The purpose of this lesson is for educators to reflect on and seek out deep learning opportunities. Educators will define deep learning, identify past deep learning experiences, develop a deep learning rubric, rate learning activities using their rubrics, and consider deep learning opportunities in their personal and professional lives.
According to Julian Hermida, deep learning is “an approach and an attitude to learning, where the learner uses higher-order cognitive skills such as the ability to analyze, synthesize, solve problems, and thinks meta-cognitively in order to construct long-term understanding.” Additionally, the Massachusetts Department of Elementary and Secondary Education described deep learning as, “the ability to understand and address the complex elements of a subject or topic and to draw connections within and across various contexts.”
While most educators are likely familiar with the concept of deep learning in the context of providing meaningful learning opportunities for their students, it is just as important to seek out and experience deep learning opportunities as an individual and as a professional. In other words, educators should seek opportunities for growth and development and take an active role in their own progression. In the words of author Gregg Levoy, “The commitment to being a lifelong learner is critical to the sustaining of not only our own passion but those who look to us for role-modeling.”
Educators who are invested in learning and growing as individuals and professionals understand the significance of deep learning. They are active learners and seek to participate in and create deep learning experiences for themselves. By doing this, they are better able to realize their full potential as individuals and professionals.
Activity 1: (30–45 minutes) DEFINING DEEP LEARNING
Invite educators to briefly discuss the following questions with a neighbor:
Show educators a few examples of mind maps. Then pass out a blank paper to each educator and invite them to create their own mind map as you explore the topic of deep learning.
Explore the quotes and information about deep learning together on the slides. Stop to discuss the questions together and encourage educators to add to their mind map after every slide.
Give educators a few moments to finish their maps, then have educators compare their mind map with a partner. Encourage them to add to or edit their mind map.
Activity 2: (20 minutes) DEEP LEARNING EXAMPLES
Using what they have learned about deep learning thus far, invite educators to reflect on the following questions for 3–5 minutes:
Have educators line up in 2 equal lines, facing each other. Give partnerships a set amount of time to each share their deep learning experience. Once the time is up, have one of the lines move down, rotating partnerships. Repeat the activity 2–3 more times as time permits.
Come back together and discuss as a group:
Activity 3: (20 minutes) DEEP LEARNING RUBRIC
Pass out the Deep Learning Rubric handout to each teacher. Ask them to refer to their mind maps and select the top 3–5 attributes that they feel describe deep learning. Teachers will fill in each box, describing what each attribute would look like at a “poor,” “fair,” or “excellent” level. Have teachers work either individually or in small groups on their rubrics.
Activity 4: (30–60 minutes) MODEL TEACHERS
Prior to the activity, ask a model teacher or group of teachers to present a fun deep learning activity on something they are an expert in. It could be a science activity, art project, baking bread, etc. You could do several activities and allow teachers to choose or create stations, if the activities are shorter learning activities.
Using their rubrics, invite educators to rate the learning activity on their rubrics privately. Then meet together as a whole group and have a discussion:
Activity 5: (30 minutes) PROFESSIONAL DEEP LEARNING OPPORTUNITIES
Begin by having teachers discuss in partnerships or small groups:
Quickly point out the connections to professional learning found in the last 2 InTASC standards on the slides.
Explain that teachers will have a chance to pitch (think: NBC’s Shark Tank show) some ideas for upcoming professional developments at their school—using deep learning activities, of course! In small groups or as individuals, teachers will create a 2-minute pitch to present to their peers. Set teachers to work and post the slide that describes surface, deep, and transfer learning to provide ideas.
After sufficient preparation time, invite teachers to present their pitches within small groups of peers or to the whole group. As the audience listens, invite them to pay attention to the deep learning that each activity would include.
Extension: Following the pitches, allow teachers to vote on the top ideas and invite the top-voted groups to prepare and present their deep learning activities during your next professional development meeting. Find creative ways to support and cheer on these educators. Presenting for peers is not always easy, especially when being scrutinized.
Have a discussion:
Activity 6: (30+ minutes) PERSONAL DEEP LEARNING
Read through a couple quotes on the slides about seeking personal learning opportunities. Then ask teachers to consider what personal learning opportunities that they crave.
Explain that the reminder of the time for this activity will be open for their own personal deep learning. Teachers could focus on a professional or personal topic—it is up to them.
Post the image of Bloom’s Taxonomy and encourage educators to make their learning choice go deeper than just consuming information; they could create or do something with what they learn.
With the last few minutes of the activity, invite a few teachers to share how they used their learning time.
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