Deep Learning Lab


In his opening remarks, Michael Fullan challenged us to consider our own definitions of creativity and adapt these definitions throughout the Learning Lab.

Mine started something like this:
Creativity is generating novel solutions to real world problems. 

I was blown away by Daan Roosegaarde's presentation. 



Definition refined:
Creativity starts with LOOKING. It is generating novel solutions to real world problems THAT MATTER.

Insight Session 1: The Story of ESPOO, FINLAND: How We Led Systemic Change to Focus on Learning

Quite possibly the most important ingredient: The concept of TRUST! 
Learning is VALUED and is based on EQUITY. 
Focused on SUPPORT rather than CONTROL.


Key parts of the pedagogical approach:
* Changing from WHAT to learn to HOW to learn.
*Multidisciplinary learning modules
- contains integrative instruction techniques
- gives SPACE for curiosity, experiences, and creativity

*Cooperation between adults - including collaborative teaching - works as a model for pupils.

Next speaker (Director Barbro Hogstrom) talked about being a slave for her students. Whatever we do, whatever changes we make, they must translate to the classroom. 

Can a curriculum reform create new everyday life in school?
Is a change possible without conscious [and courageous] leadership?
We have to do something more!

Her plan started with having discussions with principals, generating goals based on common understanding, and visiting and collaborating with other principals. These goals come in the form of milestones which are generated by the principal and shared with others. There is a plan, a structure for pedagogical leadership. This is deep learning for administrators which translates to educators and students. What she has found is generating good goals is difficult.

You have to believe in what you do and have your own vision clear.

Insight Session 2: Life after Labs (OCDSB)

How do we bolt NPDL into our existing processes?
Persistent message: We're going to make this work ... and yes it's going to be messy.
How do we weave NPDL into the work of our schools so it's not a burden?
Consolidate initiatives.
Teachers buy-in to a common, coherent vision that is supported by administrators as co-learners.
Mobile Technology Guidelines developed with admin, teachers, and parents.
Common slidedeck for Canadian cluster to foster moderation.
Teachers want a model - and this is the uncomfortable part for many. Engagement and authenticity comes from co-learning. No judgement as everyone is learning together.

Q: How does this translate to test scores?
A: No data at this point. Attitudinal student survey.

DAY 2

Hannah Alper's Equation
ISSUE + GIFT = CHANGE

Michael Fullan and Joanne Quinn Keynote

New problem: Superficial implementation of the right drivers.
Ideas easily acquired are easily discarded.

False Signals:
- Alignment with out coherence
- Activity without movement
- Tools that bling (a fool with a tool is still a fool)
- Championing Deep Learning without precision (how is pedagogy linked with learning outcomes)
NOT prescriptive but CLEAR!
- Dashboards without Steering Wheels

What is Deep Learning?
- Must pass the purpose test (challenging and worthwhile)
- Connectivity

COHERENCE:
If it doesn't exist in people's minds it doesn't exist!

Effective Change Process:
Successful change processes are a function of shaping and reshaping good ideas as they build capacity and ownership.

Lead Learner Competencies
- Model Learning
- Shape Culture
- Maximize Impact on Learning

AUTONOMY is NOT ISOLATION.
Connected autonomy is essential.

We have to know what kind of students we want. What do we want as a collective?
What pedagogy will support this? How do we shift practice?

It privileged other ways of knowing, other ways of learning, and data sets.

Citizenship, Character, Creativity - Catalytic Cs (students as change agents)

Continuous improvement and Innovation co-exist and inform each other.

Insight Session 1: Learning Partnerships and Pedagogy: Feedback that Moves Students Toward Autonomy

Advice vs Feedback

Low achievement is often the result of students failing to understand what teachers require of them. (Black and Wiliam 1998)

What is the link between feedback and high expectations (I have high expectations and believe that you can reach them.

Video: Specific Praise: How it improves learning
https://www.teachingchannel.org/videos/positive-feedback-to-students

Feed forward using QUESTIONING, PROMPTS, and CUES
- Do you remember why this didn't work?


Alan November
Deep Learning is about SURVIVAL. Students need to be able to think, to critically evaluate, reinvent themselves.

The value of a teachers knowledge is going down. It's not special.

So what IS special?
- critical thinking on the web
- diagnostic skills with data
- ethics

Interview Questions: How do you teach students what you don't know?

David J. Malan CS50 
"If students are only giving me as the teachers back what is given, then I'm not a good teacher. It's about students going beyond expectations."

Next step: NETWORKS of teachers teaching
Students motivated by seeing themselves in comparison to others globally "ramp up their work"

mathtrain.tv
The world needs me. How many schools have this as their guiding purpose?

The real work is changing the design of the problems.
Design MESSY PROBLEMS. Change the world SOLVE to INVOLVE.

A teacher teaching how they learn is more powerful than a teacher teaching what they know.


Insight Session 2: This is the Oz Story

Schools had choice in what they would focus on.
Example:
Student Agency- Focusing on student voice by leveraging digital

Creating a Mini-library for children in Malaysia: Grovedale West Primary School
http://fuse.education.vic.gov.au/Resource/ByPin?Pin=7G7NGB&SearchScope=All

Not linear - have to allow for emergence.
Impact varies depending on conditions the school has in place.



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