Deep Learning Society (DLS) Part 2: Deeper Learning in Practice

  • Deeper Learning society (part 2) in Fornebu

180 school leaders and municipality school owners gathered with representatives from Conexus and LearnLab at the Quality Expo Hotel in Fornebu to further share the work of the Deep Learning Society-course that began in the fall of 2016. Among the presenters was Professor Michael Fullan from the University of Toronto’s Faculty of Education.

A Deeper Learning Perspective

Yngve Lindvig from LearnLab started the session with a discussion about the DLS-course including ‘mega-trends’ and how these are changing our perspectives about teaching and learning. The main theme was how one creates deeper learning in today’s schools, which served as the main premise for the gathering.

Svein-Erik Figved from Conexus presented an investigation of the use of concepts inside the theme of deeper learning as well as how these can and should be used to develop our understanding of deeper learning and how it can be put into practice in Norwegian schools.

Analysis and Use of Data

Jarl Inge Wærness from LearnLab and Nina Smeby from Conexus spoke together about how data gathered from the deeper learning survey has been used. They spoke about the best ways to interpret the data for meaningful and sustainable results, as well as what we can learn from the surveys.

Fullan: “Commitment to Excellence AND Commitment to Equity

Professor Michael Fullan, who has been a central figure for Conexus and LearnLab in this endeavor, showed the development in his home province of Ontario, Canada. He spoke of how the teachers’ continued focus on pedagogy has had a remarkable positive effect on the school’s completion rates. Fullan emphasized the teachers’ pedagogical approach to the work and spoke of how this is essential in order to promote deeper learning in the future.

Experiences from schools and municipalities

Several schools presented about how they have worked with deeper learning over time, and what effect it has had on both the students’ and teachers’ own development. The presentations gave strong insight into how deeper learning affects the day-to-day happenings at school, how the school has established its own groups for pedagogic development work, and how teachers work across grades to facilitate interdisciplinary learning.