Deep Learning Initiative

Wooster School

The Deep Learning Initiative at Wooster School

Introduction

At Wooster, one of our goals is to ensure that our Upper School students have the opportunity to apply the skills, dispositions, and knowledge that they have been developing over the years in the pursuit of deeper learning in areas of academic interest. To that end, we launched our Deep Learning Initiative (DLI) in 2016 17.

Through our DLI courses, students pursue a greater understanding of concepts in our academic disciplines by engaging in a learning experience based upon best practices and our growing understanding of brain science and learning. Since its inception, we have continued to evolve our DLI courses and added new ones based on students’ interests and the ever evolving fields available for college study and professional life.

At the heart of DLI are tutorial methodologies developed at Oxford University and Williams College, which provide the framework for a deeper dive into each course’s concepts and meaning. Wooster’s DLI courses are structured so that students can engage with a core body of knowledge and information in a particular discipline, develop areas of inquiry from this “deep dive” into the core, and produce original thinking and analysis based upon their questions, independent research, and collaborative engagement with their teacher and fellow students. While delving deeper in pursuit of more nuanced meaning, students are building on skills that are essential to learners in college, the workplace, and in life reading/observing/listening for understanding, researching, identifying problems, questioning, reflection , writing, speaking, and collaboration.

Deep Learning Initiative courses require that students demonstrate important dispositions like imagination, creativity, and perseverance, in the pursuit of more sophisticated, original, and independent thinking.

Why Deep Learning

Based upon a growing understanding of brain functions, our interest in growing the strongest, most sophisticated learners here at Wooster, and ongoing conversations with college admissions officers, these courses represent the best possible learning experience we can create for our students and faculty. The following elements are central to the design of our DLI courses and rooted in our ongoing research about learning:

Reading: Students need to engage with texts that communicate factual and conceptual content in sophisticated ways. The readings in a DLI course require that students apply skills like attention, annotation, and reflection in order to make meaning of the texts. The volume of reading is such that students are challenged to manage their time while still having the time necessary to wrestle with the advanced information and concepts found in the materials.

Writing: Students in DLI courses write to reflect, to better understand, and ultimately to communicate their own best thinking about questions that they have developed as a result of their experiences in the course. More advanced instruction in the skill of writing, particularly as it relates to research and rhetoric, is also a part of DLI courses, especially those in the Humanities.

Reflection, Collaboration, Critique, Discussion: Making meaning is often the product of an iterative process which involves collaborative interactions like brainstorming, and text based and protocol driven discussion. Learning the “rules of engagement” and how to best listen, critique, and contribute are skills that are intentionally taught and practiced in DLI courses.

Demonstration of Learning: Every DLI course requires a culminating, capstone presentation and product which demonstrates the new skills, dispositions, and knowledge that students have gained through the experience. Within the framework of each class, students tell us what they have learned, while using their skills to demonstrate a deep understanding in a concrete fashion.

Personalized Learning: Because the internal structure of DLI courses relies on the tutorial model, each student is challenged to understand and build on his/her own skills, dispositions, and knowledge throughout the course. Small group and individual meetings with the instructor are essential to ensuring progress in learning and an honest assessment of students’ work and learning throughout the course.

What is the Tutorial Process?

A tutorial class is built around a core body of content and knowledge within an academic discipline with which all students become familiar. The process of engaging with the content can include reading, listening, watching, note taking, annotation, lab work, and problem solving. As students become more familiar with the content, they work as a class and in smaller groups on developing questions about the material which guide their inquiry in pursuit of deeper learning.

The tutorial model requires that students refine their thinking, identify other sources of information and knowledge, and develop fully formed answers to the questions that are guiding their inquiry. Throughout the process students are collaborating, journaling, discussing, and conferencing with their instructor.

At the culmination of a tutorial, students produce original work through varied media (essays, presentations, podcasts, etc.), provide feedback to their classmates, and reflect on their learning relative to their unique skills, dispositions, knowledge, and future goals. In the end, students emerge having “made meaning” through a rigorous, skill based, intellect ual process, and with a better understanding of what it takes to engage with concepts at a deeper level.

Redefining Rigor

Our Deep Learning Initiative is predicated on the broader shift that has been occurring in the workplace, at our universities, and throughout world cultures.

As our understanding of the neurological roots and realities of learning evolve, so too does our understanding of knowledge itself. When coupled with the pervasiveness and power of search technology, the proliferation of data in our digital world, and the processes necessary to parse that data and find meaningful patterns in it, this new understanding requires more complex and sophisticated coursework than that presented through Advanced Placement.

