Presentation on deep learning and digitisation

1. NEW PEDAGOGIES
FOR DEEP LEARNING
Practical provocations for deep
learning in the digital age
#cewapln

2. LEARNING INTENTION
TO PROVIDE AN OVERVIEW OF THE THE IMPACT OF
TECHNOLOGY ON EDUCATION AND TO PROVOKE
INQUIRY INTO NEW WAYS OF TEACHING AND LEARNIN

4. How do we teach well in the
AGE OF INTELLIGENT
MACHINES?
#keyquestion

5. What’s this The New
Pedagogies for DeepLearning
(NPDL) is about?

6. This is a story about what I have learned about
deep learning pedagogy and it all begins in a
soot-filled city, a long time ago.

7. In the wake of the second industrial revolution,
fuel powered digging machines replaced the toil of
hardworking labourers on farms and cities.

8. Productivity increased and business costs
and the labour force decreased.

9. As physical machines replaced physical bodies
threatening high unemployment, industrialised
governments invested in compulsory education to
prepare future generations for a new world of pen
pushing and people management.

10. A century on, a similar scene is being rehearsed
on the digital stage. Thinking machines are
steadily taking over repetitive cognitive tasks
performed by human beings.

11. Rapid wide spread unemployment is
anticipated if we don’t retrain our society to
flourish in the digital world.

12. Yet education has not responded briskly enough,
producing students for a bygone age of fact
collecting, people management and compliance.

13. We no longer live in a world where those skills are adequate
and we are briskly moving to a world where they are
increasingly irrelevant. Physical machines have taken most
manual labour work. Now thinking machines are steadily
taking over repetitive cognitive tasks. In the globalised world,
many administrative tasks are being outsourced to the
cheapest labour abroad.

14. As traditional repetitive jobs are automated
and globalised, the economy cries out for people
that can use their expertise to find and solve
problems with the tech tools of the Age.

15. An obsessive emphasis on standardised tests
and high stakes exams has skewed the
curriculum focus towards skills we can easily
assess and computers can replicate.

16. The very things computers can’t do remain
largely untaught and untested, leaving our
children vulnerable to skill obsolescence.

17. If we want our children to lead meaningful work-
lives we must change our approach to schooling.
We need a new pedagogy.

18. This new pedagogy must compel students to
attend school and provide opportunities and
experiences that homes cannot easily replicate.

19. Some educators are calling this rejoinder to traditional
learning, Deep Learning. Although an awkward term, in
the absence of another, it’s pragmatic to rally behind it.

20. NPDL is not quite old and not quite new; instead, it can be
understood as a much needed synthesis of pedagogies that
are well placed to support students learning in and for a a
fast paced, disruptive-tech rich world.

21. NPDL is an approach to teaching and learning that
emphasizes 21st century competencies, student centred
learning, inquiry dispositions, co-construction of knowledge,
learning through projects, higher order thinking, real world
problem solving, relevant assessment and technologies that
accelerate and enhance learning.

22. Maximising student choice over what
they learn and how they learn
supercharges motivation and sustains
positive learning behaviors
Project-problem
based
Content
Knowledge
Pedagogy
Autonomy
Technology
ENGAGEMENT
Making teaching and learning
choices that connect with the
elements of DDLD is critical to
effective instruction
Strong learning area specific
expertise that is curricula compliant
advantageously fast tracks
scaffolding and targets key skills
and knowledge more effectively
Effective deep learning cuts across
learning areas through project
based learning tasks that
investigate real and relevant
questions and assess
learners on authentic outputs
Groenewald 2016
One way to conceptualize the the elements of Deep
Learning Design is diagrammed below
Competencies
Engagement
Wellbeing
Belonging
The 6 Competencies that realise
deep learning are creativity,
communication, citizenship, critical
thinking, character and collaboration
Effective planning with/for technology
capabilities increases engagement,
collaboration and access to skills and
knowledge
Learning contexts that engage, excite, enthuse, personalise and
challenge are the foundation of effective sustained learning

23. Communication
Source: Fullan and Quinn, Coherence: NPDL 2016
Creativity
Critical
Thinking
Collaboration
Citizenship
Character
The 6cs
In Deep Learning The 6 Competencies below are the vehicle
through which learning areas are realised. In Australia, the 7
General Capabilities can be employed for a similar effect
Critically evaluating information
and applying it
Problem seeking and solution thinking
Work together well and develop
others to
achieve common goals.
Effective expression with tools of
the Age
Thinking like a global citizen
and understand ’real’
diversity
Seek deeply with
perseverance

24. One way to understand NPDL is as a response to the
legacy pedagogies – skill and drill, lecture and
broadcast, regurgitation of information - that worked
for late 19th and early 20th century industrial
economies. These economies wanted students that
were compliant, respectful of procedure, able to retain
and regurgitate information and had basic skills in
numeracy and literacy.

25. What does deep learning
look like to you?

26. How could timetables and school structures
should support deep learning and bear a greater
resemblance to the best workplaces?

27. How could the organisation of student learning
cohorts should better reflect student competence
and interest?

28. Deep
Learning
Principal
Studio
CuriousLeading
Lights
How could the initiatives above work together
to help principals transform Learning?

