A Rich Seam

A Rich Seam
How New Pedagogies Find Deep Learning

Authors
Michael Fullan
Maria Langworthy
Foreword by
Sir Michael Barber
January 2014
With the support of
A Rich Seam
How New Pedagogies Find Deep Learning
Michael Fullan & Maria Langworthy
January 2014
/ ||c| Sea
o. |e. |eoao|es ||oo |eeo |eao|o
About The Authors
Michael Fullan
||c|ae| |o||ao, Coe o Caoaoa, |s |oesso |e|tos at
t|e |o|ves|t o Toooto's Cota|o |ost|tote o Stoo|es
|o |oocat|oo. e |as seveo as Soec|a| /ov|se to |a|too
|cCo|ot, t|e |e|e o Cota|o. e .o's aoooo t|e
.o|o to accoo||s| .|o|e-sste eoocat|oo eo |o
oov|oces, states aoo cooot|es. e |s a oatoe |o t|e |oba|
|o|t|at|ve |e. |eoao|es o |eeo |eao|o. e |s t|e
ec|o|eot o sevea| |oooa ooctoa| oeees. |s a.ao-
.|oo|o boo's |ave beeo oob||s|eo |o ao |aooaes. |s
ost eceot oob||cat|oos |oc|ooe Stratosphere: Integrating
technology, pedagogy, and change knowledge, Professional
Capital of Teachers (.|t| /oo aeaves), Motion Leadership
in Action and The Principal: Three keys for maximizing impact.
See ||s .ebs|te ....|c|ae|o||ao.ca
Maria Langworthy
|a|a |ao.ot| |s C||e |eseac| Cce at ||c|ae| |o||ao
|oteo|ses, C|oba| ||ecto o t|e Innovative Teaching and
Learning Research Project aoo ||ecto o |e. |easoes o
t|e |e. |eoao|es o |eeo |eao|o |oba| oatoes||o.
e eseac| ceotes oo t|e otoe o eoocat|oo aoo |o.
eseac| aoo easoeeot cao be oseo as |eves o oos|t|ve
c|aoe. S|e |s ao act|ve aov|so to ||cosot's |atoes |o
|eao|o, .||c| ooeates |o ++S cooot|es, aoo .o's .|t|
t|e |easoo |ooooat|oo as a cooso|taot oo |oteoat|ooa|
oo,ects. |ev|oos|, |a|a aoaeo cooo|cat|oos,
coooate |ae, c|t|zeos||o aoo oo||c eseac| at ||cosot,
.|ee s|e |eo a tea esooos|b|e o eseac| |o ove
+0 cooot|es. S|e |as a ||.|. |o soc|o|o o 3ostoo
|o|ves|t.
About ISTE
T|e |oteoat|ooa| Soc|et o Tec|oo|o |o |oocat|oo
(|ST|) |s t|e oe|e ebes||o assoc|at|oo o eoocatos
aoo eoocat|oo |eaoes co|tteo to eoo.e|o
coooecteo |eaoes |o a coooecteo .o|o. oe to t|e
|ST| Cooeeoce aoo |oo aoo t|e .|oe| aoooteo |ST|
Staooaos o |eao|o, teac||o aoo |eao|o |o t|e o||ta| ae,
t|e assoc|at|oo eoeseots oe t|ao +00,000 ooess|ooa|s
.o|o.|oe. |ST| oov|oes |ts ebes .|t| ooess|ooa|
|eao|o, oet.o'|o ooootoo|t|es, aovocac aoo eo tec|
esooces to |e|o aovaoce t|e taosoat|oo o eoocat|oo.
To oo oot oe, v|s|t ....|ste.o.
About MaRS
Toooto's |a|S ||scove ||st|ct (@asoo) |s ooe o
t|e .o|o's |aest obao |ooovat|oo ceotes, co|t|vat|o
|||-|oact veotoes aoo eoo|oo|o |ooovatos to o|ve
ecooo|c aoo soc|a| oosoe|t |o Caoaoa. \e soooot
eoteoeoeos |o t|e eo|a aoo tec|oo|o , c|eaotec| aoo
||e sc|eoces sectos b oov|o|o aov|so sev|ces, eoocat|oo,
a'et eseac|, aoo coooect|o t|e to ta|eot, costoes
aoo cao|ta|. Co |oba|| |eao|o |otec| C|oste .o's .|t|
ove +S |ooovat|ve veotoes acoss t|e eoocat|oo |ooost's
'e cooooeots o oeoao, co|co|o,cooteot, bos|oess
ooe|s aoo tec|oo|o.
