Course 4, Week 4-Unleashing Deep Learning

Image by Gerd Altmann from Pixabay
Digital Tools and Resources

Fullan’s New Pedagogies is comprised of three core principles. Over the last weeks, we have read about learning partnerships and deep learning tasks. This week we read about the final new pedagogy principal, Digital Tools and Resources. Fullan and Langworthy (2014) began by sharing research data that showed having technology as part of a lesson has little to no effect on student learning. The research findings showed for technology to have a positive effect on learning, how it is integrated into the lesson makes the difference.

The evidence I have seen to support, “technology used without powerful teaching strategies (and deep learning tasks) does not get us very far” is from Fullan and Langworthy (2014). They shared research findings from John Hattie in A Rich Seam, Meta-analyses of the impact of technology on learning outcomes confirm that, up until now, technology use has had a below-average impact on learning relative to other interventions” (Fullan & Langworthy, 2014).

Leveraging technology in powerful ways, i.e. for collaboration and knowledge creation is not a simple task to plan for third-grade students. First, collaboration might be easier to figure out. I could possibly have students write to students in other schools to discuss different topics. I also might have students collaborate with students in other classes on a research project. A third possibility could be to have students create digital stories and share them with their families, friends, and classmates.

There are several tools I use to integrate technology for basic uses. For example, students use their iPads to research, word-process, use Google Apps like docs and slides, find pictures, practice their math skills level K ebooks

on websites like IXL, practice their spelling on websites like They can find more information about many topics on websites like and to read books on websites like Epic! and They can easily find books at their level on a variety of fiction and non-fiction topics.

My practice could allow “students to become independent learners who design and manage the learning process effectively” in different ways. One example could be instead of first teaching students how to write an essay with an introduction, body, and conclusion; I could challenge students to write a persuasive argument on a topic of their choosing and in their own opinion. Once they have finished writing their piece, we could go back and edit and revise as necessary, using their first draft as the basis of the teaching.


In Brown’s 2017 South by Southwest Keynote speech, she spoke about shame. She explained we need to understand the difference between emotions like shame, embarrassment, and humiliation. If we understand these nuances, we will be better prepared to deal with them when they happen in the classroom, home, or workplace. She encouraged teachers to create a safe classroom for their students to be able to learn. If students do not feel safe, if they feel shamed; they will not hear the teacher and they cannot learn.

I teach courage and develop a courageous classroom through flearning. I remind my students often the way to learn something is to make mistakes. I encourage them to be risk-takers, to not worry about being perfect, and when we fail, we’re given an opportunity to learn. I am vulnerable with my students by not hiding my mistakes, asking them for help and to teach me something new, and thanking them for their patience when I am learning new stuff.  I would like to think there is no shame in my classroom. My students are perfect just like they are and are accepted for who they are-all learning differences.

Dialogical Learning
(Kelly, 2019)

Kelly (2019) explained how Freire’s five ideas of dialogical learning added the communication between teachers and students necessary to allow learning to happen. A teacher who practices with humility, hope, faith, love, and allows students to think critically; will set up an optimum environment for student learning.

I recognize learners as equals so that true learning can take place. My students are young, short human beings who want to be treated with the same respect as adult humans. I demonstrate humility by asking students to share what they know with me. I give them hope by setting high expectations with attainable goals. I show them I have faith in their abilities by focusing on their strengths and helping them work on their weaknesses. I show them love by asking about them and their interests, truly listening to their answers. I promote critical thinking with my students by giving them the wait time they need to figure out the answers themselves. If they struggle and need help, I give them bits they can take and run with and come up with the answer themselves.  Students are encouraged with positive reinforcement to demonstrate these traits with their classmates and others.

In conclusion

Based on this week’s reading, I might shift in my practice in three ways. First, I will be finding more ways for my students to collaborate and create using technology. Also, I will be careful to point out when my students make mistakes, the thing they did wrong does not reflect on them as a person. They might make a mess, but they are not messy. Finally, I will be more mindful to use Freire’s five ideas for dialogical learning to increase the likelihood my students are able to learn. I want students to feel safe when they are learning with me and provide them the most optimum environment for learning.


