This document discusses deep learning and how it differs from surface or shallow learning. Deep learning involves a deeper understanding of concepts and making connections between ideas. It discusses three levels of change: first order changes within existing boundaries, second order changes that examine underlying assumptions, and third order or transformative changes that involve alternative world views. Deep learning is at the intersection of new pedagogies, new forms of leadership, and new technologies. It emphasizes competencies like learner agency, relationship building, and problem solving.

1. What is Deep?
Derek Wenmoth

3. 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/

4. 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?

5. 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 .

6. 1 Change
Knowledge

7. 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 society

8. 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 transfer
level?

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

10. 2 New
Pedagogies

11. Deep Learning Competencies
(circle diagram from NPDL)

12. What makes us want to learn?
Discuss at your table…
What is it that motivates us to learn something new
or different?
What are some of the core human needs that are
met when we do so?

13. 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”

14. Shifting the ownership of learning…

15. Learner Agency
3 dimensions:
• Responsibility to self
• Responsibility to others
• Responsibility to the environment

16. Personal Competence
Social Competence
Emotional Intelligence Framework
Self-Awareness
Emotional Awareness
Accurate Self-Assessment
Self-Confidence
Relationship Management
Developing Others
Inspirational Leadership
Change Catalyst
Influence
Conflict Management
Teamwork & Collaboration
Self-Management
Emotional Self-Control
Transparency
Adaptability
Achievement
Initiative
Optimism

17. Learner agency a focus at your school
Discuss at your table…
How is learner agency demonstrated in your
school?
Is it consistent across all areas?
What about teacher agency?

18. How the new pedagogies are different…

19. Letting go…

20. Capacity building – experts in the classroom
Objective: To develop some expertise within the
class who are able to ‘unpack’ the 6C rubrics for the
rest of the class.
1. Start with a group of able learners
2. Unpack the 6Cs –for themselves, and in order to
share with their peers
3. Now being used as experts in the classroom

22. Capacity building – using a process…
1. Pencil – initial brainstorm
2. Black biro – further thoughts after reflection
3. Red biro – refinements after researching and
viewing videos etc.
4. Sticky notes – more research, refining statements
5. Green highlighter – identifying the things that are
most important

23. 3 Technology

24. • 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

25. 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?

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

28. Education is the powerhouse of modern societies
We need highly-skilled people
With increasingly sophisticated skills and digital competencies

29. Proud history of education in NZ
Evidence of quality teaching and innovation
Digital technologies used extensively in all areas to support learning

30. BUT…

31. http://www.compareyourcountry.org/pisa/country/nzl

32. http://www.compareyourcountry.org/pisa/country/nzl

33. Let’s make
the shift...

35. Deep learning and 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 society
Build initial understanding
of concepts, skills, and
vocabulary on a new topic.
Consolidating new
knowledge.
Deepen understanding by
making conceptual
connections between and
among concepts.
Applying and practicing
procedural skills.
Collaborating and solving
real problems.
Apply conceptual
understanding and skills to
new and parallel contexts and
scenarios and future units of
study.
Innovative, creative,
complex, messy.
Solution creating, Insightful.
Surface
Deep
Transfer