About Pearson
|easoo |s t|e .o|o's |eao|o |eao|o cooao. Co
eoocat|oo bos|oess cob|oes +S0 eas o eoe|eoce |o
oob||s||o .|t| t|e |atest |eao|o tec|oo|o aoo oo||oe
soooot. \e seve |eaoes o a|| aes aoooo t|e |obe,
eo|o|o +S,000 oeoo|e |o oe t|ao 0 cooot|es, |e|o|o
oeoo|e to |eao .|ateve, .|eoeve aoo |o.eve t|e
c|oose. \|et|e |t's oes|o|o ooa||cat|oos |o t|e ||,
soooot|o co||ees |o t|e |S, ta|o|o sc|oo| |eaoes |o t|e
||oo|e |ast o |e|o|o stooeots |o C||oa |eao |o||s|, .e
a| to |e|o oeoo|e a'e ooess |o t|e| ||ves t|oo|
|eao|o.
About Nesta
|esta |s t|e ||'s |ooovat|oo ooooat|oo. \e |e|o oeoo|e
aoo oao|sat|oos b|o eat |oeas to ||e. \e oo t||s b
oov|o|o |ovesteots aoo aots aoo ob|||s|o eseac|,
oet.o's aoo s'|||s. \e ae ao |ooeoeooeot c|a|t aoo
oo .o' |s eoab|eo b ao eooo.eot o t|e |at|ooa|
|otte. ....oesta.o.o'
Introduction to the Series
T|e C||e |oocat|oo /ov|so, S| ||c|ae| 3abe, oo be|a|
o |easoo, |s co|ss|oo|o a se|es o |ooeoeooeot, ooeo
aoo oact|ca| oob||cat|oos coota|o|o oe. |oeas aoo ev|oeoce
aboot .|at .o's |o eoocat|oo. T|e oob||cat|oos coot|bote
to t|e |oba| o|scoss|oo aboot eoocat|oo, aoo tac'|e aoo
oebate b| 'ooaos.eeo' |eao|o oeeos b ocos|o oo t|e
o||o.|o e||t t|ees. |eao|o Sc|eoce, |oo.|eoe aoo
S'|||s, |eoao aoo |oocato |ect|veoess, |easoeeot
aoo /ssesseot, |||ta| aoo /oaot|ve |eao|o, |ost|tot|ooa|
|ooveeot, Sste |eo aoo |ooovat|oo, aoo /ccess
o /||. \e |ooe t|e se|es .||| be oseo| to oo||c a'es,
eoocatos aoo a|| t|ose |oteesteo |o |eao|o.
Creative Commons
|e|ss|oo |s aoteo oooe a Ceat|ve Cooos
/tt|bot|oo 3.0 |oooteo (CC 3 3.0) ||ceoce to eo||cate,
coo, o|st|bote, taos|t o aoaot a|| cooteot ee|
oov|oeo t|at att|bot|oo |s oov|oeo as |||ostateo |o t|e
eeeoce be|o.. To v|e. a coo o t||s ||ceoce, v|s|t |tto.//
ceat|vecooos.o/||ceoses/b/3.0 o seoo a |ette to
Ceat|ve Cooos, SS` |at|ao /bbott \a, Staooo,
Ca||oo|a `+30S, |S/.
Sao|e eeeoce. |o||ao, |. 8 |ao.ot|, |. (20++) A Rich
Seam: How New Pedagogies Find Deep Learning, |ooooo.
|easoo.
|easoo 20++
T|e cooteots aoo oo|o|oos eoesseo |o t||s oaoe ae t|ose
o t|e aot|os oo|.