Brown, B.(2017). Keynote, Daring Classrooms. Retrieved from

Fullan, M. & Langworthy, M. (January 2014). A Rich Seam: How New Pedagogies Find Deep Learning. Retrieved from
Kelly, M. (17 Sep 19). Paulo Freire’s Five Ideas for Dialogical Learning.Retrieved from

Terhart, E. (2011). Has John Hattie Really Found the Holy Grail of Research on Teaching? An Extended Review of “Visible Learning.” Journal of Curriculum Studies43(3), 425–438.

Course 4, Week 3: Learning Deeply, Digitally

Create a reality where all students can and will learn. -Fullan’s moral imperative

Deep learning tasks

Fullan’s New Pedagogies is comprised of three core principles. Last week we read about the first one, learning partnerships. This week we read about the second, deep learning tasks.

Infographic from A Rich Seam: How New Pedagogies Find Deep Learning

Fullan and Langworthy (2014) explained deep learning “tasks harness the power of the new learning partnerships to engage students in practicing the process of deep learning through discovering and mastering existing knowledge and then creating and using new knowledge in the world.” They go on to say, “Deep learning tasks re-structure learning activities, involve knowledge construction, develop the 6 Cs or key future skills, and define clear learning goals.” If you would like to play around with these concepts, I have created the following Quizlet.

Re-structure students’ learning

In my school, when we use digital tools we can re-structure students’ learning of curricular content. For example, when writing a persuasive essay, students can use Book Creator as an alternative to handwriting or word processing. It becomes more engaging for some students. In addition, it can add a bit of a challenge for those who are ready to try a new digital tool.

Real experiences

We try to give students real experiences in creating and using new knowledge in the world beyond the classroom. For example, during the Save the Planet Unit of Inquiry, we have students design a plan and produce a prototype of an innovative way to Rethink, Refuse, Reduce, Reuse, Recycle, and/or Repair (the 6Rs) plastic.


Using the plastic example from before, one way we can partner with students in designing the structure or process of the task by using the Rapid Design Process.
Authentic choice

We can give students authentic choice over what they learn and how they execute the learning by allowing them to decide on their own topics, such as with the rapid design process and allowing them to decide what opinion they want to choose to write about.

Learning goals

We connect the deep learning tasks to clear learning goals by sharing the learning goals and keeping them in mind during the unit. We also share the rubric for what the expectations will be for their final products.

Raising the bar

The expectations for all of our students are high. To begin with, the student population of our school scores mostly at or above grade level on the standardized MAP assessment. This naturally pushes the English learners and learning support students to strive to meet their peers’ performances. At times, we even have to remind ourselves that we must allow some students the time they need to meet the expectations. We meet students where they are currently and push them to excel, bit by bit.

Students can & will learn

At my school, all students can and will learn. Not only are their high expectations and the entire grade level is working approximately one year above grade level, but we also provide support to those students who need it. We have a strong Special Educational Needs department and we strive to help our students be as successful as possible and meet their potential. When a student is not performing to their potential, we give attention to what that student needs. It may be as simple as a six-week intervention.

Designing meaningful learning experiences

Teachers meet weekly and plan for deeper learning through the design of meaningful learning experiences. We collaborate and create lessons that allow students to chose their own learning interests.

Invisible bias

As an English language teacher, I am culturally sensitive; however, invisible bias is a new concept for me. I will need to think further about this phenomenon and create a plan for nurturing self-awareness in my students and colleagues. I would think a reasonable first step for me will be to keep an eye out for instances happening around me. When I notice them, I could bring attention to it in a friendly manner.

My practice

I can shift my practice based on this week’s readings in order to create an environment that embraces equitable deep learning tasks. I will need to plan lessons to maximize the potential of technology through active, deep learning. I will need to keep in mind SAMR and be sure to strive to use technology to redefine the learning experience. Creating a bias-free learning environment where students have choices, clear goals, and meaningful learning opportunities lends itself naturally towards more personalized learning experiences. As a special educational needs teacher, it is my job to assist classroom teachers to accommodate their students’ learning differences. It may be in the form of using voice to text instead of handwriting, working in a small group with a teacher, or working one-on-one with me to learn to read. The bottom line is creating deep learning experiences to meet the way students learn individually.


