saw a resurgence with the advent of the “21st Century Skills” movements and the "Partnership for 21st Century skills".〔(【引用サイトリンク】title=About us )〕 In 2012 the National Research Council of the National Academies issued ''Education for Life and Work: Developing Transferrable Knowledge and Skill in the 21st Century,'' a report on deeper learning re-elevating the issue and summarizing research evidence on its outcomes to date. These were followed by a multi-collection series of major voices (e.g. Ken Kay, Linda Darling Hammond, Yong Zhao, James Pellegrino and others) in the Leading Edge publications ''Rethinking Student Learning'' and ''Deeper Learning: Beyond 21st Century Skills''. In addition, Solution Tree published ''How to Teach Thinking in the Common Core'' and ''Enriched Learning Projects'' by James Bellanca. Teacher College Press also published "how to" books to help teachers with deeper learning instruction. Included in these are Reuven Feuerstein's ''Beyond Smarter'' and James Bellanca's ''Focus Factor'' and ''Classrooms without Borders''. 抄文引用元・出典: フリー百科事典『 ウィキペディア（Wikipedia）』 ■ウィキペディアで「Deeper Learning」の詳細全文を読む スポンサード リンク
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