Deep Learning: Engage the World Change the World

by Michael Fullan

School leaders are frequently in classrooms and in discussions with groups of teachers on how to make the learning better.

meetings with parents focus more on sharing evidence of student progress and learning.

People come and go, the inspired leadership leaves, and the status quo creeps back in. In contrast, where we see the greatest acceleration, there is a strategic role played by the system, which may be a municipality, a district, a cluster, or a network.

the status quo creeps back in.

Visit a number of schools in any one of these groupings and you come away with a sense of a common language and set of expectations.

The work is celebrated,

obsessing about external testing.

And if we want deep learning to flourish and be accessible to all, we need to be more precise about what we mean by deep learning.

students are facing a more challenging world,

days of set knowledge and accomplishment based on content are over.

this creates a new dynamic for graduates who will not be paid for what they know but rather for what they can do.

This movement away from set knowledge to the skills of entrepreneurship, creativity, and problem solving suggests a new set of competencies necessary to thrive in this accelerating world.

be like as human citizens.

character, citizenship, collaboration, communication, creativity, and critical thinking. These

compassion,

emp...

socio-emotional learning, entrepr...

but did not help educators,

clarity to a set of concepts

beginning of a common language

We discovered that while precise definitions helped guide discussion, they were still not sufficient for us to measure growth on the competencies or to help differentiate learning tasks.

multilayered capacities

acquisition of in-depth knowledge

understanding of global and intercultural issues; the ability to learn from and live with people from diverse backgrounds;

but simply naming the competencies has little impact by itself.

Moreover, there has been little focus on the how, few large-scale attempts at implementation, and little evidence of significant concrete change in learning and teaching practices.

Deep learning occurs when we use the competencies to engage in issues and tasks of value to students and the world.

comprehensiveness, precision, and measurability.

focus on complex problems, take responsibility for their learning, and have concern for and contribute to the world.

Character and citizenship are foundational qualities that bring to life the skills and behaviors of creativity, collaboration, critical thinking, and communication.

by permeating all 6Cs in action.

measure learners’ growth on a continuum over time.

First, they have provided a common language for students, teachers, and families in the design and measurement of learning.

anchors for rich discussions that lead to greater precision and intentionality in the design,

Deep learning occurs when we use the competencies to engage in issues and tasks of value to students and the world.

Learning Experiences That Foster the 6Cs Involve higher-order cognitive processes to reach a deep understanding of content and issues in a contemporary world

cross disciplinary

authentic, chal...

positive sense of self, spirit, and belonging that we feel when our cognitive,

emotional, social and physical needs are being met.

The deep learning work and six global competencies are grounded in the fundamentals of neuroscience and address the four domains.

“a focus on the 6Cs immunizes and protects against social and emotional difficulties thus building positive mental health and resilience.

the strong relational aspect to brain development. This begins in infancy when the child is picked up and soothed, because it is receiving messages of safety and belonging that change the neurons and create new neural pathways that allow the child to handle stress in later life. This builds capacity to form relationships and manage and self-regulate emotions. Children need adults and peers who can co-manage and let the child know what is inside and outside of bounds if they are to be able to manage and express emotions appropriately.

When these messages are not given in the early years for any reason, it is even

more important that we create classrooms that build a s...

Plasticity,

A second burst of massive change occurs in adolescence, where a pruning of the neural pathways increases efficiency and habits for life.

cognitive stimulation

choice and authentic learning.

Some students arrive on the doorsteps of schools every day without readiness to learn.