Exploring Deep Learning with Derek Wenmoth

Shallow? Surface? Deep?

“.. the worl has been focused on developing basic literacy and numeracy skills.” (Fullan, M., & Quinn, J. (2016). CoherenceThe Right Drivers in Action for Schools, Districts, and Systems. Corwin Thousand Oaks.)

Recommended reading: Fullan, M. (2013). Stratosphere: Integrating technology, pedagogy, and change knowledge. Pearson Canada.

Hierarchical models of leadership can’t adapt to change fast enough – need new ways of leadership.

Surface -> Deep -> Transform

Pre-requisites for leading changed

  1. Moral purpose (Why/Mission statement)
  2. Understanding of change process (e.g. learning pit idea)
  3. Focus on relationships
  4. Knowledge building (as opposed to transmitting)
  5. Coherence making

New pedagogies for Deep Learning

“Sometimes good instruction is not just about what you can add, but what you can remove to allow deeper learning to happen”

Deepen the content and deepen the process.

Recommended reading: Fullan, M., & Langworthy, M. (2014). A rich seam: How new pedagogies find deep learning. MaRS Discovery District.

Technology: Elegantly efficient and easy to use.

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Keynote by Abdul Chohan

Set up Olive Tree Primary School

Devices are like taps. The water doesn’t come from the taps it’s the plumbing behind it that makes it work

All our teachers are trained on twitter

To change Belief – must be Simple and Reliable

Six most expensive words in education: “We’ve always done it that way”

“The best app for Maths is the Maths teacher”

Content is on iTunesU, feedback given via Showbie iPad app.

Weekly PD – Teachers share One best thing, One best failure

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Ignite session with Maniakalani teachers

Each teacher had 6 minutes to speak, slides on auto advance. Audience asked to ask a Why, What and How question. Presenter then answers questions from the floor.

Link to resource site – contains details of the MIT programme.

Philosophy: Learn, create, share

Ignite 1

Aim to develop critical thinking skills.

Paidiea group discussions-similar to Socratic method

Interesting to note that the teacher focused on one student

How did you track talk time?

Ignite 2

Troy England-PE teacher at Papakura High School

Problem-low literacy and attendance

Solution-develop self efficacy

Innovation-voice typing. Started with recording a conversation with teacher, then speaking directly into device.

Does it matter whether students speak or type their answers?

Ignite 3

Kelsey Morgan from Chrischurch

Aim-engage students in maths via blogging.

Students created explainer slides on their blogs.

Ignite 4

Dot from Tamaki College teaching social studies

Aim: engaging year 9s via blogging

Linked with Primary schools to find out familiar writing frameworks

Used SOLO framework to guide writing

Students had to quad blog-What is quad blogging? Students comment on 3 others students post that was positive and helpful.

Slogging-blogging plus SOLO

apeluattc.blogspot.co.nz

Ignite 5

Alicia from Ohaewai Primart

Collaboration in open learning environments

Teachers as role models that learning takes risks and make mistakes.

PQP strategy to give effective feedback

Ignite 6

Hinera Anderson from Tamaki College

Aim: visible teaching and learning (VTaL)

https://sites.google.com/a/tamaki.ac.nz/visible-teaching-and-learning-vtal/

Ignite 7

Angela at Point England School. Aim-increase reading mileage. “A child who reads will be an adult who thinks”.

Other related resources

Manaiakalani outreach facilitation presentation

Kootuitui – Manaiakalani Outreach programme

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Keynote – Brad Waid

Changing tools  – From scroll to book

What would our students share about their learning? Are we preparing them for ‘Their Future’ or for ‘Our Future’?

Example of Cargo Bot. The relationship is what’s important; tools keep changing.

The changing world that we may not fully understand (e.g. popularity of games such as League of Legends, Youtubers etc.)

Link to Storify – collection of tweets.

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World without order – Citizenship through Minecraft

Campbell Potter shared his use of Minecraft with Y9 Social Studies classes. I’ve experimented with this in the past but haven’t got past the intricacies of setting this up with multiple platforms and paid for accounts. Here the technical setup you need in order to have students interact in a shared world/realm:

Two Options:
1) Paid for Minecraft apps ($10 for mobile) with mobile devices then set up Realm on mobile-but only 10 users at a time in the realm

2) Paid for accounts (lap top and mobile) and run on laptop with the Minecraft app (unlimited number in the realm)

Minecraft Education (https://education.minecraft.net/how-it-works/tech-specs)
Possible free alternative is Mine test (https://www.minetest.net/#about)

Structure of unit – Orion Prime

1) Set up an undeveloped ‘realm’


2) Have a government and divide class into ‘Ministries’

3) Ministries organise Work team plans for the two teams of 4 (8 in total) to complete within an agree time period.
4) Learning comes from reflection via Seesaw on their experience based around citizenship:


Other ideas
Work individually to design machines, build tools and buildings related to unit of study

 

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