An overview of New Pedagogies for Deep Learning in Avon Maitland, yer 1.

1. AVON MAITLAND DISTRICT SCHOOL BOARD
New Pedagogies for Deep Learning
Year 1 – 2014 - 2015

2. WHAT?
Global partnership involving students, teachers, school leaders,
families, philanthropic, private sector organizations and education
communities working together to address a key education
challenge:
“How to design teaching and learning that leads to more
successful lives for all students?”

3. HINGED ON…
1. Learning partnerships (within and beyond the classroom)
2. Learning Environments (within and beyond the classroom)
3. Pedagogical Practices (balance between research based, time honoured
practices and emerging, innovative practices)
4. Leveraging Digital (using access to digital to enhance and deepen
learning)

4. AVON MAITLAND DISTRICT SCHOOL BOARD
• Global Cluster
- 7 countries
- Uruguay, Australia, Netherlands, Finland, New Zealand, United States, Canada
• Canadian Cluster
- 13 districts from Manitoba and Ontario
- 67 elementary schools, 16 secondary schools
• Avon Maitland District School Board
• Six participating schools (3 elementary, 3 secondary)
• Each superintendent with school responsibilities selected two schools to participate
• Alignment with Board’s Strategic Directions – specifically to Maximize Student Outcomes (collaboration, critical thinking,
creativity, communication, problem solving)

5. AVON MAITLAND DISTRICT SCHOOL BOARD’S JOURNEY
Introductory Sessions – Global Cluster
October 2014 - Toronto
-overview of the goals and vision
-review of key resources and measures
Participants from AMDSB:
-6 principals from participating schools
-3 Superintendents overseeing the six schools
-2 Learning for All coaches
-Assessment & Evaluation Co-ordinator
-Program Co-coordinator

6. REFLECTIONS
• Overwhelming amount of information (learning progression
rubrics, learning design rubrics, 4 dimensions etc.)
• Unsure where to begin
• Wanted to align with the work our board was already doing (Next
Generation Learning, Positive and Inclusive Learning
Environments, Collaborative Inquiry, Student Inquiry)

7. WHAT WE KNEW FOR SURE…
We needed :
• monthly “AMDSB Leadership Team” Meetings (with principals of
participating schools)
• monthly Canadian Cluster Teleconferences
• school based collaborative inquiries in each of the six schools
• to submit three artfefacts of “deep learning” to the Canadian Cluster
by the end of the school year
• to develop common understanding of the NPfDL measures,
terminology and resources

8. SCHOOL BASED COLLABORATIVE INQUIRIES
• Secondary – 7 full days of release
• Elementary – 8 half days of release + additional release upon request
• Focused on implementation of goals and vision of NPfDL
• 5 schools facilitated by system support, 1 facilitated by principal
• Each teacher was expected to submit an “deep learning” artefact by
the end of the school year

9. INQUIRY INVESTIGATIONS AND PROFESSIONAL LEARNING TO SUPPORT THE
DEVELOPMENT OF DEEP LEARNING ARTEFACTS
1 2 3 4 5 6 7
• Co-construct
group norms
• Learning goals
• Rich Seam
• Use of
googledocs
(LD)
• Overview of
NPfDL
• Learning
Design rubric (4
dimensions)
• Teacher Self
Assessment
• Developing
common
understanding
of what
constitutes a
“deep learning
task”
• SAMR (LD)
• Feedback(PP)
• Success criteria
for “deep
learning” task
• Moderation of
deep learning
task (Plastics)
against success
criteria
• Rich Seam
• Activator vs.
Facilitator
Learning Design
• Airserver
• Explain
Everything (LD)
• Teacher Self
Assessment
• Feedback (PP)
• Rich Seam
• A More Beautiful
Question
• Deep learning vs
surface learning
• Success Criteria for
“deep learning”
• Inquiry (PP)
• InstaGROK (LD)
• Moderation of deep
learning task
(Ireland’s windmill)
against success
criteria
• Development of
deep learning task
• Learning goals &
success criteria (PP)
• Evidence of deep
learning (PP)
• googledocs (LD)
• Success criteria
for deep learning
tasks
• Deconstructing
curriculum PP)
• Defining “deep
learning”
• Activator vs.
facilitator
• Deconstruction of
learning selected
learning
progression
• Feedback (PP)
• Learning goals
(PP)
• Success Criteria
(PP)
• Culminating
projects (4
dimensions)
• Rich Seam
• Learning
progression
rubrics –
deconstruction
• Shallow vs deep
learning
• Deep learning
task
deconstruction
• Australia’s deep
learning
challenge
• Learning design
protocol
• Evidence of deep
learning
• Rich Seam
• Assessment and
deep learning
tasks
• Deep learning task
success criteria
• Learning goals
(PP)
• Success criteria
(PP)
• Backwards design
(KNOW/DO) (PP)
• Evidence of deep
learning
• Rich Seam
• Assessment
(PP)(evidence of
student learning)
• Learning lab
website
• Achievement
Chart (PP)
• deep learning task
success criteria
• Artefact templates
• Evidence of deep
learning
• Learning design
rubric
• Teacher self-
assessment
• Rich Seam
• Learning
progression survey
• Learning goals (PP)
• Success criteria (PP)
• Inquiry (PP)

10. DEEP LEARNING ARTEFACTS
Most secondary teachers contributed a deep learning task
• 3 were curated as artefacts to be submitted to the Canadian Cluster
• both were selected to represent Canada in the Global Cluster
Some elementary teachers were able to complete their deep learning task
prior to job action
• 2 were curated as artefacts to be submitted to the Canadian Cluster

11. ARTEFACTS

12. CANADIAN CLUSTER
• Canadian Cluster Learning Fair cancelled Spring 2015
• Moderation of artfefacts – Simcoe, Superintendents July 2015

13. GLOBAL CLUSTER
• Seattle – October 2015

14. REFLECTIONS
Emerging Needs from AMDSB
• assessment and evaluation practices
• common understanding of NPfDL measures
• backward design in developing artefacts
• common understanding of NPfDL resources and terminology (teacher self
assessment, learning progressions, learning design protocol)
• varying levels of teacher comfort and confidence with use of digital
• common understanding of the four dimensions: learning partnerships, learning
environments, pedagogical practices, leveraging digital
• mobilizing the knowledge across our district

15. MOVING FORWARD
Areas of Focus
• Deepening our understanding of the dimensions, learning
progressions, conditions of new pedagogies for deep learning
• Knowledge mobilization within our district
• Effective use of measures and resources
• Measuring impact

16. EMERGING QUESTIONS
• How to best understand and capture “deep learning”
• How does the development of student outcomes (learning
progressions) translate to more successful lives for students?
(evidence) and improved student achievement?
• How to measure change in teacher practice?