Put simply, we have shifted from a model of knowledge (and therefore schooling) shaped by the character and constraints of print technology, one which valued the collecting and cataloguing of facts, figures, and concepts, to a model which requires that students develop the critical and creative thinking skills to make meaning from the data and information saturating our world in dynamic and unstructured formats. Remembering facts and information is no longer as important as understanding how to think about those facts and that information in ways that will help solve problems and create new ideas. The Deep Learning Initiative is

designed to test and build those skills in our Wooster students.

The Educational Testing Service (ETS), which administers the Advanced Placement (AP) Program, cannot hope to allow teachers to measure the processes, thinking, and hard skills that students apply to the solving problems and thinking deeply and originally about questions that matter while also requiring that they “cover” a specific amount of “book learning” on a daily basis. Every teacher who teaches AP will tell you that they routinely sacrifice the time needed for deep learning to the imperative that they race through the curriculum in preparation for the test. This tension has long been a complaint of AP teachers, and removing it is part of the reason that our teachers are so excited about Deep Learning. This problem is only compounded by the psychometrics of developing a test that can be scored on a scale of 1 5 and nationally norm refer enced.

When students at Wooster reach the 11th and 12th grade, they must be involved in the difficult but engaging business of having to make meaning in a deeper learning environment. Their teachers should have developed course designs which result in those students receiving feedback designed to further develop those skills. This rigorous experience should be personal, and the feedback that we give should be individualized to help each student improve in all areas. Through Deep Learning courses we are asking them to show us that they are ready to think and work at the next level of learning.

Beyond Advanced Placement

Wooster transitioned its Upper School programming to Deep Learning Initiative courses fully in school year 2017 18, and no longer use s the designation of “Advanced Placement” (AP) in course titles. Academic departments have identified particularly advanced courses as Deep Learning Initiative (DLI) courses and the course titles reflect this designation in the school’s course program guide and on students’ transcripts. When we made this change, Wooster was a leader among a growing cohort of independent schools that ended the use of the AP designation. Today, our Deep Learning Initiative program stands firm as other schools are just beginning to launch the development of their own such programs.

Frequently Asked Questions

Q. Why did Wooster change from AP to DLI?

Our move to DLI courses more effectively supports Wooster’s philosophy to develop and extend students’ learning through active and engaged instruction. Through our Deep Learning Initiative curriculum, we’re able to provide our students with interesting and in depth modern coursework to challenge them to learn at their highest levels all the time.

Traditional AP courses cover only the topics and concepts that are addressed in the AP exams. They prepare students to memorize answers to multiple choice questions and to practice writing standard answers to generic q uestions. Essentially, AP courses are rooted in the philosophy that teachers must “teach to the test.” This means teachers are obligated to instruct solely on the topics covered by the AP exam to net the best AP test score possible.

Q. How are Wooster’s DLI courses stronger than traditional AP courses?

At Wooster, we are challenged to provide students with a strong academic foundation and then empower them to achieve a level of critical thinking that is open ended and allows for deeper learning.

Rather than build a course curriculum around memorizing answers to the AP exam, we have created courses of study that teach students to think more critically about each subject and topic, which more effectively prepares them for college and beyond. Because Wooster’s DLI programming is geared toward deeper learning and critical thinking, and is on par with the classes offered in college departments throughout the nation, Wooster students have a great advantage during the college admissions process.

Q. Will Wooster students still be able to take AP exams if interested?

Yes. Students who want to sit for the AP exam at the end of an appropriate course will continue to receive guidance and support from Wooster faculty.

Q. Why were AP exams created?

AP exams were created in 1957 when The College Board wanted to identify the most elite students attending private preparatory high schools and distinguish those students more easily during the college admissions process. The board based the initial AP exams on what colleges taught in freshman survey courses. Over time, the board began providing a brief description of college course themes and specifying which topics in those courses would be covered on the AP exams. Thus, schools began the concept of “teaching to the test.”

In recent years, the mission of the AP program has changed as The College Board has made a commitment to help the nation’s disadvantaged schools upgrade the quality of curriculum and instruction, and provide these schools with academic testing standards upon which to base their programming.

Many schools across the nation are moving towards creating advanced curriculum. Here is a small list of some of the schools which have already made this transition: Calhoun School (NY), Concord Academy (MA), Dalton School (NY), Doane Stuart School (NY), Fieldston School (NY), Friends Central School (PA), Friends Select School (PA), Germantown Friends School (PA), Haverford School (PA), The Hill School (PA), Lawrenceville School (PA), Oldfields School (MD), Phillips Exeter Academy (NH), Providence Academy (MN), St. Andrew’s Sewanee School (TN), St. Paul’s School (NH), University of Illinois Laboratory School (IL), and University Preparatory Academy (WA).

Q. How will the absence of AP designations impact my child’s college choic es?

The move to DLI courses benefits Wooster students in the college search process, and we have garnered consistent feedback directly from colleges as to the design of the program and its similarity to their own college coursework. Colleges compare the transcript to the offerings at each student’s school. It’s clear that our DLI courses are among the most advanced options students can choose.

