Our new LiDKiTis ready! The LidKiT is housed in a large and attractive box, containing the resources that will enable any school or teacher to implement the LiD program. Producing the LiDKiT has involved us in large-scale revisions of many of the items we have until now made available on this page. Because we can’t now use those for copyright reasons, please do try to get a copy of the LiDKiT from Pacific Educational Press. We will keep some resources here, and will add new ones as they are developed. The LiD team will be working on developing new resources, which we will add as soon as they are ready, and also most of the new resources—many now in the LiDKiT—have been developed by teachers who have been implementing the program. We will also add new resources developed by cooperating teachers. And we invite you, if you have developed resources that others might use to aid their implementation of the program, to let us make them available here. |
||
 |
LiD in action in one schoolHere you can see something of how one school went about beginning and supporting the LiD project, involving parents and others and influencing the school culture in the process. We will include here an account of the work of the school, many of the documents they have produced, including their monthly bulletins, images of the students at work–and examples of students’ work–and we hope you will see how groups of teachers working on the program can work together and encourage all kinds of cooperative work with students as well. Take a look here at the University Highlands School LiDWork.
|
|
|
PlanningCurrently we have only a few written accounts of the Planning phase, though there is, of course, a description in Kieran Egan’s LiD book. We have also recommended that during the initial ceremony when students are given their topics, they should also be given some ideas or questions that can start them off. Here are two approaches. In the first, the topics come with a set of three questions: click here, and in the other they come with some interesting facts or ideas about the topic: click here.
The new “LiDKit: Resources for Implementing the Learning in Depth Program”, includes first-person accounts from a number of teachers who have planned LiD programs and implemented them, including the following: Shannon Shields’s “Engaging curiosity,” an account from a K–9 school in Port Alice, British Columbia; Bob Dunton’s description of preparations and early implementation in Corbett School in Oregon, USA, in multi-aged classrooms (K-3, 1-3, K-2); David Futter’s account of implementing LiD with grade 8 students in Victoria, British Columbia, and more. |
|
|
|
|
|
Subsequent Years“Some operating principles”. This document offers advice about how to engage students’ imaginations in their topics, and how to keep accommodate support for the students as they get older and change the nature of their interest in their topics. Click here. “Building the portfolio.” A discussion of the practical steps to help the student build the portfolio, and advice about the form and development of portfolios. Click here |
|
|
Objections & ResponsesThis is a rather lengthy discussion of the pros and cons of the LiD program. Or at least it is an attempt to waylay a number of concerns about the applicability of the program, and respond to what are the commonest objections people have made or that we can imagine. Click Here
|
|
What students say about LiD
NEW
LiDKiT Ready!
“LiDKiT: Resources for Implementing the Learning in Depth Program.”
The LiDKiT has all the resources we provide for implementing Learning in Depth in a classroom or school. You can order it from Pacific Educational Press.Check out the additions to:
● Teacher/School Resources pages, where we have added examples of the questions or interesting statements that can be given to students with their topics at the opening ceremony. Also some pictures of students with their portfolios—some in folders, some in boxes.
-
Now Available!
"This is a fascinating, provocative, utterly visionary and courageously speculative imagining of an educational future that is simultaneously elite and egalitarian, deeply intellectual yet utterly connected to passion and identity. A most audacious proposal from one of education's most audacious thinkers . . . an inspiring challenge to those who aspire to deep understanding for their students.”—Lee S. Shulman, President Emeritus, The Carnegie Foundation for the Advancement of Teaching.
"The Learning in Depth project has brought to our students a completely new relationship to learning that has been surprising in its depth and quality. After seeing Learning in Depth at work in our school community, I know this has been a critical, missing element. It has proven to be everything we imagined (and much more we didn't) when we heard about Kieran Egan's remarkable vision.”—Sheri Dunton, K-3 Teacher, Corbett Charter School.
“Learning in Depth outlines a bold and stimulating curricular innovation designed to improve the quality of schooling from kindergarten through high school. The book’s key idea is certainly worthy of serious debate and continued experimentation. For that reason alone, I commend its suggestive proposal to the attention of thoughtful educators everywhere.”—Philip W. Jackson, David Lee Shillinglaw Distinguished Service Professor Emeritus University of Chicago.
For orders in the US and other countries: Click here.
For orders in Canada: Click here.
Linda Holmes’s description of the first year in Langley, B.C. with a multi-age class, along with pictures and various documents she prepared. Ms. Holmes, in her pioneering program took on the challenge of implementing LiD after hearing it discussed quite briefly, and before any of the resources that have now been developed were available: 