|S3|. `80``2+2203S
/ ||c| Sea
Acknowledgements
\e ae ateo| to o|o att|e, |ete |||, \||| ||c|aosoo, a| |e|ta, aoo 3oce ||oo o t|e
eceeo|o| va|oab|e aoo t|oo|to| eeobac' t|at oveo t||s .o' o.ao. \e |ve t|ao's to
oo ooo soooot|o aoo eoaeo |o sste c|aoe aoooo t|e .o|o. ||eaoo /oa, C|aoo|a
Cottess, oaooe o|oo, |o S|aat aoo Saot|ao ||oco Ca||aoo. /oo to oo co||eaoes |o
sc|oo|s aoo oao|sat|oos |o t|e New Pedagogies for Deep Learning |oba| oatoes||o, .e eteoo
oo t|ao's o oo ea| sto|es, eooo|o eot|os|as, aoo e|eot|ess co||aboat|oo oo |oeas. \e
ae oeeo| ateo| to S| ||c|ae| 3abe aoo ||s tea o |v|o os t|e ooootoo|t to ooooce
t||s eoot, aoo o oov|o|o eat eeobac' aoo soooot t|oo|oot t|e oocess.
||oa||, .e .oo|o ||'e to eteoo oo ost s|ocee t|ao's to t|e teac|es, stooeots, sc|oo|s,
eoocat|oo sste |eaoes aoo eoocat|oo eoets (||steo oo t|e o||o.|o oae) .|o s|aeo t|e|
t|e, |oeas, eoe|eoces aoo sto|es .|t| os. Yoo |ave aoe t||s a to| oeeo |eao|o eoe|eoce.
Students
Cat|e|oe V|asov, Toooto, Caoaoa
Stooeots o 3e||evoe |oteoat|ooa| Sc|oo| |o \as||otoo, |o|teo States
Stooeots o \C |av|s, |a' |aoo aoo Ceota| |ee| Secoooa Sc|oo|s |o Cota|o, Caoaoa
Teachers
||z /ooesoo, Cota|o, Caoaoa
Cv|o|o 3ace|o eoaooez, Va|eoc|a, Soa|o
|e||| |t|eeoe, /|abaa, |o|teo States
||aooe ||tzoat|c', Cota|o, Caoaoa
os| |o||ao, Cota|o, Caoaoa
|ette aoc|, Cooeo|aeo, |eoa'
||oooa eott, Cota|o, Caoaoa
||st|o |eoo, \as||otoo, |o|teo States
|e|| |oos, Cota|o, Caoaoa
|ate |oa, C|ootos'et, |eoob||c o |e|aoo
|ao||oe |obets, ||c||ao, |o|teo States
School, District and Regional Education Leaders
|ao 3oc'|e, |eoot eaoteac|e, Sa|tas|.oet Cooo|t Sc|oo|, Coo.a||, |o|aoo
aes 3ooo, ||oc|oa|, |a' |aoo, Cota|o, Caoaoa
ao Coot|o, Sooe|oteooeot o |oocat|oo, |ee| Sc|oo| ||st|ct, Cota|o, Caoaoa
|a.eoce |e |aee, ||oc|oa|, Ceota| |ee| Secoooa Sc|oo|
|a |o, |oess|ooa| |eao|o |eaoe, |eoateot o |oocat|oo, Tasao|a, /osta||a
|o|s |eoaooes, ||ecto, |e|o Sc|oo| C|oste, |otoa|
/aooa eoo|o, /ss|staot ||oc|oa|, |a||as 3oo's Cooo|t ||a Sc|oo|, V|cto|a, /osta||a
|at|e |otoo, C||e /caoe|c Cce, |eao|o Coe to Coe |ooooat|oo, ||a|, ||o|oa, |o|teo States
Va|e|e |aa|t|aoa, ||oc|oa|, |a||as 3oo's Cooo|t ||a Sc|oo|, V|cto|a, /osta||a
|a' |eat|o, C||e |ooat|oo Cce, |ee| Sc|oo| ||st|ct 3oao, Cota|o, Caoaoa
Tao C|eo |ee, ||oc|oa|, Cesceot C||s Sc|oo|, S|oaooe
aze| |asoo, Sooe|oteooeot, |ee| Sc|oo| ||st|ct, Cota|o, Caoaoa
/ooeas |ee, ||oc|oa|, \C |av|s, Cota|o, Caoaoa
Scott |oeas|, /ssoc|ate ||ecto, |ee| ||st|ct Sc|oo| 3oao
S|aoo |oo||ao, Sooe|oteooeot o Co|co|o |ostoct|oo, |ee| Sc|oo| ||st|ct, Cota|o, Caoaoa
Too |ootes,||ecto, |ee| ||st|ct Sc|oo| 3oao
