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Deep Learning: Engage the World Change the World
Engage the World Change the World
Deep Learning has claimed the attention of educators and policymakers around the world. This book not only defines what deep learning is, but takes up the question of how to mobilize complex, whole-system change and transform learning for all students.
Deep Learning is a global partnership that works transform the role of teachers to that of activators who design experiences that build global competencies using real-life problem solving; and supports schools, districts, and systems to shift practice and how to measure learning in authentic ways.
This comprehensive strategy incorporates practical tools and processes to engage students, educators, and families in new partnerships and drive deep learning. Inside you'll
The Deep Learning Framework Vignettes and case studies from K-12 classrooms in 1,200 schools in seven countries Guidance for reaching disadvantaged and differently abled students Sample protocols and rubrics for assessment Videos demonstrating deep learning design and innovative leadership in practice Through learning partnerships, learning environments, new pedagogical practices, and leveraged digital skills, deep learning reaches students as never before -- preparing them to be active, engaged participants in their future.
Deep Learning has claimed the attention of educators and policymakers around the world. This book not only defines what deep learning is, but takes up the question of how to mobilize complex, whole-system change and transform learning for all students.
Deep Learning is a global partnership that works transform the role of teachers to that of activators who design experiences that build global competencies using real-life problem solving; and supports schools, districts, and systems to shift practice and how to measure learning in authentic ways.
This comprehensive strategy incorporates practical tools and processes to engage students, educators, and families in new partnerships and drive deep learning. Inside you'll
The Deep Learning Framework Vignettes and case studies from K-12 classrooms in 1,200 schools in seven countries Guidance for reaching disadvantaged and differently abled students Sample protocols and rubrics for assessment Videos demonstrating deep learning design and innovative leadership in practice Through learning partnerships, learning environments, new pedagogical practices, and leveraged digital skills, deep learning reaches students as never before -- preparing them to be active, engaged participants in their future.
208 pages, Kindle Edition
Published November 6, 2017
70 people are currently reading
170 people want to read
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Displaying 1 - 11 of 11 reviews
December 31, 2022
Hulk huvitavaid mõtteid, mõningaid mõõtevahendeid ja palju näiteid. Aga eks natuke selline europrojekti lõpparuande vaib on küljes (kuigi seda see ei ole :D). Et noh toimusid imelised muutused, aga jääb ebaselgeks, et mis siis ikkagi õpilaste tasandil tehti. Ja eks kurvastab seegi, et enamik näiteid tunduvad olevat ikkagi projektipõhised või aineid sunniviisiliselt lõimivad. Korralikku lammutustööd, mis lubaks päriselt sügava õppimise põhimõtteid rakendada, paistab vähevõitu. Visioonideks ja aruteludeks on aga mõtteid ja materjali küllalt.
Vähemalt kerimisväärne asi on see küll, haridusinimestele peaks täitsa kohustuslik olema. Veebis vabalt kättesaadav!
Vähemalt kerimisväärne asi on see küll, haridusinimestele peaks täitsa kohustuslik olema. Veebis vabalt kättesaadav!
October 4, 2025
My school engages with the New Pedagogies Deep Learning (NPDL) and I was given this book to learn more about what this involves. NPDL's six global competencies are called the 6C's and they are: character (learning to learn, grit, perseverance, and resilience), citizenship (thinking like global citizens, compassion, concern for others), collaboration (interpersonal and team-related skills, social, emotional and intercultural skills, managing team dynamics and challenges), communication (communicating effectively with a variety of styles, modes and tools including digital), creativity (having an entrepreneurial eye, asking the right inquiry questions), and critical thinking (problem solving, evaluating information and arguments).
With NPDL students tend to have a more positive sense of self and belonging.
The book provides many examples of how NPDL has been implemented in schools including in Australia, Canada, Finland, and Uruguay. More schools are adopting the approach and countries such as New Zealand are slowly changing their curriculum to steer towards learning progressions rather than competencies.
Deep Learning is also about capacity building for all involved (including teachers).
Pine Rivers State School was featured in the book with examples of how they use NPDL in their school. Some assessment may do a pre- and post- measure.
Jal Mehta received a grant to study examples of deep learning in secondary schools across the United States however he reported that sadly they found hardly any examples of what would constitute authentic deep learning. Some things to get deep learning running well includes: going from simple to complex ideas, learning that is simultaneously personal and collective, learning that changes relationships and pedagogy, learning that sticks, learning that involves a critical mass of others, learning built on innovation relative to keep problems and issues, learnings that attacks inequality to get excellence for all, learning that engages the world to change the world, learning that creates citizens of tomorrow today, and learning where young people make older people better.
With NPDL students tend to have a more positive sense of self and belonging.
