PHS administration envisions “Deep Learning” for upcoming school year

As a new school year begins at PHS, the school administration is taking a different approach to the education system. Dubbed “Deep Learning” by Principal Cecilia Birge, the plan aims to bring a different perspective of what it means to learn at PHS.

The backbone of this approach consists of the changes to the bell schedule. At the end of each typical Tuesday and Wednesday (B2 and B3 days, respectively), the administration has added a flexible learning lab time dedicated to getting school-related tasks done. This change also shortens the previously 90-minute instructional blocks to help take pressure off of students.

The root of these changes lies in a Grawemeyer Award-winning book, “In Search of Deeper Learning: The Quest to Remake the American High School” by Jal Mehta and Sarah Fine. Assistant Principal Lauren Freedman notes the recurring themes of the book and relates it to the changes made to the bell schedule.

“One of the things that kept popping up is that a lot of students learn through their own self-exploration and doing things that they love, and it’s not necessarily sitting in your class,” said Freedman. “It’s through going and meeting with your clubs and learning to work with one another and things like that actually help people grow more than necessarily just sitting in the classroom.”

Newly elected PPS Superintendent, Dr. Michael LaSusa, seconds the need for selfsufficient growth outside the classroom. LaSusa hopes that PHS will provide and encourage an environment where students can learn to think critically and contribute to a wide variety of environments — whether it be in the workplace, civic life, or family life.

“I think we’re living in a very polarized society right now — not just in the United States, but all over the world — and it’s incredibly important that students develop a capacity to listen to people who might not share their exact viewpoint, and engage meaningfully in conversation and dialogue with diverse people [who have] diverse perspectives,” said LaSusa. “We want to try to provide everyone with experiences that create balance and perspective and appreciation for others, and, of course, a knowledge base and a skill set that prepares them to do whatever it is they want to do once they leave.”

The administration hopes that these changes will be used responsibly and to the fullest extent by the students. However, if modifications are needed, surveys and opinions from the students will be taken into account for the future. Birge expresses her satisfaction for the bell schedule change, but recognizes that the effectiveness will depend on students.

“I genuinely think that we reached a sweet spot after so many revisions. But having said that ... the Tuesday flexible learning time was designed with a lot of intention for targeted support. If students abuse it, then we’re placing that burden for teachers to teach more in the instructional blocks [of this] bell schedule,” said Birge.

The PHS administration credits the development of the new schedule that fits deeper learning to the feedback provided by both students and teachers at the end of last year.

“Trust me, we read every single thing that students present to us. We may or may not be able to modify the schedule or our approach for all kinds of reasons, but we do read everything. We really value everything you present to us. We think it through and we try our best to incorporate it so those surveys are important,” said Birge.