Understanding how students learn and helping students become effective and efficient learners is essential to the fulfillment of Graded’s mission.
Over the past several years, science of learning research has accelerated at a rapid pace. Educators are, however, only just beginning to utilize these findings in the classroom. The practical application of research on the human brain can powerfully inform how teachers teach and learners learn.
In their book, In Search of Deeper Learning: The Quest to Remake the American High School, Jal Mehta and Sarah Fine define deeper learning as the intersection of mastery, identity, and creativity. Graded, has embraced this definition.
Teaching and learning at Graded are grounded in the belief that deep and enduring learning experiences occur when students and faculty have a strong sense of belonging, purpose, autonomy, and motivation.
By providing our faculty with research-based cognitive learning strategies and carving out time for them to reflect upon their practice, we can create powerful, lasting, transferable learning experiences for all Graded students.
“A School’s Commitment to Deeper Learning” by Shauna Hobbs in ISS Newslinks, October 2021
“Shifting into Deeper Learning” by Mary Davenport, published by Edutopia, October 2021
“A School’s Commitment to Deeper Learning” by Shauna Hobbs, published in partnership with ExploElevate, July 2021
“Digging Deep: A Path to Meaningful Learning” by Shannon Beckley, March 2021
“The Science of Learning” by Richard Boerner, May 2019