|ob |eo, Sooe|oteooeot, |eoea| \a Sc|oo| ||st|ct, \as||otoo, |o|teo States
|ao| |ev|||e, oe Seceta o |oocat|oo, |assac|osetts, |o|teo States
eoo|e |ose, ||oc|oa|, 3e||evoe |oteoat|ooa| Sc|oo|, \as||otoo, |o|teo States
|a |oseostoc', C||e |ecot|ve Cce, || Tec| || |et.o', Ca||oo|a, |o|teo States
||'a T.ao|, C||e |ecot|ve Cce, |eao|o Coe to Coe |ooooat|oo, Co|ob|a aoo |o|teo States
Education Experts
aes 3eoao, ||cosot |o |oocat|oo, \o|o.|oe
Ce 3ot|e, Co||aboat|ve |oact, Seatt|e, \as||otoo, |o|teo States
|av|o |ao|oe, ||cosot |o |oocat|oo, |o|teo ||ooo
||st| |oo'a, |oesso aoo V|ce |eao at t|e |o|ves|t o e|s|o'|, ||o|aoo
|av|o |at|o, eao o Sc|oo|s |oaes, 3|t|s| Coooc||, |ooooo, |o|teo ||ooo
3ob \|se, oe Coveoo, \est V||o|a, |o|teo States
|act|t|ooes o |e. |eoao|es aoo |eeo |eao|o |otev|e.eo.
/ ||c| Sea
Contents
Chapter One: Fundamental Change in Education
Chapter Two: The New Pedagogies - Learning Partnerships
Chapter Three: The New Pedagogies - Deep Learning Tasks
Chapter Four:
The New Pedagogies - Digital Tools and Resources
Chapter Five:
Measures for Effective vs. Ineffective New Pedagogies
Chapter Six: New Change Leadership
+
2
3
+
S
6
1
10
21
30
38
47
Foreword by Sir Michael Barber
Executive Summary
Bibliography
80
Chapter Seven: New System Economics
63
Chapter Eight: Rich Futures
8
76
i
Foreword
by Sir Michael Barber
T|e o||ta| evo|ot|oo |s taoso|o oo .o', oo oao|sat|oos aoo oo oa|| ||ves. ||ve|ess
cas ae oo. |ea| |o t|ee /e|cao states. Coe t||o o oaeots |o |eoa ae aoe v|a
ob||e o|ooes. \eaab|e cooot|o .||| sooo eao t|at oo ,ac'et .||| oo|to oo |eat
ate (s|oo|o oo .aot |t to). | |ave seeo a v|o||o - o|aeo beaot|o|| - t|at .as 3-| o|oteo.
T||s evo|ot|oo |s a|eao |o |oes acoss t|e oeve|ooeo .o|o aoo |oceas|o| |o t|e
oeve|oo|o .o|o too. /oo t|ee, |t |s taoso|o t|e .a c|||oeo aoo ooo oeoo|e o|a,
access |ooat|oo, cooo|cate .|t| eac| ot|e aoo |eao. 3ot, so a, t||s evo|ot|oo |as oot
taosoeo ost sc|oo|s o ost teac||o aoo |eao|o |o c|assoos.
\|ee tec|oo|o |s oseo, eseac| oo|os oo |ts |oact oo |eaoe ootcoes ae
o|saooo|ot|o. T|e tec|oo|o|ca| evo|ot|oo |o.eve, ooes oot a||o. os to abaoooo oo ab|t|oo
to ose tec|oo|o |o c|assoos. |o cao .e o bac' to teac||o t|e .a .e |ave beeo so a.
t|e teac|e at t|e oot taos|tt|o 'oo.|eoe aoo t|e c|||oeo ||steo|o oo|et|. T|e eseac|
oo ba|o act|v|t b |osa||oo ||cao aoo |e co||eaoes at ||T's |eo|a |ab soests t|at stooeots'
ba|o act|v|t |s oea| ooo-e|steot oo|o |ectoes - eveo |o.e t|ao .|eo t|e ae as|eeo.
|ectoes eooa| ba|o 'at||o|o' aoo, as |oesso ||c |azo o avao |o|ves|t's ||s|cs
|eoateot oots |t, stooeots are more asleep during lectures than when they are in bed!
|o t|ese easoos, .e oeeo a oe. oeoao.