The book provides many examples of how NPDL has been implemented in schools including in Australia, Canada, Finland, and Uruguay. More schools are adopting the approach and countries such as New Zealand are slowly changing their curriculum to steer towards learning progressions rather than competencies.
Deep Learning is also about capacity building for all involved (including teachers).
Pine Rivers State School was featured in the book with examples of how they use NPDL in their school. Some assessment may do a pre- and post- measure.
Jal Mehta received a grant to study examples of deep learning in secondary schools across the United States however he reported that sadly they found hardly any examples of what would constitute authentic deep learning. Some things to get deep learning running well includes: going from simple to complex ideas, learning that is simultaneously personal and collective, learning that changes relationships and pedagogy, learning that sticks, learning that involves a critical mass of others, learning built on innovation relative to keep problems and issues, learnings that attacks inequality to get excellence for all, learning that engages the world to change the world, learning that creates citizens of tomorrow today, and learning where young people make older people better.
June 3, 2021
Not much here to disagree with, though it's not half as revolutionary as Fullan thinks it is. Frankly, a lot of this stuff seems like the sort of thing a good teacher tries to do anyways. I couldn't help but feel like the book was in part a sales pitch for Fullan's consulting practice. In any case, the biggest change will have to be made at the curriculum level, such that sufficient flexibility is built in so that teachers have the ability to explore topics as the opportunity arises. Much is made here of the "6 Cs", though the reader will pardon me for observing that he is not exactly the first person to suggest that traits like "character" are important. HOWEVER, there is a lot of value in using the sort of formal framework outlined in Deep Learning. It helps to make those knock-it-out-of-the-park assignments happen more often than they might otherwise, and I have been begun refining my practice in the few weeks since I read this. A modestly helpful book, though don't expect to be motivated to hit the barricades after reading it.
3/5
A Note: While this book has become something of a bible to my province's school board, my interest was mostly piqued after seeing a reference to the idea of "deep learning" in Epstein's recent book, Range. There, Epstein (not an educator) discussed a genuinely jaw dropping study which examined the effects of individual calculus professors on student performance. Some of course did well, and others did poorly in both grades and student ratings (the two were positively correlated). But here was the surprise: the study went back and retested the students some months or years afterwards, and discovered that the professors whose students had scored lowest in the short run (and who had terrible ratings to match), often had the highest performance in the long run testing. Turns out that getting in there and helping students towards an answer to problems is great for improving performance on a test, but not great if what you are after is "deep learning". For the latter, encouraging students to grapple with problems on their own seemed to be best. When I bought the Fullan book I was hoping for an exploration of this very specific meaning of deep learning. It is not that book.
3/5
A Note: While this book has become something of a bible to my province's school board, my interest was mostly piqued after seeing a reference to the idea of "deep learning" in Epstein's recent book, Range. There, Epstein (not an educator) discussed a genuinely jaw dropping study which examined the effects of individual calculus professors on student performance. Some of course did well, and others did poorly in both grades and student ratings (the two were positively correlated). But here was the surprise: the study went back and retested the students some months or years afterwards, and discovered that the professors whose students had scored lowest in the short run (and who had terrible ratings to match), often had the highest performance in the long run testing. Turns out that getting in there and helping students towards an answer to problems is great for improving performance on a test, but not great if what you are after is "deep learning". For the latter, encouraging students to grapple with problems on their own seemed to be best. When I bought the Fullan book I was hoping for an exploration of this very specific meaning of deep learning. It is not that book.
January 9, 2022
This book is big on frameworks, headlines, woolly ideas and rhetoric but decidedly lacking in real practical advice on how to achieve that rhetoric. To be fair, the frameworks, such as the 6C's (character, citizenship, collaboration, communication, creativity, critical thinking) which provide the headline elements of deep learning or the framework which supports that learning ( the four elements of leveraging digital, learning environments, learning partnerships and pedagogical practices) sound alluringly useful. The trouble is there is very little meat on the bones of these frameworks beyond some very general descriptions. Rubrics are provided, which at first glance may seem useful, but when the descriptor at the top end of a rubric reads " The development and measurement of deep learning is pervasive..." but no concrete examples of how to effectively measure deep learning are given, the rhetoric rings hollow. The examples given from actual schools are often also surprisingly shallow, such as the Grade 12 students in Ontario who supposedly brought the UN goals for sustainability to life by fundraising and donating the money to worthy causes. I had high hopes for this book, but I was disappointed. For a book on 'Deep Learning', it had surprisingly little depth.
December 4, 2019
Lots of inspirational ideas. Quite wordy and prescriptive (down to minutia) at times which seems to defy the logic of individual deep thinking based on context of each learner and their community.
Lots of inspirational ideas. Quite wordy and prescriptive (down to minutia) at times which seems to defy the logic of individual deep thinking based on context of each learner and their community.