29. Ingredients of
21st century pedagogy

31. and love the oxygen
Pedagogy is the driver,
technology the accelerator,
culture the runway,
team play the engine,
content the vehicle
#deeplearning

32. Maximising student choice over what
they learn and how they learn
supercharges motivation and sustains
positive learning behaviors
Project-problem
based
Content
Knowledge
Pedagogy
Autonomy
Technology
ENGAGEMENT
Making teaching and learning
choices that connect with the
elements of DDLD is critical to
effective instruction
Strong learning area specific
expertise that is curricula compliant
advantageously fast tracks
scaffolding and targets key skills
and knowledge more effectively
Effective deep learning cuts across
learning areas through project
based learning tasks that
investigate real and relevant
questions and assess
learners on authentic outputs
Groenewald 2016
Key ingredients of deep learning
Competencies
Engagement
Wellbeing
Belonging
The 6 Competencies that realise
deep learning are creativity,
communication, citizenship, critical
thinking, character and collaboration
Effective planning with/for technology
capabilities increases engagement,
collaboration and access to skills and
knowledge
Learning contexts that engage, excite, enthuse, personalise and
challenge are the foundation of effective sustained learning

33. Communication
Source: Fullan and Quinn, Coherence: NPDL 2016
Creativity
Critical
Thinking
Collaboration
Citizenship
Character
The
6cs
The 6 Competencies of Deep Learning
Critically evaluating information
and applying it
Problem seeking and solution thinking
Work together well and develop
others to
achieve common goals.
Effective expression with tools of the Age
Thinking like a global citizen
and understand ’real’
diversity
Seek deeply with
perseverance

34. http://www.danielwillingham.com/uploads/5/0/0/7/5007325/2882821_orig.png
Adapted from the work of Dale Edgar
and The Cone of Experience
Lecturing
Teaching Others
Doing
Discussion
Reading
Demonstration 30 %
10 %
20 %
90 %
75 %
50 %
Instructional
experiences
that encourage
retention
5%
Listening

35. 35
The pedagogy of the cave

36. Deep Learning Unit Exemplars
Our stories, our community Social Justice Art The science behind super heroes

37. Deep Learning Unit Exemplars
Little Scientists Earth and Space Sciences

38. Using Deep Learning Assessment Matrices
Rule 1. You must complete all the shaded activities.
Rule 2. You must complete another 4 activities.
They must not be in the same column or row.
Rule 3. Choose a partner and complete another
activity that neither your of you have completed.

39. Word Logic &
Maths
Space & Vision Body Music People Self
Remembering
List ten key ideas that
were important to the
Ancient Greeks.
Create an accurate
itinerary of the daily life of
a Spartan solider
Chart the journey of Alexandra
the Great graphically.
Act out a battle between
competing Ancient Greek
City-states.
Find an appropriate song or
piece of music to accompany
a series of images that
recount an important event in
Ancient Greece
With a partner, prepare a
short talk about a famous
Ancient Greek
In your journal,
explain what you
found most
interesting about
Ancient Greece.
Understanding
Describe a famous
battle
in Ancient Greece
and its outcome
Create a timeline of
significant events in
Ancient Greece
Tell the story of a key event in
Ancient Greece in cartoon form
Build an A4 size model of
an important Ancient
Greek building or
monument. Explain its
construction and
importance.
Write and perform and song
that celebrates or laments an
episode in Ancient Greek
mythology.
Describe the behaviours
you would expect to see
from a typical boy and a
typical girl in Ancient
Greek society
Describe how you
prepare to be a
Spartan Soldier.
Applying
Create a test about
Ancient Greece in the
style of Who Wants to
be A Millionaire
Calculate the provisions
required to feed and
shelter a battalion of
soldiers in the Trojan War
Create a poster to promote the
values of an Ancient-Greek
City state
Teach a gymnastic or
athletic skill performed by
Ancient Greeks to your
friends
Record an audio retelling of a
famous story from Ancient
Greece using sound effects
Participate in a debate
about the different
attitudes to the education
of boys and girls in Sparta
Explain your
personal beliefs
about the value of
war for solving
conflict in Ancient
Greece
Analysing
Explain why Ancient
Greek City-States
struggled to defend
themselves from
outside forces.
Explain and chart
alternative routes and
methods of travel from
Sparta to Athens
Use a Venn diagram to
compare Ancient Greece with
Ancient Egypt.
Perform a role play of a
famous Ancient Greek
scientist or philosopher
relating news of a
discovery
Which event from Ancient
Greek history would be best
accompanied by dramatic
music and why?
Instruct a class on the
skills required to be
successful Greek Soldier
Compare and
contrast the
experiences of
teenage boys and
girls in Ancient
Greece
Evaluating
List 5 assets that
were essential to
maintaining harmony
between Greek City-
States
Chart similarities and
differences between
Ancient Greece and
modern Australia using a
graphic organiser
Use a series of
Photos or Photostory to
explain the rise and fall of
Ancient Greece
Evaluate the benefits of
the Olympic Games to
Ancient Greece
Explain how effective a Greek
amphitheatre was in carrying
sound to the audience
As a group, determine the
legacy of Ancient Greece
Explain how you
would feel if you
were part of a
defeated Army in
Ancient Greece
Creating
Write a poem, story,
newspaper article,
describing an uplifting or
tragic moment in
Ancient Greece
Create a poster explaining
the mathematical theories of
an Ancient Greek
Mathematician considering
their relevance to modern
life
Accurately draw and label the
parts of a Greek Ship, such as a
Trireme, explaining the purpose of
the boat’s design and its success
in battle.
Dress up as an Ancient Greek
and take your class on a
virtual tour of your City-State
or lecture your class in the
style of an Ancient Greek
Philosopher
Write a song celebrating the
achievement of a specific City
State
Facilitate a class debate on an
important issue in Ancient
Greece such as slavery.
Which type of Ancient
Greek citizen do you
most resemble (e.g..
soldier, scientist,
philosopher) and
why?

40. 8 Steps to Deeper Learning
at your school level
PL on Challenge
Based Learning
PL on
leveraging
digital tools
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4
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