T|ee |s aoot|e easoo too. |o t|e 20t| ceoto .e eoecteo sc|oo| sstes to sot oeoo|e.
t|ose .|o .oo|o o to oo|ves|t aoo t|ose .|o .oo|oo't, t|ose .|o .oo|o oo ooess|ooa|
,obs aoo t|ose .|o .oo|oo't, aoo t|ose .|o .oo|o || t|e se|-s'|||eo aoo oos'|||eo ,obs o
.||c| |o|a| |eao|o at sc|oo| .as eoo|eo.
|o t|e 2+st ceoto .e ae a.ae t|at t||s |s oot ooo eooo| - oot ooo eooo| oa||,
oot ooo eooo| soc|a|| aoo oot ooo eooo| ecooo|ca||. |ac||oes cao oo oc| o t||s
.o' bette t|ao oeoo|e. \e s|oo|o be ab|e to ce|ebate t|at act, bot .e cao't, becaose t|e
taosoat|oo |s |eav|o ||||oos o oeoo|e .|t|oot .o', esoec|a|| ooo oeoo|e aoooo t|e
.o|o. Co| t|e .e|| eoocateo cao ooss|b| t||ve |o t|e .o|o t|at |s co|o. \e oeeo eve
ooo oesoo to aooate o sc|oo| eao o co||ee, caee aoo c|t|zeos||o. |veooe.
/ ||c| Sea
|eao.|||e t|e o.|o caoac|t aoo o.|o teooeoc o sc|oo| sstes to |eao o
eac| ot|e at eve |eve| - o c|assoo to |o|st - ae |oo|cat|oos o t|e |oe ooteot|a|
beoets o |oba||sat|oo. Coe |o||cat|oo |s t|at .e .||| see t|e oe. oeoao eee |o .|oe|
o|st|boteo o|aces acoss t|e |obe. /oot|e |s t|at teac|es aoo sste |eaoes, .|eeve t|e
ae, .||| be ab|e to |eao ve oo|c'| o t|e| oees acoss t|e .o|o.
| .e coo|o oeve|oo a oe. oeoao t|at .oo|o |e|o os |se to t|ese t.o c|a||eoes aoo a'e
t|e ost o |oba||sat|oo to soeao |t acoss t|e .o|o, .e .oo|o see a |oe acce|eat|oo |o
t|e |ooveeot o eoocat|oo ootcoes - |o o|ace o t|e ostat|o| s|o. |oceeota| a|os
o eceot oecaoes. |oeove, .e .oo|o see |eao|o ootcoes t|at .oo|o |oc|ooe oot oo|
||teac aoo ooeac, v|ta| t|oo| t|e ae, bot a|so t|ose .|oe, |ess .e||-oeoeo ootcoes
soc| as oob|e-so|v|o, co||aboat|oo, ceat|v|t, t||o'|o |o o|eeot .as, aoo bo||o|o eect|ve
e|at|oos||os aoo teas.
/t |easoo .e |ave co|ss|ooeo a se|es o oaoes b |eao|o eoocat|oo t||o'es t|at .e
|ooe .||| |e|o eoocatos aoooo t|e .o|o oooestaoo aoo coot|bote to eso|v|o t|e |oe
eoocat|oo c|a||eoes o oo ea.
T||s oaoe, b ||c|ae| |o||ao aoo |a|a |ao.ot|, |s t|e st |o t|e se|es, aoo |t aooesses
t|e |ssoe o t|e oe. oeoao, .||c| |s ceota| to t|e otoe aeooa. T|e aot|os s|o. t|at t|e
oe. oeoao |s baseo oo a |eao|o oatoes||o bet.eeo aoo aoo stooeots aoo teac|es
t|at taos |oto t|e |ot|os|c ot|vat|oo o stooeots aoo teac|es a||'e. T|ese oe. oeve|ooeots
ae so attact|ve t|at t|e soeao eas|| aoo cao be ot|eeo b |eaoes||o t|at esoooos to
aoo eoab|es ot|e |eao|o. Coc|a||, t||s oe. |eao|o |s |eav|| baseo |o t|e 'ea| .o|o' o
act|oo aoo oob|e so|v|o, aoo |t |s eoab|eo aoo eat| acce|eateo b |ooovat|oos |o o||ta|
tec|oo|o. T|ese oces coovee to ooooce oeeo |eao|o tas's aoo ootcoes.
