“New pedagogy” activated by technology transforms classrooms

January 24, 2014

Technology and the web have created new ‘freedom to learn’ for both
teachers and pupils

School change beginning to happen more quickly and easily

TORONTO, Jan. 24, 2014 /CNW/ – A new report published today by leading
education academic Professor Michael Fullan, reveals a greater
partnership between teachers and students that is beginning to happen
naturally as a result of increasingly pervasive technology in schools.
This partnership connects learning with each individual’s interests
beyond the classroom. Prof Fullan’s and his co-author, Maria
Langworthy’s report, A Rich Seam, highlights an increasingly rapid change taking place inside and
outside the classroom towards ‘deep learning’. The authors show how these new developments combat student boredom and
provide exciting new learning opportunities for both students and

By focusing on deeper learning, evidence in the report defines an
opportunity to develop connected and creative problem solvers who use
technology to learn collaboratively with other pupils and their teachers. When students and teachers embrace deeper learning, the
opportunities to learn in the classroom expand beyond the boundaries of
existing curricula. Instead of just mastering basic knowledge and
theory, there are opportunities for pupils to put that knowledge into
practice and even to implement their knowledge and solutions in the
world beyond school.

In this context, Fullan suggests that traditional teaching and testing
methods risk alienating students and teachers, pushing them “out of
school,” and calls for teachers and pupils to embrace the opportunity
technology affords, including the increasing freedom to learn anywhere
or anytime.

Report sponsor Sir Michael Barber, Chief Education Advisor at Pearson,
cites School 21, a UK free school led by former Blair advisor Peter
Hyman, as an example of encouraging deeper learning. When School 21
needed a new building they didn’t just rely on outside architects.
Instead, teams of students from School 21 submitted designs for a new
classroom where they would be excited to learn. The winning design is
now being incorporated into the new school plans. In this way, the
students learned about real life problem solving and took ownership of
their own learning environment.

This is one example of deeper learning, which can serve as an
inspiration for schools around the world. The report recommends for students, teachers and policy makers to take the following actions
to embed this ‘deep learning’:

        --  For students -to define their own learning goals and push their
            teachers to be fellow learning partners.
        --  For teachers - to adopt an approach to try to learn from and
            with their students.
        --  For policy makers - to reduce negative accountability in favour
            of pedagogies and assessments linked to deep learning.

The report identifies three factors which are combining to allow ‘deep learning’ to happen on a massive scale. These are:

        --  New Pedagogies that represent new learning partnerships between
            and among students and teachers. These include deep learning
            tasks and the use of pervasive digital resources;
        --  New Change Leadership based in a new theory of inherent change
            that is more organic and spreads rapidly under the right
            conditions; and,
        --  New System Economics that deliver the new outcomes in a high
            yield manner relative to cost.

Report co-author, Professor Michael Fullan, of University of Toronto said:

“Deep learning, enabled by technology, is an increasingly common
phenomenon taking place inside and outside the classroom. In the new
world, individuals have the freedom to learn any topic that interests
them, at any time of the day. This changes the role of schools, and
creates opportunities to focus learning on projects and topics that
inspire students.

“More needs to be done to grasp the opportunities being presented to
make sure pupils’ desire to learn can flourish.”

The report is the first in a new series published by Pearson, in
partnership with leading education research institutions. A Rich Seam is published in partnership with ISTE, MaRS, and Nesta.

Pearson’s Chief Education Advisor Sir Michael Barber commented:

“Education leaders around the world committed to whole system reform can
measure their success by the improvements that are visible everyday in
the classroom. Michael Fullan and Maria Langworthy offer a clear and
inspirational view of what this classroom could look like: a place
where every student is engaged and inspired by their learning.

In systems around the world we can already see this taking place in
certain “islands of excellence,” for example School 21 and other free
schools in the UK. The opportunity, driven by new change leadership
and new education economics, is to scale these isolated examples across
entire systems to make them accessible for every child.”

Mette Hauch, a teacher from Hellerup School, Denmark who was interviewed as part of
the research said:

“When pupils are teaching their peers, they seem to go more deeply –
they take it a step further.

“Teenagers are a tough crowd. They have a lot more to lose. They take so
much more ownership over it; and it makes them so much more proud if
they can do it.”

Notes to Editors:

      1. About the authors. Michael Fullan, Order of Canada, is Professor
         Emeritus at the University of Toronto's Ontario Institute for
         Studies in Education. He has served as Special Adviser to Dalton
         McGuinty, the Premier of Ontario. He works around the world to
         accomplish whole-system education reform in provinces, states and
         countries. He is a partner in the global initiative New Pedagogies
         for Deep Learning. He is the recipient of several honorary
         doctoral degrees. His award-winning books have been published in
         many languages. His most recent publications include Stratosphere:
         Integrating technology, pedagogy, and change knowledge,
         Professional Capital of Teachers (with Andy Hargreaves), Motion
         Leadership in Action and The Principal: Three keys for maximizing
         impact. See his
         website www.michaelfullan.ca.Maria
         Langworthy is Chief Research Officer at Michael Fullan
         Enterprises, Global Director of the Innovative Teaching and
         Learning Research Project and Director of New Measures for the New
         Pedagogies for Deep Learning global partnership. Her research
         centres on the future of education and how research and
         measurement can be used as levers for positive change. She is an
         active advisor to Microsoft's Partners in Learning, which operates
         in 115 countries, and works with the Pearson Foundation as a
         consultant on international projects. Previously, Maria managed
         communications, corporate image, citizenship and policy research
         at Microsoft, where she led a team responsible for research in
         over 40 countries. She has a Ph.D. in sociology from Boston
      2. A Rich Seam - How New Pedagogies Find Deep Learning describes a
         rich seam of insight into how education systems are beginning to
         change. The report addresses the challenges encountered when
         trying to implement new pedagogies on a large scale as well as
         providing examples changes happening in classrooms, in schools and
         across a few education systems. The report will be officially
         launched at Pearson's London HQ on 22nd January 2014 at 5pm.
      3. Methodology. The report authors examined reports, books, and
         videos from the growing literature in this area, with the detailed
         concepts emerging from interviews and observations with students,
         teachers, school leaders, education system leaders and
         policy-makers from 12 countries. A full list of participants is
         available on p.5 of the report.
      4. A rich seam: how new pedagogies find deep learning is the first in
         a new series of publications from Pearson. These papers contain
         new ideas and evidence about what works in education, contributing
         to the global discussion about education by helping to debate
         eight big 'unanswered' questions around the following eight
         themes: Learning Science; Knowledge and Skills; Pedagogy and
         Educator Effectiveness; Measurement and Assessment; Digital and
         Adaptive Learning; Institutional Improvement; System Reform and
         Innovation; and Access for All. The series aims to be useful to
         policy-makers, educators and all those interested in learning,
         with this first paper appearing on a new 'Open Ideas' website, at
         the URL

SOURCE Pearson Education

Source: PR Newswire

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