The Hewlett Foundation commissioned a series of interviews, roundtables and focus groups with a number of audiences to discover how different groups talk about teaching and learning, what they think is the purpose of a “good” school or a “strong” education, and to understand how best to approach discussions about deeper learning competencies with them.

The research makes clear that stakeholders across all audiences lack a common definition of deeper learning, and the field needs to do a better job of meeting audiences where they are. That means avoiding jargon, focusing on showing what the competencies enable students to do rather than trying to define them, and explaining how deeper learning helps students both in and out of the classroom.

You can learn more by reading through the research documents linked below.