By Margot McKeegan and Derek Wenmoth
Deep Learning is the key focus of an international collaboration led by Michael Fullan, involving clusters and networks of schools working together to build knowledge and practices that develop deep learning and foster whole system change. In this workshop participants will be introduced to the measures being used to evaluate the deep learning in this programme, and experience how these are applied in a practical way to form judgements about the learning that is occurring.
Notes below are a bit sporadic representing the sort of spitfire nature of the session where Derek threw out a lot of provocations. The notes written here are largely responses captured from my own thinking or something contributed from the group attending the workshop. Lots of things to continue unpacking.
- What is deep learning?
- How might we measure it?
- What evidence would we use?
What is deep learning? Collaborative padlet. No one was talking about tests or national standards etc. Connecting this to the learning stories that we’ve experienced. What indicators do we use?
What does deep learning look like? What does it sound like, look like, feel like? When learning is deep it will feel hard and frustrating. The challenge of overcoming something because it is hard is what makes the learning worthwhile. It will involve emotion where the students and the teachers are excited – mutual respect. Zone of proximal development – it stretches people. Challenge for educators thinking about scaffolding the processes so that the learning is accessible. It sounds like students being about to articulate their learning, using their voice.
How is this measured? Consider the models of Bloom’s Taxonomy, SAMR, AsTTle, and SOLO Taxonomy. How do you know if someone is successful? Co-construct the success criteria with the students. Allows deeper learning of ourselves – how has the learning changed you as a learner? The idea of self-empowerment and leadership allowing the learner to become more self-aware and global citizens.
Connection to the movement in the media whereby news stories are about the soundbite or the headline. Do we still value the 6 o’clock news? Is news coverage now surface level, or deep.
New pedagogies foster deep learning. It has to occur in four dimensions: pedagogical practices, leaning partnerships, learning environments, leveraging digital. Building precision. The focus of most of the workshops discussion was pedagogical practices.
This image on the right is taken from this blogpost which unpacks the new pedagogies for deep learning. The model below gives criteria and indicators that can be used (and were used) to assess a lesson plan:
While it is easy to be critical of something in this context, the challenge is to apply the same critique to our own lesson plans.
If you think you’re already doing it. Ask for a second opinion