A4. Deeper thinking

• What’s in your head?

• Things we need to do

• What can we do to increase the cognitive complexity of students’ day-to-day work so that they are more often doing deeper thinking and learning work?
• What can we do to better incorporate digital technologies into students’ deeper thinking and learning work in ways that are authentic, relevant, meaningful, and powerful?
• What can we do to give students more agency and ownership of what they learn, when they learn, how they learn, and how they show what they’ve learned?
• What can we do to better recognize and assess when students’ deeper thinking and learning work is (or isn’t) occurring?
• What can we do to build the internal capacity of both individual educators and school systems to be better learners and faster change agents?
• As we move toward more cognitively-complex, technology-suffused learning environments, how do we bring educators, board members, parents, communities, policymakers, and higher education along with us?
• As we move toward more cognitively-complex, technology-suffused learning environments, how do we ensure that traditionally-underserved student and family populations aren’t further disadvantaged?
• As we move toward more cognitively-complex, technology-suffused learning environments, what individual and societal mindsets – and local, state, and federal policy supports and/or barriers – need reconsideration?