C coose oc| o .|at |o||ao aoo |ao.ot| oesc|be |s oot oe. at a||. |t bo||os oo a
tao|t|oo o|o bac' t|oo| to ||aet, Vots' aoo ot|e 'e t|eo|sts. So, cao .e ea|| acceot
|o||ao aoo |ao.ot|'s c|a| to be oesc|b|o t|e oe. oeoao|es`
| be||eve .e cao o t.o easoos.
T|e st easoo |s t|at .|at t|e oesc|be |s a oe. oeoao ee|o, oot |o |aboato|es
o oo|ves|t|es, bot at t|e oot||oe, |o c|assoos as a aoat as |eoa', Caoaoa, |o|aoo,
/osta||a, Co|ob|a, aoo Ca||oo|a. |t |s oeve|oo|o, t|e aoe, |o esooose to t|e c|s|s o
boeoo aoo ostat|oo aoo stooeots aoo caee o|s|||os|ooeot aoo teac|es. T|e| case
|s t|at sstes cao |aoess t||s oe. oeoao aoo a'e |t ob|oo|toos, bot caooot cooto| |t.
T|e secooo easoo |s t|at tec|oo|o |o t|ese sett|os |s oseo |o soc| a .a t|at |t oa|| be|os
to ea||se |ts oo|se to taoso teac||o aoo |eao|o. T||s oaoe bo||os oo |o||ao's |ootaot
boo' Stratosphere, .||c| aoeo t|at oo| .|eo sste c|aoe 'oo.|eoe, oeoao, aoo
tec|oo|o ae t|oo|t aboot |o ao |oteateo .a cao tec|oo|o a'e a oaat|c o|eeoce
to ootcoes. |t a|so bo||os oo Alive in the Swamp, b |o||ao aoo co||eaoe |ate|o |oooe||,
.||c| ta'es t|e Stratosphere t|ao|e aoo s|o.s ve oact|ca|| |o. eoocatos at bot| sc|oo|
aoo sste |eve|s cao soccesso|| |oteate c|aoe 'oo.|eoe, oeoao, aoo tec|oo|o to
|oove ootcoes. |o s|ot, .e ae at |ast beco|o ab|e to oeo|o tec|oo|o |o .as t|at .|||
taoso |eaoe ootcoes.
/s |o||ao aoo |ao.ot| aoe, | t|e case t|e a'e |s acceoteo, t|e |o||cat|oos ae
s|o|caot o co|co|o, assesseot, teac||o aoo |eao|o, aoo o otoe state aoo
oao|sat|oo at sc|oo| aoo sste |eve|s. T|e aoe o|aos|b|, o eao|e, t|at sstes coo|o
ac||eve t.|ce t|e |eao|o at t|e sae cost - a o|ze .e|| .ot| se|z|o |o ao ea .|eo oob|c
oaoces ae oooe oessoe aoooo t|e |obe.
T|e ooo't c|a| to |ave a|| t|e aos.es o to |ave so|veo a|| t|e oob|es, bot | be||eve t|e
|ave aovaoceo t|e aoeot b be|oo|o to oeoe t|e oe. oeoao|es bette, b |||ostat|o
.|at t|e |oo' ||'e at sc|oo| aoo c|assoo |eve|s, aoo b eo|o|o t|ese |o||cat|oos.
| be||eve t|at A Rich Seam aoo t|e ot|e essas to coe |o t||s se|es .||| aovaoce ao |ootaot
coovesat|oo - ooe aboot .|at .e |ave to oo aoo |o. ast .e cao oo |t, to eosoe t|at eve
stooeot oo t|e o|aoet ets ao eoocat|oo t|at .||| eoab|e t|e to t||ve |o t|e 2+st ceoto.
