Deep Learning: Engage the World Change the World

by Michael Fullan

expand the learning environment by moving beyond the traditional classroom

The new pedagogies are in direct contrast to traditional teaching that focused more on content mastery, teacher-centered design, a transmission of information, and bolting on technology. In this chapter, we start with learning partnerships and in Chapter 6 move successively to learning environments, leveraging digital, and pedagogical practices.

The new role for students goes beyond the notions of student voice and student agency to combine both internal development and external connections to the world.

new role for students--beyond voice and agency to combining internal development with external connections to world

What we experience time and time again is that we give people back their professionalism.

series of tutorials planned using iTunes U.

the teacher’s role shifts gradually

away from explicit structuring of learning tasks and toward more explicit feedback that activates the next learning challenge.

Figure 5.4 • A New Role for Teachers

(where) do u see urself as an educator on this continuum

The term activator emerged from John Hattie’s (2012) analysis of over 1,000 meta-studies worldwide into the impact of different teaching and learning strategies on student learning.

facilitator

activ...

By contrast, the set of strategies associated with the activator role include teacher-student relationships, metacognition, teacher clarity, reciprocal teaching, and feedback.

For example, SOLO (Structure of the Observed Learning Outcome) allows teachers to classify outcomes regarding their complexity, enabling them to assess students’ work regarding its quality (Biggs & Collis, 1982).

Finally, teachers work in partnerships with students to make the students’ thinking and questions about learning more visible.

that messages about belonging, possibility, and skill shape motivation and have a huge effect on how willing and likely students are to want to work hard and push themselves.

Tough (2016) identifies three ideas that motivate kids: feelings of belonging, feelings of confidence, and feelings of autonomy—all intrinsic motivators.

ABC--autonomy belonging competence /confidence-- motivate students

Teachers play a crucial role in engaging in learning partnerships with families, communities, and students.

One of the emerging findings is that the co-design of learning by teachers and students that builds on student needs and interests and links to authentic learning significantly impacts engagement.

a la CS 488

we have all seen countless units that purport to build understanding of world cultures or equity and amount to little more than celebrations of local foods and costumes or units on dinosaurs or recycling that are engaging but not deep. Quite often things that look “cool” are not deep with respect to learning. The crucial discriminator of deep learning is the depth of acquisition of the new competencies. The discriminator of meaningful co-design is when students are establishing goals for development that move them to increasingly complex levels of growth on the competencies.

The second aspect of teacher as collaborator is deeper collaboration with professional colleagues.

greater transparency

They operate as “lead learners,” recognizing they cannot control results by intervening as the lead teacher inside every classroom but rather by orchestrating the work of teachers, students, peers, and families to be focused on collaboratively moving toward deep learning.

vertical and lateral relationships within and across schools by establishing collaborative learning structures to plan, examine student work products, and assess quality of learning designs.

establish a climate of transparency, innovation, specificity of practice, and continuous improvement.

The seminal work of Joyce Epstein highlights the need for diverse ways to connect (Epstein, 2010; Epstein et al., 2009; Hutchins, Greenfeld, Epstein, Sanders, & Galindo, 2012).

the best tool for compensating is the environment in which the child spends their time.

proliferation of student-led conferences and exhibitions of learning where students articulate what, how, and how well they are learning, and the use of blogs, Twitter, Instagram, and other digital tools to share student investigations and findings.

This transformation of roles requires shifts in control, decision making, engagement, and accountability.

“Act upon and transform the world [in order to] move towards ever new possibilities of a fuller and richer life individually and collectively” (p. 32). This is as good a definition of the purpose of deep learning as any.

Purpose of education—calls on Freire—act on and transform world

Our colleague, sociologist Jal Mehta, received a grant to study examples of deep learning in secondary schools across the United States. He and his team visited schools identified as engaging in deep learning. Months later he reported that sadly they found hardly any examples of what would constitute authentic deep learning (Mehta & Fine, 2015). He then set out his interpretation in a blog that he titled “Deeper Learning: 10 Ways You Can Die” (Mehta & Fine, 2016).

Jal basically said that the status quo is blocking deep learning even among those who claim to be doing it.

Learning that changes relationships and pedagogy

Learning that attacks inequity to get excellence for all

Learning that engages the world to change the world

Learning where young people make older...

no country or state has developed the policy infrastructure to enable deep learning across the system.

(such as assessment systems, report cards, and curriculum coverage).

Equity Action Plan,

critical thinking, innovation and creativity, self-directed learning, collaboration, communication, and citizenship.

Ask students to: Describe what these might look like Their vision of alternatives

October 2017, New Zealand announced policy changes abolishing National Standards in favor of a new system that utilizes learning progressions and other elements compatible with deep learning and the 6Cs.

What are learning progressions

The Urban Crisis.

“the widening gap between the relatively advantaged group, and just about everyone else” (pp.

equity hypothesis,

What is the Equity hypothesis and how might we implement it here at DPU COE? At your school/district?

combination of nonacademic needs in health and housing and excellence of learning within the school.

“tackle poverty by investing in people and places.”

capable of doing well through the combined support of health, housing, ...

In short, we need to combine and integrate community development and good schools.

Quotable!! CS 751: “in short we need to combine community development with excellent education”!!!!

Once we get to deep learning for all, it is not just a matter of reducing inequality; it also includes prosperity of all.

shakes the foundation of regular schooling,

Elmore (2016) is correct: that the institution of schooling, as we know it, cannot possibly survive under the new conditions.