Deep Learning: Engage the World Change the World

by Michael Fullan

We are still working on the precise formulation.

think of five core conditions

vision, leadership, collaborative cultures, deepening learning, and new measures/assessment.

New measures of assessment .. this always gets forgotten or watered down. It doesn’t just mean changing terminology or marking scales .. it means looking at different things and using different tools/strategies to report on them. Assessment, the word/action, in itself is shown to inhibit learning and, more importantly, deep learning/thinking, just by its very inclusion in the process. Care needs to be taken in the implementation of assessment.

permeates each circle by creating powerful conversations at every stage of development.

It’s not a matter of working through each of the circles of support in sequence but rather having an understanding of the parts and how they intersect and reinforce one another interdependently—this

drives the learning from the work process. Collaborative examination of practices unleashes the power of contagion and mutual help by generating new knowledge and ideas that mobilize action synergistically.

Deep Learning as a Force for Change

Figure 4.2 • The Future of Work

In our work, we see creativity rising in prominence and becoming a catalyst for development of the other Cs.

At the same time, compassion and empathy as dimensions of character and citizenship are increasingly prominent because everyone struggles to deal with diverse challenges and perspectives that are more prevalent in a complex world.

give learners the ability to learn for life, be agile, be in tune with their evolving world, and be the kind of human beings the world needs.

They are building character traits that will allow them to go into the world and make learning an internal part of life.

Video 4.1, Finnish Students Tackle Climate Change.

Leaders soon realized that deeper pedagogy was needed to activate the potential of the digital devices,

Soledad and Claudia, 11-year-old students from Montevideo, share their story of how they investigated new ways of learning and engaging their classmates in adventures that impact real issues in their world.

The students now say this is the best part because they have choices in the work and they can use the tools to improve the learning and measure their progress.

They have learned to create for the world, to use their minds, and to protect and change their world.

Students say as a result, “We are learning to think outside the box . . . learning to take risks” and “dreaming as big as we can.”

Not only can we see then that the 6Cs are pursued in different ways, but we also observe that there are commonalities.

“school” is extended to include other spaces, time, and expert connections; and

the critical thinking necessary to tackle these real-life issues blossoms.

inquiry or problem-based learning (PBL) are not synonyms for deep learning.

causes students to use more complex thinking, to tap into creativity, and to solve increasingly enigmatic problems.

At other times we want to intentionally develop collaboration, so

Deep learning is not about one particular model of teaching, but is fostered by a wide range of learning practices.

The good news is that we get to select the approaches that are right for our students and community.

What is distinctive is that regardless of the models of teaching used, this type of learning accelerates the acquisition of the six global competencies or 6Cs—character, citizenship, collaboration, communication, creativity, and critical thinking.

One of the most exciting findings has been the unbridled optimism of students, teachers, and leaders who describe a renewed energy, passion, and liberation.

As the learning becomes more grounded in real life, we are observing new behaviors. A

precision emerges as teachers define deep learning outcomes; select from new and powerful pedagogies; codesign with students giving them both choice and voice; measure the effect of learning experiences and pedagogical practices on student deep learning; and recognize digital as a ubiquitous element of learning that facilitates connections to a universe of ideas, experts, collaborators, and possibilities.

This intentionality of practice leads to new roles, new relationships, and ne...

innov...

values individual interests a...

connects to real life aut...

Helping Humanity

discussion

A lot of talk but not much focus on action .. in many cases.

We like the 10-year-old girl in Uruguay who said, “I am supposed to help humanity so I decided to start with my own neighborhood.”

Overall our deep learners are thinking like global citizens, considering global issues based on a deep understanding of diverse values and worldviews, and with a genuine interest and ability to solve ambiguous and complex real-world problems that impact human and environmental sustainability.

real-life problems,

grit, tenacity, perseverance, empathy, compassion...

Students have untapped potential, but given voice and choice through deep learning we see them influencing dramatic changes to organizations, society, and pedagogy.

As students contribute to their local and global communities, they begin to rethink their place not only in learning but also in changing their world.

Once students engage in this authentic learning that matters, they are less willing to go back to worksheets and textbooks.

They have no attachment to the status quo and therefore are ready for change.

Sadly, many teachers have attachments to the status quo and do wish to return to worksheets and poster board summary projects.

This new learning partnership is helping teachers and students push the edges of learning in ways the teachers alone could not have predicted,

The first example illustrates that when students pursue deep learning in areas of relevance to their own lives, they not only improve in academic areas, but also find their place and voice.

For students from poverty backgrounds, deep learning can be a life-changing experience,

based inquiry around deep learning, Gabe’s teacher had redesigned many of her learning tasks to allow students more choice on what they learned and how they demonstrated their understanding of the curriculum expectations.

Gabe’s teacher had her students apply their learning to a real-world context as often as they could.

deeply about this topic because he was asked to learn about something he was passionate about.