Teach content outrageously to develop deep learning in at-risk students

Waves of reform over the past several decades have failed to increase academic performance or increase equity. In the spring issue of Kappan, I explained that this phenomenon is a result of key hidden blockages that prevent any reform, regardless of how well thought-out and implemented, from enhancing students’ academic achievement (Pogrow, 2026). I also showed that all students, including those labeled as at risk, are capable of deep learning that enables academic growth in one area to stimulate learning in others as the curriculum becomes more abstract.

The first blockage is an inadequate sense of understanding, and my previous article showed how intensive systematic discussion around four key thinking skills can help students develop a general sense of understanding and engage in deep learning. This is just one part of the solution. We must also make students want to learn. This requires us to eliminate the second key blockage — boring curriculum and instruction.

Why should students be interested in learning anything we teach them? Clearly, a combination of internal motivation to succeed, parental pressure, and genuine interest in the ideas all help. But what if these aren’t present?