Fullan, M. & Langworthy, M. (January 2014). A Rich Seam: How New Pedagogies Find Deep Learning. Retrieved from

Fullan, M. (16 March 2016). Topic Series 10 - The Moral Imperative. Retrieved from

Whiting, J. (4 September 2019). Everyone Has Invisible Bias. This Lesson Shows Students How to Recognize It. Retrieved from

Course 4, Week 2: Partners in Learning

This week we are discussing the needed change in our pedagogy, with the use of technology integration, to ensure our students are actively engaged and participating in their learning. We very well know the traditional industrial teaching styles should stay in the past where they belong. Let us continue to explore and embrace new pedagogies that will prepare students for the 21st-century skills they need for a workforce that may not even exist yet.

Photo by Mihai Surdu on Unsplash
May the three forces be with you.

New pedagogies, new change leadership, and new system economics are the three forces at work in this innovative change in education. New pedagogies are about changing the “relationships between all the key players in learning: students, teachers, technologies, school cultures, curricula, and assessments.” New change leadership is about creating an environment where the students take charge of their learning and become intrinsically motivated to lead themselves. New system economics refers to these new pedagogies being cost-effective with the potential of twice the learning for the same money (Fullan & Langworthy, 2014).

How do new pedagogies find deep learning?

Fullan and Langworthy (2014) painted an exciting picture of an innovative change in education taking place. Frustrated and bored students are pushing for changes to meet their 21st-century ways of learning and some teachers are showing students how to take charge of their own learning. Under this new way, students are defining their own goals and teachers are supporting them by teaching them how to pursue these goals and achieve them. The changes happening between teachers and students is creating new roles for both.

A Rich Seam: How New Pedagogies Find Deep Learning


Fullan (2017) explained the initiative, New Pedagogies for Deep Learning includes six C’s: character education, citizenship, collaboration, communication, creativity, and critical thinking. This initiative had a strong beginning in Ontario, Canada. As a result of the initiative, teachers and students were feeling empowered and it was noticed the students came to care more about school, life, and making a difference. “Students are becoming a force for change, they are frustrated and bored with traditional school and starting to influence the pedagogy (Fullan, 2017).”

The new pedagogy defined

Fullen (2015) defined pedagogy as drawing out learning from students and explained it was rooted in Latin. The New Pedagogy is the best learning relationship between and among students and teachers. It includes partnerships between teachers and students and they are all learning more from each other (Fullen, 2015).

Three Emerging Theories of Learning
“Technology integration can play a large role in changing our learning environments to better support the development of higher-level thinking skills needed by the 21st century (Doak).” Three theories of learning emerging are, (1.) situated cognition, (2.) distributed cognition, and (3.) socially shared cognition. These three new theories embrace action, communication and collaboration, and the use of technology to achieve learning environments with higher-level thinking skill development students need to be best prepared for their futures. Our teaching practice should be based on research and these current theories can assist with that.
In conclusion

My students are collaborating with each other on their work. They are discussing their ideas and giving feedback. They ask questions and learn from each other. They share ideas and build on them taking their own direction. Students are setting their own goals and continuously work towards achieving them. They are empowered to question our lessons and encouraged to give suggestions and make choices on how to achieve the learning objectives. However, there is always room for improvement. As the students learn to take charge of their education, I learn to let go and allow them to make more decisions about their path. Through new pedagogy and new learning theories, it is possible to improve my teaching practice to become more of an innovative teacher ready for the 21st-century higher-levels thinking skills development my young students need.


Doak, S.Emerging Theories of Learning and the Role of Technology.

Fullan, M. (22 January 2015). Topic Video: The New Pedagogy. Retrieved from

Fullan, M. (13 March 2017). New Pedagogies for Deep Learning. Retrieved from

Fullan, M. & Langworthy, M. (January 2014). A Rich Seam: How New Pedagogies Find Deep Learning. Retrieved from

Course 4, Week 1 Frameworks for Learning


“While educational technology does make learning visible, it is the teacher that makes learning meaningful.” L. Portnoy

I fell down an internet rabbit hole while researching technology integration frameworks this week. There are so many articles, videos, and graphics!

