Deep Learning: Engage the World Change the World

by Michael Fullan

Deep learning is inclusive for all.

Deep learning instills confidence and perseverance,

Deep learning is causing more disconnected students to become engaged.

move people to action,

What we have found is that seeing examples of students who are changing the way they think, feel, and interact with the world is a more powerful influencer.

Consider sharing a video that stimulates peers to think about what might be possible for students in the global,

Challenge teachers and leaders to think about one thing they could do to make learning deeper in their own classroom and school and then take action on it.

Cultivate a Culture of Deep Learning

everyone must see himself or herself as a learner.

Now I think that inquiry actually allows the curriculum to be uncovered.”

“We’re not good until we’re all good.”

Over time, students develop skills in giving and receiving feedback

method for collecting evidence of growth.

emerges as a living part of the culture. Students begin to act more ethically and with greater empathy in their interactions with peers and the world.

Think Big—Start Small

Challenge teachers to take an existing lesson or unit they will teach in the next 2 weeks and be intentional using one of the competencies.

celebrate

The big challenge lies in mobilizing such a shift in thinking and practice.

We propose moving deep learning from the margins of practice for a few students or schools to being the foundation of learning for all.

“We think in generalities, but we live in detail.”

agree that students need new capacities to thrive today and in the future.

a more comprehensive learning design

This is not just a question of what we can do better or do differently ... we also need to determine what we need to STOP doing (Berger, “A More Beautiful Question) .. doing the “wrong” thing better just makes it “wronger “ ... (Akhoff).

Building clarity and shared language

“How do we design learning environments and experiences that foster the acquisition of these competencies?”

“How do we get large numbers of teachers and students engaged in this new process for learning?”

Even when teachers are inspired to develop deep learning experiences and embrace the new pedagogies, they benefit from using an organizer that helps them consider the multiple aspects of complex learning.

What Is New About the New Pedagogies They focus on the creation and use of new knowledge in the real world rather than only transmitting knowledge that already exists. They intentionally forge new learning partnerships between and among students and teachers, because the learning process becomes the focal point for the mutual discovery, creation, and use of knowledge. New pedagogies expand the learning environment by moving beyond the traditional classroom walls to use time, space, and people within and beyond the classroom walls as a catalyst for building new knowledge and creating a robust culture for learning. The new pedagogies leverage digital ubiquitously to accelerate and deepen the learning not simply as an add-on or end in itself.

contrast to traditional teaching that focused more on content mastery, teacher-centered design, a transmission of information, and bolting on technology. In

learning environments,

This shift in voice, control, and relationships is a distinctive feature of deep learning.

“It’s much easier to learn from our peers than a teacher at the front.”

The new partnerships have significant potential to reframe learning by connecting learners to authentic opportunities locally, nationally, and globally.

builds on student needs and interests more organically.

ways to be intentional about fostering these new learning relationships.

The new role for students goes beyond the notions of student voice and student agency

internal development and external connections to the world.

students as co-designers and co-learners. Meaningful lea...

We are seeing a deeper engagement of students as co-designers and co-learners.

Students need to take responsibility for their learning and to understand the process of learning, if

This requires students to develop skills in metacognition, giving and receiving feedback, and enacting student agency.

Learning to learn requires that students build metacognition about their learning and mast...

begin to define their own learning goals and success criteria; monitor their own learning; critically examine their work; and incorporate feedback from peers, teachers, and others to deepen their a...

Feedback is essential to improving...

role of the teacher gradually shifts from explicitly structuring the learning task, toward providing feedback, activating the next learning challenge, and conti...

Caring and connectedness in particular are critical:

This sense of belonging is emerging as a powerful motivator as students seek to help humanity—locally and globally.

Managing collaborative relationships and being self-monitoring are skills for life.

Student results can be dramatically affected by the expectations they hold of themselves

Expectations are a key determinant of success,

Students must believe they can achieve