\e |ooe t|at b eao|o t||s aoo t|e sobseooeot oaoes, oo too .||| eoae |o t|at
coovesat|oo b oebat|o, coeot|o, c|t|oo|o, aoo oov|o|o oact|ca| soest|oos o
|oov|o |eaoe ootcoes. T||s .a, .e cao a||, co||ect|ve|, |eao oe oeeo| aoo oe
ao|o| .|at .e oeeo to oo to taoso eoocat|oo aoooo t|e .o|o.
i | / ||c| Sea
Executive Summary
T||s eoot |s aboot t|ee oe. oces t|at ae coove|o to bea' ooeo ooo||oos |eao|o
ooss|b|||t|es. T|e st oce, 'oe. oeoao|es', so|os o t|e oe. |eao|o oatoes||os t|at
eee bet.eeo aoo aoo stooeots aoo teac|es .|eo o||ta| too|s aoo esooces becoe
oevas|ve. T|e secooo, 'oe. c|aoe |eaoes||o', ees too-oo.o, botto-oo aoo s|oe.as
eoe|es to eoeate c|aoe t|at |s aste aoo eas|e t|ao aot||o seeo |o oast eots at
eo. T|e t||o, 'oe. sste ecooo|cs', a'es t|e oo.eo| |eao|o too|s aoo esooces
t|at acce|eate t|e st t.o oces oe aooab|e o a||. T|ese oces ae oasceot, bot .e
see t|e eoaoo|o ao|o| toet|e act|o as a o o oos|t|ve coota|oo t|at becoes
oostoooab|e |veo t|e ||t cooo|t|oos.
T|ese ae c|aoes .e oesoeate| oeeo. / eoeat|oo o oot| |s ac|o oaoot|o c|a||eoes.
|oeo|oeot ates aoo ooo oeoo|e ae at ao a||-t|e |||. |a too ao stooeots oo
t|e| sc|oo||o bo|o aoo |e|evaot, aoo ooo't coos|oe |t a oeo|ctab|e oote to a ooo ,ob aoo
||e. /|o soc| |oo, ao o os ae t|o to oo a .a to eoaoo t|e ooc'ets o eoocat|ooa|
|ooovat|oo t|at o|ect| aooess t|ese c|a||eoes so t|at t|e becoe boao, |o||st|c c|aoe
acoss .|o|e sstes. T||s eoot oesc|bes a |c| sea o |os||t |oto |o. eoocat|oo sstes
ae be|oo|o to c|aoe aoo |o. oe. oeoao|es t|at a| to ac||eve oeeo |eao|o oo a
|ae sca|e ae a|eao be|o |o|eeoteo |o c|assoos, |o sc|oo|s aoo acoss a e. eoocat|oo
sstes.
T|e 'oe. oeoao|es' ae oot ,ost |ostoct|ooa| state|es. T|e
ae oo.eo| ooe|s o teac||o aoo |eao|o, eoab|eo aoo
acce|eateo b |oceas|o| oevas|ve o||ta| too|s aoo
esooces, ta'|o |o|o .|t||o |eao|o eov|ooeots t|at
easoe aoo soooot oeeo |eao|o at a|| |eve|s o t|e
eoocat|oo sste. '|eeo |eao|o', |o t|e .a .e .|||
oesc|be |t, oeve|oos t|e |eao|o, ceat|o aoo 'oo|o'
o|soos|t|oos t|at ooo oeoo|e oeeo to t||ve oo. aoo
|o t|e| otoes. |e|seo oo t|e oo|ooe oo.es o |oao
|ooo|, ceat|v|t, aoo oooose, oe. oeoao|es ae oo|eas||o
stooeots aoo teac|es' eoe aoo ec|teeot |o oe. |eao|o
oatoes||os t|at oo, act|vate aoo co|t|vate t|e oeeo |eao|o ooteot|a|
|o a|| o os. |eeo |eao|o |s oe oatoa| to t|e |oao cooo|t|oo becaose |t oe c|ea|
coooects .|t| oo coe ot|vat|oos. to o|ect| aoo oeeo| eoae |o |eao|o, aoo to oo t||os
t|at to| a'e a o|eeoce to oo ||ves aoo to t|e .o|o. |o t|e best eao|es, teac|es aoo
stooeots ae tea|o oo to a'e |eao|o |es|st|b| eoa|o, aoo steeoeo |o ea|-||e
oob|e-so|v|o.