When planning lessons, teachers use a framework to assist in deciding on how to best teach the content while integrating technology. The two frameworks we considered were Substitution, Augmentation, Modification, and Redefinition (SAMR) and Technological knowledge, Pedagogical knowledge, and Content Knowledge (TPACK).

“We want to impact student learning, not just replace a tool with a tool.”  -NCVPS


The SAMR model was created by Dr. Ruben Puentedura in 2010 to assist teachers in reflecting on how they are using technology in their lessons. SAMR is designed to help teachers use technology to move their tech from enhancing learning to it transforming learning. It has been likened to making the switch from crawling to walking. Google doc with the SAMR ladder graphic


TPACK is also a framework teachers can use to guide their use of technology with their students and it was introduced by Punya Mishra and Matthew J. Koehler of Michigan State University in 2006. There are three areas of knowledge teachers use (1) content, (2) pedagogy, and (3) technology. The content knowledge is the “what”-their subject matter, the pedagogy is the “how”-what activities they use to teach, and finally, the teacher’s technology knowledge is how they layer the tech into the lesson to improve the students’ learning.


I created this graphic with tech at the bottom because it shouldn’t be the first we think about. -HM

This infographic compares and contrasts the SAMR and TPACK frameworks for technology integration using a Double Bubble Thinking Map. Google doc with the Double Bubble Map

Google doc with the Double Bubble Map:
My practice of technology integration

I am a support teacher for third grade and I do a lot of small groups and one-on-one teaching. Currently, I am using technology to meet with students at home. We meet in my Webex room to work on reading and writing. We use several Google tools like Slides, Docs, and Google Search. I prepare some lessons in a Google Slide deck for students to see easily. I use Reading A to Z for online books to read with students. I sometimes use a document camera to show writing and reading books. According to the SAMR framework, I am at the Substituting and Augmenting level. I am using more technology now than ever. Before teaching online, I did not use a lot of technology with the teaching I was doing.

My school’s technology vision

My beliefs and practices fit into my school’s vision for learning. I try to personalize learning for my students by offering choices. I provide immediate feedback on students’ work while we are together. I encourage students to be risk-takers and to learn from their mistakes. When learning takes a turn due to students’ interests and questions, I welcome it.

my schools’ technology vision
Real-world example

Serendipitously, this week my son, Jacob, shared a video he made for his English 201 class. After viewing his video, I had to ask to see the instructions he had followed to come up with his product because I was very curious. You can see the full prompt in the screenshot below from Jacob’s phone. (I also thought it apropos Jacob accessed his course assignment on his mobile. I cannot imagine completing my course from my mobile! I am definitely showing my age.:) The professor explained in the instructions for the final paper the students are to create “an easily consumable video” instead of “scrambling to submit a behemoth final paper last minute.” I was pleased to see the professor had moved her teaching practice to the top rung of the SAMR ladder with this assignment.

There are many frameworks available for teachers to use to improve their lessons involving technology. The SAMR is quick to gauge at what level your lesson is. The TPACK helps teachers to keep the different types of knowledge in mind. Regardless of which technology integration framework you choose, we need to keep attempting to improve our teaching by constantly learning more to stay current. Being aware of these frameworks is a step in the right direction.


Ady, K. & Kemp, B. TPACK vs SAMR: Key Differences Between 2 Tech Frameworks. Rretrieved from 

Alivi, J. (2019). A REVIEW OF TPACK AND SAMR MODELS: HOW SHOULD LANGUAGE TEACHERS ADOPT TECHNOLOGY?. Journal of English for Academic and Specific Purposes. 2. 1. 10.18860/jeasp.v2i2.7944.

Bevans, J. (1 Nov 20) Week 1: Frameworks for Learning. Retrieved from

Introduction to the SAMR Model. Retrieved from

NCVPS Professional Learning. Take 5: Why use TPACK and SAMR?

Marshburn, J. (8 Nov 20) Jacob's Eng 201 final. Retrieved from

Portnoy, L. (1 Feb 18). How SAMR and Tech Can Help Teachers Truly Transform Assessment. Retrieved from