When I taught pre-K, science was my favorite subject to teach because all of the science lessons I taught involved experiments. What happens if you plant a potato eye? What happens if you let an egg sit in a glass of cola? How can you make a tornado out of two bottles? My favorite science teacher was Mr. Tusa. I was in 7th grade. All I remember about his class was doing experimental labs—everything from combining chemicals and recording reactions to raising small rodents.

Science wasn’t my only experience with deeper learning, or inquiry-based learning, when I was in school. I have written previously about a role-playing game my 7th grade history teacher had us play. In ]Understanding by Design, Grant Wiggins and Jay McTighe write about the “twin sins of design.” The “sin” more often committed at the secondary level (in my experience) is focus on coverage-based teaching. Coverage-based teaching is marching through the content, often at breakneck speed, which doesn’t allow for deeper learning.

Deeper learning offers students an opportunity to explore a topic. The William and Flora Hewlett Foundation has a good explanation of what, exactly, deeper learning is. One persistent criticism I have heard about deeper learning, project-based learning, and its cousins is that it removes any emphasis on knowledge and comprehension, the lower levels of Bloom’s Taxonomy. I don’t think deeper learning or project-based learning means you do away with these foundational types of learning, but I think it asks that you not stop there and that you move into application, analysis, synthesis, evaluation, and creation.

The ways in which I try to engage my students in deeper learning mostly involve writing. I have recently described the writing workshop model at the center of my classroom:

• Writing Workshop, Part 1
• Writing Workshop, Part 2
• Writing Workshop, Part 3: A Reflection

Writing workshop involves student collaboration in writing and opportunities to give and receive feedback. It has also improved my students’ writing. Yes, it takes longer, and it results in higher grades (two somewhat controversial sticking points). However, I would argue that the goal of teaching writing is that students become better writers. Period. The goal is not to write essays every single week if students never engage deeply enough with the writing to revise and edit their work, much less receive and offer feedback. Nor is the goal to slap a grade on it and move on to the next one. I know too many English teachers who use writing as a stick to hold students back, and I don’t understand why. I’m not sure they’re consciously doing it, but they are making students hate writing instead of engaging them in learning how to write well.

My students recently selected topics for multigenre writing projects. The way I described the projects was that they were a way to “go deeper” with the material we had learned in class this year. I want to write more about multigenre writing projects later when I get to letter “m,” but essentially I asked the students to pick something we had studied this year that they wished they could learn more about or go deeper with, and the end result was an incredible variety of genres and a profound connection to the texts. One of my students declared, “I’d rather do two of these projects than write one essay.” Truthfully, the multigenre projects were more work than a traditional essay. However, students enjoyed the choice and creative license that the projects offered.

As I was writing, I rediscovered an old post in which I described writing a test with my students. I haven’t tried writing a test or a quiz with my students in a while, and it was a worthwhile activity. I should try it again. It was, I recalled as I re-read the piece, an interesting way to engage students in deeper learning, thinking about the material in ways they had not. It also made instructional design and assessment explicit to them.

One thing we have to consider when we teach, especially at the secondary level, and especially in AP courses, is whether or not we are giving students the time and space to engage deeply with the subject matter. We need to allow them to see the relevance of what they are learning by giving them opportunities to apply it, take it apart, put it together, and connect it. Deeper learning takes more time, and it means not “covering” everything.