Also, our DLI innovative curriculum differentiates our transcripts from thousands of others, a key consideration in the world of increasingly selective college admissions. Our College Guidance Department promotes the curricular advances to Admissions offices. Information about Wooster’s challenging program is included as part of the college application process. At this point, our Deep Learning Initiative is known well in college admissions offices as a core Wooster differentiator.

Q. What other schools have moved beyond the AP designation?

What Are Colleges Saying?

“It(DLI)seemstogetatmanyofthesamethingsthat we desire of our own curriculum -- developmentofstrong communication,analyticalandorganizationalskills -whileemphasizingresearch,criticalthinkingand exposuretoabroadrangeofdisciplinesandideas.”

We have spoken and corresponded with college admissions officers from Amherst, Colorado College, Fordham, Wesleyan, High Point, Carnegie Mellon, and numerous other schools who have been unanimous in telling us that their primary concern is that they be able to determine how students have chosen to challenge themselves while in Upper School. Colleges and universities want to know what our most challenging and rigorous courses are, be they Advanced Placement, International Baccalaureate, or a school developed option like Deep Learning. If a school is creating intellectual rigor through an organically developed program grounded in relevant inquiry, critical, and creative thinking and skill development all the better.

“I love it. Personally,thisisthekindoflearningIwant formyownchildren. Professionally,Ithinkthisisthe kind of education that allowsyoungpeopleto appreciatethemeaning oflearningandthe applicationof knowledge. Students whohavetheabilityto see howdiverseconceptsfittogetherwillbewellpreparedforthehigherorderlearningthattakesplaceat theUniversitylevelandbeyond.

We have also heard from schools that Wooster will benefit from developing a program like the Deep Learning Initiative because we are already known for Self Help and the strength of our relationship based community. DLI redefines and reinforces the strength of our academic program as well. As you can see, they have also been uniformly positive about the philosophy and structure of our Deep Learning Initiative.

Deep Learning Courses

Art and the Making of Meaning Art and History

This DLI course will explore the big ideas in art and art history through in depth analysis and dialogue. By looking thematically at art across cultures, visiting museums, and sharing our observations, students will explore the stories that are told throughout the history of art, as well as examining the role our cultural institutions play in telling these stories. We will explore exhibitions and meet and talk with museum staff during field trips scheduled throughout the course. Through critical discussion, writing, and creating, students will examine artists, art history, and the role of the museum in creating meaning.

Philosophy

English

Philosophy is the study of ideas: thinking about the history of thinking. In particular, philosophy explores the human mind, the best form of society, and questions like “What is knowledge, truth, reality, and existence?” In this course, students focus on skills like note taking, conversation, individualized reflection, analyzing various readings, synthesizing information from multiple sources, examining others’ views, critically thinking and questioning, and conducting research. The class outlines, century by century, the breakthroughs of the most influential philosophers, from the classical world to the Internet Age, through the use of nonfiction articles, videos, thought experiments, and primary source documents.

The Story English

This course will examine the power of stories and dig deeper into how to utilize that power in our writing. Students will learn to read like writers, not only examining texts for meaning, but also determining how writers go about creating things like compelling characters, well structured plots, original metaphors, and suspense. Each trimester, students will produce original work, which they will have the opportunity to workshop and revise. Throughout the year, students will learn about their own tastes as readers and writers; they will independently craft pieces of writing for different audiences and contexts; they will collaborate with their peers; and they will build a portfolio of their own written work.

US History: Cultural Calamity and American Resolve History

Several times during the rich history of the United States, Americans have confronted periods which challenged their resolve and necessitated a reevaluation of American greatness. This course will examine the cause and effect of three distinct periods of national unrest: The Great Depression and New Deal, World War II, the1960’s, and the terrorist attack on 9/11. Further, we will analyze the “collateral” implications and discuss its effect on the principles expressed in the U.S. Constitution and Bill of Rights that have come to define the American nation, the American people and American history.

Civics: Premises, Promises and Processes of Citizenship History

Civics covers the theoretical, political and practical aspects of American Citizenship. As a single trimester class, this course asks students to explore the theory behind and structure of American Government systems through the application of government processes. As a full year DLI course, students will dive deeper in their understanding through the use of case studies to evaluate government action while participating in their own civics action project.

Calculus 1 Mathematics

Students learn the basic principles of calculus: limits, derivatives, and integrals. After mastering the mechanics, students explore each principle more deeply. What exactly are limits? How does a derivative relate to the graph? Can we tell the story of a function by finding its derivative? How can integration help us in real life? Students master procedural knowledge and gain an abstract understanding of the core concepts of calculus.

