New Pedagogies for Deep LearningDesigning Deep Learning 2017 DLL Insight Session 2G maxdrummy

© 2016 – New Pedagogies for Deep Learning

Teacher Capacity – Learning Design

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Designing Deep Learning

"The four elements of the new pedagogies

triggered an 'aha' moment — they

made teachers think about how they

were designing their learning."

• The New Pedagogies Learning Design Protocol supports teachers in the design of deep learningexperiences. • The New Pedagogies Learning Design Rubric facilitates the assessment ofdeep learning experience design and re-design.

© Copyright 2016 – New Pedagogies for Deep Learning

© 2016 – New Pedagogies for Deep Learning

Designing Deep Learning

“The way we view our students is

changing, along with the

opportunities we give them to be

great”

"The deep learning

competencies develop through what you design”

Successful deep learning design deepens student performance in curriculum areas as a direct result of the new pedagogies and the deep learning competencies they develop.

Clarity of learning goals (6 C’s)

+Precision in Pedagogy

(4 elements)

+Collaborative work

(inquiry cycle)

How it all Comes Together

© NPDL 2017 All Rights Reserved

…….not deep teaching?

Why do we talk about deep learning…..

Learning as a metacognitive process….

Teaching matters. but Learning scales.

So if Learning scales, Our role, as teachers,must be to move learnerstoward Autonomyvia Metacognition….

© 2016 – New Pedagogies for Deep Learning

Powerful Questions

• prompt learners to explore a concept more deeply

• personalise the learning opportunity

• scaffold the process of learning

Powerful Questions - (PROVOCATIONS?)

▪ Stimulating – Provocations that use variety of stimulating media to initiate and open up thinking.

▪Hooks – Provocations that are designed to create interest, but also to ensure that that this interest is aligned to the concept (hooked). They aim to create student interest and inquiry within the boundaries of the concept.

▪ Thinking Questions – Provocations that are Higher Order thinking Questions. These are Open Questions that are often ‘unGoogleable‘. Answers to these types of questions will offer greater visibility into student thinking and create great opportunities for formative assessment.

▪Collaborative – When provocations are structured to be collaborative they will help develop Higher Order Thinking

Powerful Questions - (PROVOCATIONS?)

What questions did you ask today?

What questions did you ask today?https://www.youtube.com/watch?v=O6ZnJIdgc1A

Text Chat: What are the elements to consider when asking questions?

What classroom/learning conditions need to exist to create a culture of questioning?

What questions did you ask today?

Challenge 1: Our education system includes ingrained practices, including policy and decades-old methods, that prevent schools from moving to competency-based models.

Challenge 2: some students in my class just won’t take responsibility for their own learning

Challenge 3: I don’t have time to teach all the content in our curriculum

Using the process…..Generate at least 6 questions that might lead to deep exploration of the challenge…none that begin with “HOW” – i.e. ask “What? and Why?”

Reviewing our responsesWhat patterns emerged?

What did you feel/experience?

How was this as a way of working?

Consider how you might use this activity (i.e. asking why and what before how):

• In a classroom setting?• With colleagues?

Reflecting on the process…..

A resource….

http://www.teachthought.com/critical-thinking/questioning/metacognition-50-questions-help-students-think-think/

• Reflection and clarification• Reasoning• Analysis• Literary - based• Science and Social

Questioning to increasedepth of understanding

1. Deepen the opportunities for

understanding2. Deepen the

opportunities for capacity building

Use the 6Cs to confirm opportunities are available for students to develop increasingly complex capacities and competencies.

Use thinking tools and explicit questions to make the tasks more meaningful, challenging, cross context etc.

Two steps to consider

• Depth-of-Knowledge (Norman Webb)

• Marzano's Nine Instructional Strategies for Effective Teaching & Learning

• Six thinking hats (Edward de Bono)

• Graphic organisers – fishbone, Venn diagrams, Y charts……….

you will already use thinking tools to help learners make tasks more meaningful, connected, challenging, cross context…

Tools to increase depth of understanding

let’s explore a framework that might also work as a series of design prompts….SOLO Taxonomy (Biggs, J.B., & Collis, K.F.)

Tools to increase depth of understanding

SOLO is a means of

classifying learning

outcomes in terms

of their complexity,

enabling us to

assess students’

work in terms of

its quality not of

how many bits of

this and of that they

got right.

Solo Taxonomy with Pam Hookhttps://www.youtube.com/watch?v=_ZoIPXJ8XRQ

Depth of understanding

increases as learners move

from Prestructural to

Extended abstract

How might we use the SOLO taxonomy to differentiate our questions?

� Unistructural:

� Multistructural:➢ what are some other ideas that have to

do with a king?

