New Pedagogies for Deep Learning (NPDL)

1. New Pedagogies for
Deep Learning (NPDL)
Dr. Norhayu Norany
Institute of Teacher Education

2. The Introduction
Why Changes Are Needed?

3. Introduction

4. What is NPDL?
a new model of learning partnerships
Between and among students and
teachers
aiming towards deep learning goals
and enabled by pervasive digital
access.

8. The Emergent Roles of Teachers and Students
in the New Pedagogies for Deep Learning (Cont.)

9. Interview with Larry Rosenstock, CEO of High Tech High
Network, San Diego, California

11. Why NPDL?
Formal Institution become
irrelevant in the eyes of
students
Students gain learning
experiences related to their
interest and aspiration
online

13. NEW PEDAGOGIES OF
DEEP LEARNING (NPDL)
The Three Components

14. Three Core Components of the New Pedagogies

15. New Learning Partnerships

16. Teacher – Students Relationship
Human
Relationship
Trust
Caring

17. Teacher’s Roles
Teacher as a master
co-learner, an activator
Teacher scaffolds by
asking great, open-ended questions
Teacher models the
learning process required
to answer those questions.

18. Feedback
 providing powerful feedback
 non-academic character skills- grit, tenacity have a
strong relationship with an individual’s:
 capacity to overcome challenges
 perseverance
 ability to achieve long-term success.
 how these character skills can intentionally be
developed
 encourages taking on hard challenges
 focuses on students’ efforts rather than their
achievements.

19. Student Aspirations
- a caring mentor-
helps students to find
and move towards their
own aspirations.
Connecting learning to
students’ real lives and
aspirations
when the
learning is not
connected to
their own
relevance, their
interests, their
own needs,
engagement
doesn’t occur.
Students Teacher

20. Learning to Learn
Students become meta-cognitive observers of
their own and others’ learning processes
Define own
learning
goal and
success
criteria
Monitor own
learning
Incorporate feedback from peers, teachers,
parents or simply other people in general
Critically examine
own work
Use all of this to deepen awareness
of how they function in the learning
process

21. Students apply what they learn
about effective teaching and
learning in different contexts
Reflecting what works and what does not
Developing mastery of the learning process over time.

22. Deep Learning Tasks

23. Deep Learning Tasks
Deep learning tasks redesign learning activities to:
re-structure students’ learning of curricular
content in more challenging and engaging ways
made possible by digital tools and resources.
give students real experiences in creating and
using new knowledge in the world beyond the
classroom
develop and assess key future skills, what
Michael has called the 6 Cs

24. The Future Skills - 6Cs
6Cs
Character
Education
Citizenship
Communication
Critical
Thinking
&
Problem
Solving
Collaboration
Creativity &
Imagination

25. Character Education
Character
Education
Honesty
Self-Regulation
& Responsibility
Hard work
PerseveranceEmpathy
Personal
Health and
Well-Being
Career & Life
Skills

26. Deep Learning Tasks
Clear &
Challenging
Goals
Specific &
Precise
Success
Criteria
Feedback
&
Formative
Evaluation

27. Digital Tools and Resources

28. Constructing knowledge
Investigating and solving real problems
Giving feedback and assessing one another’s work
Collaborating beyond the boundaries of the classroom
Communicating with peers, experts and others throughout the
world.

30. Helping students
master the process of
learning
Helping students
discover and master
new content knowledge
themselves using digital
tools and resources.
Decreases the need for
teachers to directly
deliver content
Increases the need for
very high quality digital
learning resources that
are easily accessible
and user-friendly.
New Content
Discovery

31. Collaborated, Connected Learning

32. Early Stage Advanced Stage
Continuum of New Pedagogies Effectiveness

33. Effective vs Ineffective New Pedagogies