What do you need to flourish?
For me, 7 hours of quality sleep in fresh air, freshly ground coffee, and a morning run are a perfect start. Fresh food, great books, interesting and caring friends, love and laughs with family, sloppy kisses from a chocolate lab puppy – these all contribute to the feeling of health and wellness.
But I also need opportunities to create, write, and collaborate on adaptive problems to give me purpose and keep me learning.
For years I have thought about how we can design schools as places where ALL children flourish.
What does a school look like and sound like, when all children are thriving?
How does this differ from our traditional concept of “curriculum delivery”?
What are the conditions for learning that allow all children to develop the competencies needed to thrive in an exponentially changing world?
“What gives humans meaning in life is a strong sense of identity around a purpose or passion, creativity, mastery in relation to a valued pursuit, and connectedness with the world and others.”
(P. 5, Chapter 1 of Deep Learning Engage the World Change the World by Fullan, Quinn and McEachen (2018).)
Do we really believe our children will exceed all our expectations?
Do we consider how we are teaching our kids to be the agents of change to make the world better than today?
As educators, we must ask ourselves what children have to know and be able to do to thrive in such an adaptive environment. What are the shifts and trends that impact our understanding of the future? How do we engage our kids now so they are ready for these changes?
According to Dr. Simon Breakspear:
- Skill shift – we have to be “globally good” to compete. We can access the best skills in the world with an internet connection. Content knowledge alone is not enough.
- Technology shift – who has the knowledge? The power has shifted. Students are increasingly learning without us using powerful digital tools.
- Engagement shift – How do we capture engagement and sustain it? Learning is hard work. Disciplined focus is required to develop expertise. Since we can’t learn for our students, we have to design learning environments where the learning is irresistible.
Now what does this look like in practice?
Our #nledDPAG (Director’s Principal Advisory Group) are working on solutions to student disengagement in grades 7-12. As part of this work we are reading Deep Learning Engage the World Change the World by Fullan, Quinn and McEachen (2018). This is an ongoing reflection on that work.
Also in this series:
Chapter 1: Relevance Unfound
Chapter 1: Finding Purpose, Skill and Connection
Thanks to Kristy Keery Bishop for the #5Days5Words provocation:
So, I’ve made a commitment. For the next five days – the last five days I have of summer vacation with internet access – I plan to write 5 mini blogs about 5 little words that I’ve been reflecting on this summer. Mini…little…single words…nothing too intimidating.
Want to join me? #5Days5Words
Also Participating: Aviva Dunsiger
Deep Learning: Invitation to Learn
Changing the Trajectory – Learning from Cathy Montreiul
Be that One Person – Learning with Richard Wagamese
Addiction doc says: It’s not the drugs. It’s the ACEs: Adverse Childhood Experiences – Aces too High News
Deep Learning Series:
- Relevance Unfound (Based on Chapter 1 of Deep Learning: Engage the World, Change the World by Fullan, Quinn and McEachen)
- Finding Purpose, Skill and Connection (Based on Chapter 1 of Deep Learning: Engage the World, Change the World by Fullan, Quinn and McEachen)
- Sharing Deep Learning – Newfoundland and Labrador English School District Principals share their learning after a #NPDL conference in New Brunswick.
- A Profound Shift: Seeing Children as Capable and Competent. Grade 12 Valmont Academy student Hailey Noseworthy shares her Deep Learning Experiences with Program Staff at the Newfoundland and Labrador English School District.