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New pedagogies for deep learning
This document discusses new pedagogies for deep learning and provides examples of how to implement them. It advocates for student-centered, inquiry-based, project-driven approaches that develop competencies like creativity, communication, and critical thinking. Deep learning focuses on real-world problems, maximizes student choice, and leverages technology. The document outlines ingredients of deep learning like engagement, competencies, and using pedagogy to connect learning areas. It provides examples of deep learning units and an 8 step process for schools. The overall aim is to transform education to prepare students for a changing world.
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New pedagogies for deep learning
- 1. NEW PEDAGOGIES FOR DEEP LEARNINGPracticalprovocations for School Improvement
- 2. LEARNING INTENTION To provokeinquiry into new ways of teaching well in and for the digital world
- 3. SUCCESS CRITERIA An enthusedunderstanding of deep learning as vehicle of school
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- 5. “ “ ” The challenge forus is to embrace, and respond to, not just the technology, but the extraordinary pace of change. Beyond the Classroom: A New Digital Education for Young Australians in the 21st Century.
- 6. IS Mr Keatinga good TEACHER? #keyquestion
- 7. https://goo.gl/7Rlojk What have beenyour best learning experiences in LIFE AND SCHOOL
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- 9. What are welearning today @ CEWA?
- 11. Cultivate Engagement Social capitalis more powerful than human capital, and they function virtuously by feeding on each other (Fullan)
- 13. Catholic Education WesternAustralia LEADing Lights projects – Wave 1 A unified portal offers access to digital curriculum and a virtual school for students, personalised learning and development for staff and students, using intelligent, predictive and adaptive learning technology to help everyone achieve more. School leaders and business mangers will have a supported connected system for Student Administration, Academic Achievement, Attendance & Reporting, Marketing & Recruitment, HR & Finance, Help Desk, Facility Management, Strategic Planning and Project Management. Everyone’s progress and success should be celebrated as CEWA accelerates Schools as Learning Organizations including Private & Public Partnerships, Conferences, International and National recognition, Global Teacher communities & global programs including Apple Distinguished School and Microsoft Showcase School LEADing Lights provides a single unified digital ecosystem for every single Catholic school across the state, ensuring everyone has the services and support needed for success. LEADing Lights connects our learning community to the latest communication, collaboration and productivity tools, learning resources, and management systems, so learning can be more engaging, teaching more flexible, parents more informed and schools more vibrant and innovative. LEADing Lights streamlines and centralises student records and learning evidence, providing real-time insight to inform everything from student progress to school planning. CONCIERGE CEWA365 INSIGHT CELEBRATE PERSONAL LEARNING & DEVELOPMENT ADMINISTRATION OF SCHOOLS
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- 15. This is astory about what we have learned about deep learning pedagogy and it all begins in a soot-filled city, a long time ago.
- 16. In the wakeof the second industrial revolution, fuel powered digging machines replaced the toil of hardworking labourers on farms and cities.
- 17. Productivity increased andbusiness costs and the labour force decreased.
- 18. As physical machinesreplaced physical bodies threatening high unemployment, industrialised governments invested in compulsory education to prepare future generations for a new world of pen pushing and people management.
- 19. A century on,a similar scene is being rehearsed on the digital stage. Thinking machines are steadily taking over repetitive cognitive tasks performed by human beings. Global connectivity is thinning out local jobs.
- 20. Rapid wide spreadunemployment is anticipated if we don’t retrain our society to flourish in the digital world.
- 21. Yet education hasnot responded briskly, producing students for a bygone age of fact collecting, people management and compliance.
- 22. An obsessive emphasison standardised tests and high stakes exams has skewed the curriculum focus towards skills we can easily assess and computers can replicate.
- 23. The very thingscomputers can’t do remain largely untaught and untested, leaving our children vulnerable to skill obsolescence.
- 24. If we wantour children to lead meaningful work- lives, we must change our approach to schooling. We need a new pedagogy.
- 25. This new pedagogymust compel students to attend school and provide opportunities and experiences that homes cannot easily replicate.
- 26. Some educators arecalling this rejoinder to traditional learning, Deep Learning. Although an awkward term, in the absence of another classifier, we should rally behind it if we want to transform schooling.
