Is your deeper learning instruction boring students?

In this article, we discuss the concepts of (a) deeper learning and (b) achievement goal theory, focusing in particular on the intersections between these two approaches. We illustrate commonalities using an example from the immigration unit of the Digital Civic Learning project. 

In the article, we argue that both a deeper learning approach and an approach that emphasizes mastery of content will lead to greater student engagement and fewer reports of students saying that social studies is “boring.”  We provide four specific strategies that can be adapted for classroom instruction.

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