� Relational:➢What is the relationship between the

ideas you are gathering and some bigger ideas about a king?

� Extended Abstract:➢New thinking/application…

What is a King?Give a response at each level of the taxonomy.

So how might we structure questions to encourage responses at the

Relational and Extended Abstract levels?

How might we use the SOLO taxonomy to differentiate our questions?

“Our Solar System”

• Unistructural response

• Multistructural Response

• Relational Response

• Extended Abstract response

Suggest a question that might elicit a:

• Which is the planet furthermost from the sun? (One idea)

• Which planet is warmer -Venus or Mars? (Many ideas)

• How does the movement of the Earth relative to the sun define day and night? (Relate)

• Given the Earth’s position relative to the sun, in what ways does this affect the Earth’s climates and seasons? (Extend)

“Our Solar System”

SURFACE AND DEEP KNOWLEDGE/LEARNINGThe process of developing sufficient surface

knowledge to then move to conceptual understanding.

� How do we know when to move beyond building surface knowledge to prompting for deeper understanding?

� How do we structure for this?

http://midsouthedupunk.wikispaces.com/file/view/backwardsdesign.jpg/107537571/backwardsdesign.jpg

Surface to Deep…questions matter

Pre structural Misses the point, or does not know

SurfaceUnistructural One idea

Multistructural A number of ideas

Deep(er)

Relational Able to link and relate ideas

Extended Abstract

Able to build and extend Ideas. Apply and Transfer Ideas to new situations.

Surface to Deep…questions matter

SOLO allows us to know how learners are thinking,Tailor our questions and feedback accordingly,And plan with and for them to build cognitive capacity.

We must regularly ask, not only “What are you learning?” but

“How are you learning?”

We must confront students with the effectiveness (more

often ineffectiveness) of their approaches.

We must offer alternatives and then challenge students to

test the efficacy of those approaches.

We can tell students the alternatives work better but they

will be convinced if they discover that for themselves.

http://www.facultyfocus.com/articles/teaching-professor-blog/deep-learning-vs-surface-learning-getting-students-to-understand-the-difference/

Maryellen Weimer, PhD

Cognitively Active Learning

Say something…..

http://www.lifescied.org/content/11/3/294/T1.expansion.html

Cognitively Active Learning…another layer

What are some differences?What might we attribute the differences to?So…….

Dep

th o

f und

erst

andi

ng

HOOK HEXAGONS - ACTIVITY

�A strategy for making meaning and problem solving

�Facilitating relational and extended abstract thinking

http://aliceleung.net/2014/04/06/formative-assessment-with-hexagons/

SOLO Taxonomy - The Hexagon Challenge!https://www.youtube.com/watch?v=Ixmmr-nncF4

In this strategy for generating and connecting ideas, students work in collaborative groups.

They brainstorm everything they know about a given topic (presented as a focus question), record each idea or thought on a separate blank hexagon arrange the hexagons by tessellating the hexagons.

The outcome differs according to the SOLO level:

� in a Multistructural outcome students can describe the individual hexagons

� in a Relational outcome where students can make straight edge connections between simple hexagon sequences and can tessellate the hexagons (making connections) - students can explain why they have linked the ideas together in this way (talk or annotate).

� in an Extended Abstract outcome students can explore the node where three hexagons share a corner (or simply look at a cluster of hexagons)and make a generalisation about the nature of the relationship between the ideas.

HOOK HEXAGONS - ACTIVITY

THE SOLO TAXONOMY….� is research/evidence based on structure of student learning outcomes

� is a theory about teaching and learning (Bloom's - a theory about knowledge)

� is based on levels of ascending cognitive complexity

� If SOLO is used to design the learning experience and its assessment, then it is possible to design the follow-up learning experience at an appropriate level of cognitive complexity in order to challenge yet not overwhelm

� can be used to design a learning experience or ask a question at one level of cognitive complexity whilst at the same time determining different levels of complexity in the student learning outcomes or answers

� This is powerful when giving feedback, feed-forward and feed-up. It enables explicit feedback. For example -Educators and students find it easy to determine what they are doing - the SOLO complexity of the task - Educators and students find it easy to determine how well it is going - SOLO differentiated success criteria - Educators and students find it easy to reliably and validly determine their next steps.

� Surface or deep levels of understanding can be planned for and assessed by coding a student’s thinking performance against Unistructural, Multistructural, Relational, or Extended Abstract categories. Using visual symbols to represent levels of understanding in SOLO means that coding for complexity of thinking can be undertaken by both student and teacher, allowing “where should we go next?” decisions and thinking interventions to more accurately target student learning needs.

How might the SOLO Taxonomy strengthen existing ways of teaching and learning in your school(s)?