This document discusses deep learning and how it differs from shallow or surface learning. Deep learning involves actively searching for meaning, relating new ideas to existing knowledge, and relating concepts to real-world experience. In contrast, shallow learning focuses on memorizing facts without integration. The document also discusses how deep learning requires developing foundational skills like literacy and numeracy while also building skills like problem solving, collaboration, and critical thinking. It emphasizes developing new pedagogies using technology to make learning irresistibly engaging and centered around real-world problems.

1. Understanding Deep Learning

2. What is deep?
• Discuss at your table…
• How do you define deep learning?
• How is it different from shallow or surface
learning?
• What are the characteristics you’d look for in a
learning space?

3. Surface learning is not shallow
learning. It is not about rote
skills and meaningless
algorithms. It is not prioritizing
“superficial” learning or low-
level skills over higher order
skills. It should not be mistaken
for engaging in procedures that
have no grounding in
conceptual understanding.
(Hattie, Fisher, Frey et al. 2017)
Shallow…
Surface...
Deep?

4. What are some characteristics of deep and shallow learning?
Shallow Deep
Memorise for assessment Active search for meaning
Failure to distinguish principles from
examples
Vigorous interaction with content
Focus on discrete facts without
integration
Relate new ideas to existing knowledge
Focus on Relate concepts to everyday experience
Unreflective about purpose and strategies Relate evidence to conclusions
Anxiety Confidence
Low long term retention High long term retention

5. “… 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, CoLs, 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
2016 By Michael Fullan, Joanne Quinn

6. Deep Learning is at the intersection…
New Pedagogies – the new learning
partnerships that emerge between and among
students and teachers when digital tools and
resources become pervasive.
New change leadership - merges top-down,
bottom-up and sideways energies to generate
change that is faster and easier than anything
seen in past efforts at reform.
New Technologies - makes the powerful
learning tools and resources that accelerate
the first two forces more available and
affordable for all .

7. 1
Change
Knowledge

8. Orders of change...
First Order
Takes place within accepted
boundaries
Leaves basic values
unexamined and unchanged
Second Order
Pushes at the boundaries of
existing practice
Examines assumptions that
influence first order thinking
Third Order
Deep understanding of
alternative world views and
ways of doing things
Transformative – for both
individual & whole societySurface
Deep
Transform

9. What is deep?
Discuss at your table…
1. Where are the change processes in your
school are at regarding...
• Curriculum?
• Pedagogical practice?
• Use of space and orgainsational structures?
2. Can you give an example at each level?
3. What is required to lead change at the
transform level?

10. Pre-requisites for leading change…
1. Moral purpose
2. Understanding of the change process
3. Focus on relationships
4. Knowledge building
5. Coherence making

11. 2
New
Pedagogies

12. Deep Learning Competencies
• (circle diagram from NPDL)

13. Two steps to deepen learning
1. Deepen the
content 2. Deepen the
process
What is powerful
to learn?
What is powerful
learning?

14. Deep Learning…
“…is more natural to the human condition because it more
clearly connects with our core motivations: to directly and
deeply engage in learning; and to do things that truly make a
difference to our lives and to the world. In the best examples,
teachers and students are teaming up to make learning
irresistibly engaging, and steeped in real-life problem-solving.”
Michael Fullan – “A Rich Seam”

15. Shifting the ownership of learning…

16. What makes us want to learn?
Discuss at your table…
• How do you decide what is powerful to
learning in your school/kura curriculum?
• Is there agreement in your school/kura about
what is powerful learning?
• Share an example of this happening with
others at your table.

17. 3 Technology

18. • Irresistibly engaging
for both students and
teachers
• Elegantly efficient and
easy to use
• Technologically
ubiquitous 24/7
• Steeped in real-life
problem solving
• Source: Michael Fullan: Learning Lab
Keynote, Toronto, October, 2014

19. Your use of technology
Discuss at your table…
1. In your school context, does the use of
technology demonstrate these
characteristics?
2. Is it modelled in this way among all staff?
3. Is the use of technology an integral part of
your change thinking?

20. New Pedagogies for Deep Learning
PURPOSE: To foster deep learning so that all
learners contribute to the
common good, address global
challenges and flourish in a
complex world.

21. Global network
NPDL Clusters located in seven
countries around the world working
together to design deep learning,
develop new pedagogies that enable
deep learning, and improve learning
conditions that expand deep learning.
Uruguay
Canada
USA
Finland
Australia
New Zealand
Netherlands

22. Shifting Practice….
Learning Conditions
Rubrics to assess:
▪ System Conditions
▪ Cluster Conditions
▪ School Conditions
▪ Implementation
Diagnostic
New Pedagogies
Tools and protocols to
design deep learning
experiences:
▪ New Pedagogies
Learning Design Rubric
▪ New Pedagogies
Learning Design
Protocol
▪ Teacher Self-
Assessment
Deep Learning
Outcomes
Learning Progressions
to assess and measure
deep learning
competencies:
▪ Character
▪ Citizenship
▪ Collaboration
▪ Communication
▪ Creativity
▪ Critical thinking
PROCESS + SUITE OF TOOLS
Collaborative
Inquiry Cycle
Assess
Design
Implement
Reflect
Change

23. http://npdl.global