- 27. One way tounderstand NPDL is as a response to the legacy pedagogies – skill and drill, lecture and broadcast, regurgitation of information - that worked for late 19th and early 20th century industrial economies. These economies wanted students that were compliant, respectful of procedure, able to retain and regurgitate information and had basic skills in numeracy and literacy.
- 28. Deep Learning isa combination of the best of the old and new. A student centred, inquiry led, project based, competencies focused, higher order and technologically savvy approach to teaching and learning.
- 29. THE INGREDIENTS OF DEEPLEARNING
- 30. Maximising student choiceover what they learn and how they learn supercharges motivation and sustains positive learning behaviors Project-problem based Content Knowledge Pedagogy Autonomy Technology ENGAGEMENT Making teaching and learning choices that connect with the elements of DDLD is critical to effective instruction Strong learning area specific expertise that is curricula compliant advantageously fast tracks scaffolding and targets key skills and knowledge more effectively Effective deep learning cuts across learning areas through project based learning tasks that investigate real and relevant questions and assess learners on authentic outputs Groenewald 2016 The Elements of Deep Learning Design Competencies Engagement Wellbeing Belonging The 6 Competencies that realise deep learning are creativity, communication, citizenship, critical thinking, character and collaboration Effective planning with/for technology capabilities increases engagement, collaboration and access to skills and knowledge Learning contexts that engage, excite, enthuse, personalise and challenge are the foundation of effective sustained learning
- 31. What would thisnew-old pedagogy look like to you? (Discuss) Sample Little Scientists
- 32. Communication Source: Fullan andQuinn, Coherence: NPDL 2016 Creativity Critical Thinking Collaboration Citizenship Character The 6cs In Deep Learning The 6 Competencies below are the vehicle through which learning areas are realised. In Australia, the 7 General Capabilities can be employed for a similar effect Critically evaluating information and applying it Problem seeking and solution thinking Work together well and develop others to achieve common goals. Effective expression with tools of the Age Thinking like a global citizen and understand ’real’ diversity Seek deeply with perseverance
- 33. In a teampair, identify an area of mathematics that concerns you. Why is this area a challenge? What realistic measures could the school take to support you to address this challenge? What could be done to improve and deepen student learning? What is one fertile question your students could explore in this area that could deepen student engagement and inquiry? How could technology be included to change the way this area is taught and assessed. SESSION CHALLENGE
- 34. PEDAGOGICAL PILOT PROJECTAIMS 1. Inquiry learning project exploring deep pedagogical practices 2. Focus on pedagogical practices, school improvement processes and digital learning technologies 3. Aligning CEWA support in addressing a school’s specific ASIP goal(s). 5. Include school and class room visits and networking sessions. 6. Celebrate 4. Sharing platform allowing continuous interaction and collaboration.
- 35. 8 Steps toDeeper Learning at your school level PL on Challenge Based Learning PL on leveraging digital tools 1 3 2 5 4 7 6 8
- 36. Spiral of Inquiry:Helen TimperleySpiral of Inquiry: Helen Timperley
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- 39. and love theoxygen Pedagogy is the driver, technology the accelerator, culture the runway, team play the engine, content the vehicle #deeplearning
- 40. Deep Learning UnitExemplars Our stories, our community Social Justice Art The science behind super heroes
Editor's Notes
- #14 These are the 6 core projects that will begin LEADing Lights. Project Concierge – A single username and password to provide access to all services. CEWA365 – provide a collaboration, communication and content management and sharing capability. It allows us to share and search in our school and from others in other schools? Imagine a student in Broome connecting with our school or searching for a lesson plan and finding an amazing piece of work from a school in Albany? Insight providing real-time insight to inform everything from student progress to school planning Personal Learning and Professional development will support personalised learning, compliance through to virtual schools. This is the next generation , using intelligent, predictive and adaptive learning technology. Administration of Schools – The next generation of services that create a connected system for Student Administration, Academic Achievement, Attendance & Reporting, Marketing & Recruitment, HR & Finance, Help Desk, Facility Management, Strategic Planning and Project Management Celebrate is how we showcase the day to day innovations of people, programs, content and transformative scenarios in action. Badging and certifications will become embedded through the journey of learning.
- #31 The Technologies curriculum may confuse some teachers but what is actually different about it?
- #33 The Technologies curriculum may confuse some teachers but what is actually different about it?