The Science of Summit A Century of Research Behind Summit Learning

More than 100 years of learning science, psychology, and workforce development research informs Summit Learning — our personalized approach to teaching and learning inspired by the vision to equip every student to lead a fulfilled life. We translate the science of learning into the intentional design of our schools to achieve student success in four outcomes: Cognitive Skills, Content Knowledge, Habits of Success, and Sense of Purpose.

This comprehensive research timeline includes a diverse range of perspectives and groundbreaking works that have been formative influences on Summit Learning and each of our student outcomes.

1969 1968 Jean Piaget details the 1962 intricate relationship 1902 1960 Benjamin Bloom argues between mental and that all students should physical growth Everett Rogers be given the necessary , from birth John Dewey advocates for development Jerome Bruner makes presents a five-point time and opportunities through adolescence a community- and child- the case for a spiral framework for how to master content centered curriculum that starts innovations are before moving on to that offers socially-based curriculum in early childhood adopted by users learn new content experiences aligned with over time rigorous content standards

1988 1988 Donna R. Recht and Lauren 1986 1978 Leslie find prior knowledge has Robert Glaser and Michelene significant effect on learners’ Chi draw attention to the Albert Bandura reveals Lev Vygotsky emphasizes retention and summarizing of cognitive and psychological his robust theory on the essential role of social information after reading conditions that enhance and the cognitive and social relationships in cognitive limit the development of factors that affect development expertise human motivation

1991 1995 1998 1994 1995 Martin Haberman Gloria Ladson-Billings Grant Wiggins challenges urban advocates for and details Elizabeth Cohen and Rachel provides improved educators to focus on Daniel Goleman performance-based Lotan blend theory with definition of culturally- creating a learning introduces model for , focused on relevant pedagogy and assessment environment that fits effective teaching strategies emotional intelligence best practices for teacher helping students improve the needs and nature of for group work, emphasizing encompassing five skills, multiple ability and education urban youth bilingual which include self- classrooms regulation and empathy

2001 2000 Linda Darling-Hammond presents learner-centered solutions for systemic Jeannie Oakes spotlights 2000 changes in the American the historical and harmful 1999 education system effects of tracking in the American classroom John D. Bransford et al. combine theories of Buck Institute for Education how we learn with best defines project-based practices for effective learning, which Summit adopts learning in the classroom to describe its project-based learning pillar

2001 2007 2003 2007

Carol Ann Tomlinson collates Erik De Corte emphasizes the need John Hattie and Helen field-tested and best practices for active learning experiences and Timperley suggest Carol Dweck explains for differentiated instruction the importance of metacognition and best ways to deliver how to leverage mindset in multiple ability classrooms communication skills in transfer of individualized feedback to better fulfill individual knowledge in the classroom potential

2008 2008 2008 2008 Linda Darling-Hammond 2008 Clayton M. Christensen and Brigid Barron present William Damon identifies et al. apply disruptive a comprehensive review of key factors that help young David Conley sets forth the change theory to K-12 the research behind inquiry- adults to identify their Cognitive Skills, Content Arthur Costa and Bena public education based and cooperative Sense of Purpose Knowledge, and “habits Kallick present a guide learning approaches of mind” necessary for for shaping schools high school students to be around 16 habits of college ready mind

2010 2010 2011 2009 2009 Thomas R. Guskey and Teresa Amabile Tom Rath and Jim Jane M. Bailey propose a John Hattie’s pivotal Daniel Willingham identifies the leadership Harter explore how four-pillar framework for meta-study uncovers emphasizes the traits and environmental five universal and effective grading and core influences, like importance of background forces that elicit more interconnected factors reporting systems strong student-teacher knowledge in the critical productive and happier influence overall relationships, on teaching thinking process employees and learning well-being

2013 2013 2011 Martin E. P. Seligman et al. 2012 identifies three interrelated Lucas Education Research 2012 factors essential to Daniel Kahneman bridges applies a rigorous identifying a sense of ConnectEd bridges the intuitive mind with the research approach to individual purpose research on workforce Camille Farrington et al. logical and explains how project-based learning development and (University of Chicago the two work together to and begins developing job readiness with Consortium in Chicago shape human behavior a classroom-based PBL secondary education School Research) link social- model in new framework for emotional skills with higher education student achievement

2014 2014 2014 Peter C. Brown et al. 2014 Ron Berger et al. present concrete practices for advocate for self- mastery learning, like building David S. Yeager et al. proposes directed learning background knowledge, based Angela Duckworth that Sense of Purpose and and student-engaged on recent research in cognitive identifies grit — a blend of connection to cause beyond self assessments psychology and related fields passion and perseverance can improve self-regulation on — as key variable in high academic tasks achievers

2015 2015 2015 2014 Angela Duckworth and Jo Boaler provides 2014 David Yeager discourage David Perkins introduces roadmap of research- Charles Fadel et use of evaluative based strategies for a framework for creating a al. present a four- Zaretta Hammond frames assessments for social- helping all children curriculum that prepares dimensional framework cultural responsiveness emotional skills be successful in learners to build a thriving of competencies for as a process that future society mathematics successful 21st century teachers can learn to learners build better relationships with students

2016 2016 2015 2016 Todd Rose proposes an Trevor Fronius et al. (WestEd) individualized, versus Carissa Romero (Mindset K. Brooke Stafford- answers questions about standardized, approach to Scholars Network) connects Brizard’s and Turnaround restorative justice as a performance assessment students’ sense of for Children’s Building favorable approach to school in education and in the belonging with improved Blocks for Learning and student discipline workforce engagement in the learning framework integrates social process and cognitive pathways for optimal developments

2016

2016 Kristina Zeiser et al. (AIR) make case for positive 2016 relationship between 2017 Daniel Schwartz competency-based et al. categorize education and greater Thomas Dee and Emily and describe 26 autonomy over and Today David Osher et al. (AIR) Penner suggest that “scientifically proven” motivation for learning present a comprehensive supportive and culturally- approaches to case for student- relevant teaching can lead to learning centered, individualized increased performance in at- classrooms and schools risk students

Cognitive Skills Content Knowledge Habits of Success Sense of Purpose Formative Influences