Calculus 2

Mathematics

This course is a continuation of DLI Calculus 1. The first trimester will focus on applications of limits, differentiation, and integration with tutorials serving as the primary mode of inquiry to investigate questions of optimization, rates of change, and determination of areas and volumes. Students will discover multiple problem solving approaches, and learn to examine physical and abstract objects in multiple ways. The second and third trimesters will focus on sequences and series. Upon completion of this course and DLI Calculus 1, students will have covered all topics in a two semester college level calculus class.

Discrete Math Mathematics

This introductory course in discrete mathematics is a rigorous alternative to Calculus. The course will teach students to think logically and apply this thinking in problem solving. Students will learn logic and proof, sets, functions, algorithms, and mathematical reasoning. The topics involve relations, graphs, trees, and mathematical language. We will apply these ideas to real life scenarios including voting, scheduling, map coloring, and coding. The techniques learned in this class can be applicable to many different fields of study and professional fields for students’ futures.

Statistics Mathematics

Statistics is the discipline which comprises the collection, organization, analysis, interpretation and presentation of data. Descriptive and inferential statistics are the art of summarizing and drawing valid conclusions from that data. Each stand alone trimester will offer an introductory battery of experiences in descriptive and inferential statistics with an emphasis on why these tools exist and where they came from. After that introduction, students will engage in projects based around the application of statistics to experimental design, data science, finance, games of chance, and other topics selected by students. Students will use spreadsheets and code to visualize large data sets.

Music Theory Music

This is an advanced course in Music Theory. Based on established collegiate curriculum requirements, the course is a rigorous, comprehensive study of western tonal music theory and practice. Always tethered to a historical perspective, we look at the development of music in a contextual framework, and discuss chronological parallels with developments in the visual arts, architecture and general aesthetics. There is a significant writing component within the course in the form of reflective journaling. This course includes a Demonstration of Learning presentation as a culminating experience.

Advanced Chemical Applications Science

Advanced Chemical Applications is taught through three main units: Environmental Chemistry, Molecular Gastronomy and Forensics/Analytical Chemistry. In each unit, students will study college level background theory and then engage in long term research projects to explore aspects of the topic that they are personally interested in. Students will need strong algebraic skills and an ability to do independent research.

Complexity and Life Science

This course introduces advanced biological topics in the areas of biodiversity and ecology, human physiology, and the molecular basis of evolution, and how each of these illustrates the principle that complexity characterizes and sustains life. Using the tutorial process, students will carry out projects to further our understanding or apply it to a real life problem. Projects may include writing a scientific review paper or bioethical essay, creating a piece of persuasive media, or carrying out a student designed empirical study or experiment. To conclude each trimester, during the tutorial discussion, students will present their projects and critique those of their peers.

Physics: Historical Breakthroughs that Changed the World Science

This course introduces the fundamental ideas and methods of classical mechanics, electromagnetic theory, thermal and modern physics. The course will follow a historical sequence focusing on the relationships between ideas and the advances in technology that have affected society. Because much material will involve applications of calculus, students should be taking calculus concurrently. The course introduces basic applications of differential equations as needed. Computational, mechanical, electrical, and electromechanical projects will support and advance our learning. Computational projects will employ the Python programming language. No prior knowledge of Python is required.

The Independent Best Self: The Science and Practice of Habits, Wellness, and Purpose Social Science

As college and independent living fast approach for our Juniors and Seniors, the following questions begin to loom larger: How do I figure out what I’m good at and what I like to do (these are not always that same thing!), and how to shape my future pathways around these things? How do I learn to best manage my time, and prioritize what I do with it?

How can I be healthy and well while in pursuit of my best authentic self? Students will read and listen to some of the best thinkers in the areas of personal growth, time management, productivity, wellness, and habit formation, and then put their recommendations into use in their own lives.

Feminist Movement in the Latinx/Hispanic World World Languages

This course is designed to help students achieve a high level of language proficiency in Spanish and maximize their experience of the language. Literature and short films relating to the feminist movement throughout Latin America, which showcase historical events and important political figures, structure this course. DLI Feminist Movement in the Latinx/Hispanic World will focus on Argentina and Ecuador, where the movement began. We will also discuss the fight for gender equality in other countries such as Puerto Rico and Mexico. This course consists of advanced characteristics within the ACTFL framework. Students will employ basic structures and vocabulary, while practicing their formal and informal writing skills. The use of the target language will guide class discussions.

Wooster School is guided by our Purpose, Promise, and Beliefs, which represent the natural evolution of the school’s mission since our founder, Reverend Aaron Coburn, charged us with preparing our students to be ‘’gentle, generous, truthful, kind, and brave.” These commitments remind us that as a school community we must learn from the past, embrace the present, and look to the future as we prepare our graduates for college and lives of purpose in a world of increasing complexity and change.

Danbury, CT 06810

203 830 3900