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January 2 - January 9, 2018
Most of all it affects the whole system—not a few individuals, or a small number of schools or districts, but all members of the system: children and adults alike.
aware of how very demanding and counter-cultural the changes are that we write about.
even privileged schools, when they get the opportunity, do not go very deeply in changing practice.
large number of public schools in seven countries.
informed practice chasing theory to the betterment of both. We have learned that many of the best ideas come from leading practitioners, not from research per se.
the new set of crises is forcing humankind to reconsider its relationship to each other and to the planet
namely that humankind’s “vocation” is as a subject “who acts upon and transforms the world, and in so doing moves toward ever new possibilities of a fuller and richer life individually and collectively” (p. 32).
is essential that we proactively change the world through learning.
is there something different about the world today?
approach to bringing about fundamental change is to work jointly with those in the system.
New Pedagogies for Deep Learning (NPDL) including Australia, Canada, Finland, the Netherlands, New Zealand, the United States, and Uruguay (see the Appendix for a brief commentary on each country).
Deep learning represents a change in culture; it is not a change in program. Programs don’t scale; culture does (Scott, 2017).
Programs don’t scale; culture does.
Increasingly, students will not tolerate boring or alienating schooling. And the dynamics of a digitally
“Why deep learning?” “What makes it deep?” and “Why it matters.”
Deep learning is valuable learning that sticks.
“the equity hypothesis”
deep learning is good for all, but it is especially powerful for those most alienated from the traditional
schooling ...
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”Nothing worth learning can be taught.”
Perhaps the greatest internal push factor in traditional schooling is that it is not engaging to say the least. Lee
many of those who are participating are often in it for the grades, not out of interest.
schooling as it was set up 150 years ago is no longer suited for the present times.
future job market is not only unpredictable but also in decline
the current generation has a hard time imagining the pathway to a desirable future.
students from poverty or minorities
who feel a growing sense of hopelessness, because they find little sense of belonging in an institution that see...
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There is no reason for the majority of students to take conventional...
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freedom from versus freedom to
freedom uncomfortable and lonely, therefore are prone “either to escape from the burden of freedom into new dependencies and submission, or to advance to the full realization of positive freedom” (p. x).
is the big world going?) and the small picture (where do I fit in?) are fusing.
being a good learner is the ultimate freedom.
greater inequality in cities.
What gives humans meaning in life is a strong sense of identity around a purpose or passion, creativity and mastery in relation to a valued pursuit, and connectedness with the world and others (for a similar list, see Mehta & Fine, 2015).
use with RSTPP
purpose, skill, and connection?”
immersive learning reaches everyone.
Deep learning is good for all but is especially effective for those most disconnected from schooling.
collaboration was expected and happened every day.
“Can kids make a difference in the world?”
When we started talking about how to enact change and truly make a difference in one’s life,
questions. It was Christopher’s high energy and enthusiasm that kept this venture running from October 2016 to June of 2017. There was not one day after we started this journey that he wouldn’t ask to stay in during recess to work on anything related to the project (marketing, communications, awareness, finances, etc.). His heart and spirit were truly vested in the work we were doing. His attitude toward school changed, and his eagerness to continue making change in the world inspired even more students in the school to create their own business to support a worthwhile cause. I can
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pathways. When the students have a voice, it can drive any project you work on in directions that were unimaginable from the start.
Most often when students or groups of students persistently show no interest in learning, we write them off as incapable or unteachable. We might give them remedial work that ends up adding insult to injury where boredom becomes tedium or
every child is a hidden figure
Preliminary data show that the trajectory of alienation for poor and rich kids alike could be very different.
Connects students to the “real world,” which is often more reflective of their own reality and cultural identity, which can be particularly important for students from other cultures
connection to culturally relevant community based curriculum
Builds new relationships with and between the learner, their family, their communities, and their teachers Deepens human desire to connect with others to do good
go deep or go home. And be pervasive (system minded) or stand aside.
go deep or go home Big challenge!
humankind’s ultimate vocation in times of transition is to engage the world to change the world
what’s
