In today's rapidly changing world, it is essential that our students are equipped with the skills and mindset to thrive in complex and turbulent times. To achieve this, we must reimagine learning, including what is important to learn, how learning is fostered, where learning occurs, and how we measure outcomes. Fullan and Langworthy (2013), propose a transformative approach that provides meaning, purpose, and releases the full capacity of both students and educators called Deep Learning.
Building Curiosity and Collaboration
If you step into a deep learning classroom, you'll be immersed in an environment of voracious curiosity. Students are encouraged to ask questions of each other, teachers, families, and experts from the community or even around the globe. They are engaged in solving problems and investigating ideas, students are actively making sense of the world around them (Fullan & Langworthy, 2013). There is a constant buzz of conversation, with students articulating what they are doing and why. This curiosity-driven approach captures their imagination, and time becomes irrelevant as they are fully engaged in the task at hand (Fullan, Quinn & McEachen, 2017).
Cultivating Teacher Collaboration
Deep learning is not limited to students alone; it permeates the entire educational community. In schools where deep learning takes root, you will witness teachers interacting, asking questions, facilitating access to resources, and providing timely feedback. Collaboration among teachers is not only focused on designing learning experiences but also on assessing growth and success. Transparency of practice, common language, and shared expectations create a cohesive environment across classrooms (Fullan & Langworthy, 2013). School leaders actively engage with teachers to improve the learning experience, while parents are partners in their children's education.
Re-Culturing Learning for All
Implementing Deep Learning requires a re-culturing of education, involving students, teachers, leaders, and families in new roles and understandings (Fullan, Quinn & McEachen, 2017). The investment in this transformative shift is substantial because Deep Learning benefits all. It instils learning that stays with students for life, empowering students with the six Global Competencies (6Cs): Character, Citizenship, Collaboration, Communication, Creativity, and Critical Thinking. Deep Learning, therefore, becomes the process of acquiring these competencies.
The Four Elements of Deep Learning
Deep learning is a complex process that involves four key elements:
Learning Partnerships
Deep Learning involves reshaping relationships, giving students and teachers equal roles as co-designers and co-learners (Fullan & Langworthy, 2013). It encourages connections with parents, experts, and the community, accelerating the learning process while necessitating new roles for everyone involved.
Learning Environments
Deep Learning cultivates cultures of learning that nurture energy, creativity, curiosity, imagination, and innovation. Students are in spaces that are safe to experiment and iterate (Fullan, Langworthy & Barber, 2014). Teachers intentionally establish norms of belonging, with emphasis on student needs and interests. The structure of tasks make students feel competent as learners. Providing physical and virtual multidimensional spaces enables collaboration, reflection, investigation, inquiry, communication, and easy access to rich resources.
Leveraging Digital Tools
Deep Learning moves beyond passive consumption of knowledge, calling for students to create and apply their solutions to real-world problems. The digital world offers opportunities for local and global connection and collaboration (Fullan, Langworthy & Barber, 2014). Teachers guide students in the thoughtful and discerning use of digital tools, including media and digital citizenship, as integral parts of the learning process.
Enhancing Effective Teacher Pedagogy
Deep Learning requires teachers to play a vital role by scaffolding experiences and challenges, tailoring them to student needs and interests, and maximising learning through relevance, authenticity, and real-world connections (Fullan & Langworthy, 2013; Fullan, Quinn & McEachen, 2017). A wide range of strategies, including inquiry and problem-based learning, are employed to meet diverse student needs. Additionally, teachers develop expertise in innovative practices and leverage digital tools for both learning and assessment.
Assessment for Deep Learning
Showcasing, reflection, work samples and feedback are indispensable in the deep learning process. These partner with learning progressions and rubrics to provide a pathway for each of the 6Cs, allowing teachers to assess starting points, design learning tasks, monitor progress, and measure growth over time (Fullan, Quinn, & McEachen, 2017). With the guidance of these assessment tools, deep learning becomes more precise and accessible for all students.
Conclusion
Deep Learning represents a significant shift in education that empowers students to thrive in the face of complex challenges. By reimagining learning, fostering curiosity, collaboration, and leveraging digital tools, we create environments where students can develop essential skills and competencies. This transformative approach, supported by effective pedagogy and informed assessment practices, ensures that learning becomes a lifelong journey that prepares students to change the world.
References
Fullan, M., & Langworthy, M. (2013). Towards a New End. New Pedagogies for Deep Learning. Collaborative Impact, Seattle, Washington.
Fullan, M., Langworthy, M., & Barber, M. (2014). A Rich Seam. How New Pedagogies Find Deep Learning. Retrieved from http://www.michaelfullan.ca/wp-content/uploads/2014/01/3897.Rich_Seam_web.pdf
Fullan, M., Quinn, J., & McEachen, J. (2017). Deep learning: Engage the world change the world. Corwin Press.
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