Lots of inspirational ideas. Quite wordy and prescriptive (down to minutia) at times which seems to defy the logic of individual deep thinking based on context of each learner and their community.
September 2, 2024
A great guide to how to engage our students, classes, and schools in Deeper Learning. They provide frameworks, rubrics, examples, case studies, and the philosophy is easy to agree with. This book aligns with what I’ve been trying to work toward as a teacher. Could have used more subject specific examples which is always the missing piece from these books.
March 31, 2018
Deep Learning is Fullan's latest effort to promote whole systems change in public schools throughout the world, and he comes through. The rubrics and graphic organizers are particularly useful in support the professional learning required to implement the 6Cs in our schools.
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May 8, 2020Teachers college, 21st century skills, innovation, 6C's
February 25, 2021
3.5 *'s
What they are describing reminds me of 4-H...
What they are describing reminds me of 4-H...
May 13, 2020
Interesting read
Fullan is a very high level strategist and there is so much to consider in his work here. 8 would like to read more about the experiences of those schools who have embedded these principles for deep learning.
Fullan is a very high level strategist and there is so much to consider in his work here. 8 would like to read more about the experiences of those schools who have embedded these principles for deep learning.
January 25, 2018
Note: this review was originally written for EdCan magazine
How do we create the needed change to move from a system focus on content acquisition to a mindset that helps develop and grow this content knowledge in a deeper, more meaningful manner and helps all students to excel? Michael Fullan, Joanne Quinn and Joanne McEachen share some strategies and answers in their new book, Deep Learning: Engage the world change the world.
This book does not attempt to sell a pre-packaged program nor does it encourage teachers to make subtle shifts in practice. Deep Learning shares an effective mix of the WHY and the HOW of Deep Learning through theory, strategies, and successful examples to create a cultural shift to “attack inequity with excellence.” Educators can tap into the strengths and talents of teachers and learners to better engage, make learning more meaningful, and “help all young people to flourish.” The authors describe a “fusion of the most effective pedagogical practices with emerging innovative practices that together foster the creation and application of new ideas and knowledge in real life.”
The authors do not simply share what is wrong with education; rather, they choose a strengths-based model by identifying effective pedagogies that occur in pockets within schools and building on these to create system-wide change. By focusing on their 6 C’s (character, citizenship, communication, collaboration, creativity, and critical thinking – which align very well with the focus on Core Competencies in the redesigned curriculum here in British Columbia), conditions are created for deep learning and students gain the knowledge and skills they need to flourish in school and beyond.
As a principal, I thoroughly enjoyed the balance of research, examples, and ideas to move learning deeper in schools. The book is a fantastic entrance point to deep learning and educators can go on to use the New Pedagogies for Deep Learning website (http://npdl.global) to watch videos, read further resources, and connect with other educators from around the world who are working to shift their mindset and create this change. Educators can use this book as a resource to start the conversation or continue the dialogue to help create the needed shift in pedagogies and culture to move to deeper learning in schools.
How do we create the needed change to move from a system focus on content acquisition to a mindset that helps develop and grow this content knowledge in a deeper, more meaningful manner and helps all students to excel? Michael Fullan, Joanne Quinn and Joanne McEachen share some strategies and answers in their new book, Deep Learning: Engage the world change the world.
This book does not attempt to sell a pre-packaged program nor does it encourage teachers to make subtle shifts in practice. Deep Learning shares an effective mix of the WHY and the HOW of Deep Learning through theory, strategies, and successful examples to create a cultural shift to “attack inequity with excellence.” Educators can tap into the strengths and talents of teachers and learners to better engage, make learning more meaningful, and “help all young people to flourish.” The authors describe a “fusion of the most effective pedagogical practices with emerging innovative practices that together foster the creation and application of new ideas and knowledge in real life.”
The authors do not simply share what is wrong with education; rather, they choose a strengths-based model by identifying effective pedagogies that occur in pockets within schools and building on these to create system-wide change. By focusing on their 6 C’s (character, citizenship, communication, collaboration, creativity, and critical thinking – which align very well with the focus on Core Competencies in the redesigned curriculum here in British Columbia), conditions are created for deep learning and students gain the knowledge and skills they need to flourish in school and beyond.
As a principal, I thoroughly enjoyed the balance of research, examples, and ideas to move learning deeper in schools. The book is a fantastic entrance point to deep learning and educators can go on to use the New Pedagogies for Deep Learning website (http://npdl.global) to watch videos, read further resources, and connect with other educators from around the world who are working to shift their mindset and create this change. Educators can use this book as a resource to start the conversation or continue the dialogue to help create the needed shift in pedagogies and culture to move to deeper learning in schools.
Displaying 1 - 11 of 11 reviews