The document discusses the need for educational transformation to prepare students for the rapidly changing 21st-century world, highlighting the importance of skills beyond basic literacy and numeracy, such as social-emotional learning and deep learning competencies. It emphasizes the role of schools and teachers as change agents in fostering student agency and collaboration, while also addressing societal challenges like poverty and human rights. Additionally, it outlines the collaborative inquiry cycle as a key process for shifting educational practices and improving learning outcomes.

1. Going Deeper
ConnectED conference
Newcastle, May 2017
derek.wenmoth@core-ed.org
@dwenmoth
http://www.wenmoth.net

2. Our changing world
• Our world is changing and changing rapidly.
• What must we do to prepare students for living and
working in the 21st century?
• How must our schools and teachers change to meet
these opportunities and challenges?

3. The Future
How will we cope?
• Food supply
• Water
• Cryogenics
• Nano-technology
• Superdiversity
• Human rights
• Poverty
• Religious intolerance

4. Take a few moments to
share any thoughts
about programmes you
offer in your school that
are designed to prepare
your students for this
future?
Future focused curriculum

5. https://ideas-ted-com.cdn.ampproject.org/c/ideas.ted.com/the-rise-of-the-useless-class/amp/

6. Change in demand for skills
35
40
45
50
55
60
65
70
1960 1970 1980 1990 2000 2006 2009
Routine manual
Nonroutine manual
Routine cognitive
Nonroutine analytic
Nonroutine interpersonal
Mean task input in percentiles of 1960 task distribution
1960 1970 1980 1990 2000 2010 2020
Source: Autor, David H. and Brendan M. Price. 2013. "The Changing Task Composition of the
US Labor Market: An Update of Autor, Levy, and Murnane (2003)." MIT Mimeograph, June.

7. Emergent responses
• Maker spaces
• STEM programmes
The skills we need most today, in any profession, boil down to what makes us
human – basically, the qualities that machines don’t have.
See: http://blog.core-ed.org/derek/2016/06/thriving-in-a-modern-world.html

8. It’s about more than skills…
• Follow-up to 2015 report – “Wider vision for
education: unlocking the potential of
technology.”
• Social and emotional learning (SEL) broadly
to encompasses 4 core competencies
(critical thinking/problem-solving, creativity,
communication, and collaboration)…
• …and 6 character qualities (curiosity,
initiative, persistence/grit, adaptability,
leadership, social and cultural awareness)
http://www3.weforum.org/docs/WEF_New_Vision_for_Education.pdf
2016, World Economic Forum

9. “… the world has been focused on
developing basic literacy and numeracy
skills. These are foundational for learning,
and they continue to be essential but not
sufficient to prepare our students for the
complex world they will face.
Schools, districts, and countries must find
ways to sustain continuous improvement
on the basics, while building innovative
practices to develop what we call the deep
learning.”
Coherence: The Right Drivers in Action for Schools, Districts, and
Systems. Fullan, M., & Quinn, J. (2015).
Essential but not sufficient

10. Share with each other
your thoughts in
response to this
question….
What is Deep learning?

11. What Is Deep Learning? (Hattie, Fisher, Frey et al. 2017)
Surface Deep Transfer
● Building initial
understanding of
concepts.
● Developing labels
(vocabulary) for the
concepts.
● Correcting misconceptions
and errors.
● Consolidating new
learning.
● Establishing connections
between and among
concepts
● Extending concepts in
order to make
generalisations
● Collaborating and solving
authentic complex
problems
● Applying and practicing
procedural skills
● Applying concepts to
new contexts and
situations
● Recognizing patterns
and relating them to
parallel concepts
● Consolidating
competencies and
processes through
metacognitive
awareness

12. Deep Learning and Change
Takes place within
accepted boundaries
Leaves basic values
unexamined and
unchanged
First Order
Pushes at the boundaries
of existing practice
Examines assumptions
that influence first order
thinking
Second Order
Deep understanding of
alternative world views
and ways of doing things
Participative,
empowerment, self
organisation.
Transformative – for both
individual & whole society
System coherence
Third Order
Stress on information and
“intellectual” knowledge
Remembering,
understanding, applying
‘Thinking about thinking’ and
‘learning about learning’
Critical, reflective, analysis,
synthesis, problem solving.
Innovative, creative, complex,
Solution creating, Insightful.
Systemic thinking

13. Systemness
“Moral purpose is our social responsibility to others and the
environment…
School leaders with moral purpose seek to make a difference in
the lives of students. They are concerned about closing the
gap…
They act with intention of making a positive difference in their
own schools as well as improving the environment in other local
schools…
Sustained improvement of schools is not possible unless the
whole system is moving forward.”
Michael Fullan

14. New Pedagogies
• Emphasis on student agency, self-directed learning
• Authentic contexts and focus
• Collaborative approaches
• De-privatisation of teaching
• Utilising inquiry and design thinking processes
• Competency focus

15. Design Thinking
http://dschool.stanford.edu
The Stanford d.school is a place where
people use design to develop their own
creative potential.

16. Double Diamond
https://www.thoughtworks.com/insights/blog/double-diamond

17. Inquiry
• Basis of NZ curriculum
• Many approaches used
• Collaborative inquiry
cycle a key process to
shifting practice

18. Catalyst
The Collaborative Inquiry Cycle
is a process that ensures
collaboration goes beyond
simple sharing and becomes true
joint work that results in
constructing new knowledge
about deep learning and shifts
practice
http://www.core-ed.org/shop/catalyst/

19. http://www.core-ed.org/shop/catalyst/

21. The teacher’s role
• Teacher as change agent
• Teacher as activator
• Figure out where individual student interests are
• Help students find their niche
• Leverage the learning
• Know whether learning is occurring
• Give defensible evidence
• Fundamental learning partnerships
• More of a collectivity – more complicated
• “That’s where the power is”

22. … we must rethink what we expect of our students.
We must stop underestimating what they are now capable of;
and above all…set much higher expectations.

23. derek.wenmoth@core-ed.org
@dwenmoth
http://www.wenmoth.net