The new
pedagogies
require students to
create new knowledge
and connect it to the
world by using the
power of digital
tools
o. |e. |eoao|es ||oo |eeo |eao|o | ii
\|at |s oe. |s t|at t|ese teoos ae aooea|o oe oteo |o oo|oa sc|oo|s. T|ese oas oo
ooo't oeeo to be a |||t|oose sc|oo| .|t| eta esooces to be |ooovat|ve oo ,ost oeeo
to a||o. aoo |ote|||eot| oste .|at |s a|eao ee|o. |oceas|o|, o||ta| access |s ee|o
teac||o aoo |eao|o o t|e coosta|ots o oesc|beo co|co|a cooteot. T|ese oces o|ve
c|aoes |o t|e o|es aoo e|at|oos||os o stooeots aoo teac|es, aoo teac|es, aoo .|t||o
oao|sat|ooa| sstes. /s .e s|o. t|oo| eao|es, .|eo t|ese e|eeots ae |o|eeoteo
eect|ve|, t|e cao oaat|ca|| |oove |eao|o ootcoes. /oo .e .||| a|so s|o. t|at,
oto|toos|, t|e cost o oov|o|o o||ta| access |as oo. coe .|t||o eac| o eoocat|oo sstes'
sca| caoab|||t|es. T|e ooce a-etc|eo oot|oo o 't.|ce t|e |eao|o o |a| t|e o|ce' |s beco|o
oe ooss|b|e b t|e |oote.
Yet ac||ev|o ea| a|os |o oeeo |eao|o |s oot eas. |oess|ooa| teac||o caoac|t ost be bo||t
o t|e oe. oeoao|es to be eect|ve. /t t|e |eat o t|ese oeve|ooeots |s t|e oeeo o
teac|es aoo stooeots to becoe ece||eot ||e-|oo |eaoes, |oo|v|ooa|| aoo co||ect|ve|. |o t|e
eoot .e oeoe t|e c|aacte|st|cs o eect|ve aoo |oeect|ve ves|oos o oe. oeoao|es, aoo
.e oesc|be t|e stooeot's oe. o|e as ao eooa| |eao|o oatoe. e|o|o stooeots to aste t|e
|eao|o oocess, b|o|o eate v|s|b|||t to t|at oocess, |evea|o t|e oo.e o oee teac||o,
coooect|o t|e |eao|o to stooeots' |oteests aoo aso|at|oos, aoo coot|oooos| aoa|s|o aoo
eva|oat|o |eao|o ooess aoo c|oos|o |eao|o state|es baseo oo t|at aoa|s|s a|| o t||s
ost becoe oat o t|e coe eoeto|e o oo teac|es' eoet|se as t|e |eao o eac|
ot|e, aoo .|t| aoo o stooeots.
\e .||| see t|at .|eo teac|es aoo stooeots eoae |o oeeo |eao|o, t|e oatoe .|t|
eac| ot|e |o oe oesooa| aoo taosoaeot |eao|o oocesses .|ee ||| eoectat|oos ae
otoa|| oeot|ateo aoo ac||eveo t|oo| c|a||eo|o oeeo |eao|o tas's. T|e ocos becoes
eoso|o t|at stooeots aste t|e oocess o |eao|o. e|o|o stooeots |eao aboot t|ese|ves
as |eaoes aoo coot|oooos| assess aoo eect oooo t|e| o.o ooess |s esseot|a| to t||s
oocess. T|e oe. oeoao|es, as .e .||| oesc|be t|e, eoo|e stooeots oot oo| to ceate oe.
'oo.|eoe, bot a|so to coooect |t to t|e .o|o, os|o t|e oo.e o o||ta| too|s to oo t||os t|at
atte beooo sc|oo|. |t |s t|oo| t||s oa| steo o 'oo|o' t||os .|t| 'oo.|eoe t|at stooeots
a|o t|e eoe|eoce, se|-coooeoce, oeseveaoce aoo ooact|ve o|soos|t|oo t|e oeeo to ceate
va|oe |o oo 'oo.|eoe-baseo, tec|oo|o-o|veo soc|et|es.
iii | / ||c| Sea
T|oo| t|e cob|oat|oo o t|e 'oos|' o tao|t|ooa| sc|oo||o t|at a||s to 'eeo stooeots
o teac|es eoaeo, aoo t|e 'oo||' o oe. oeoao|es oo|eas|eo t|oo| o||ta| access, t|e
taosoat|oo o eoocat|oo sstes oo a boao sca|e becoes oot oo| ooss|b|e, bot |oev|tab|e.
|c|t|o|, t|ese oeve|ooeots ae oo. be|o o|veo aoo sosta|oeo o|a|| b teac|es aoo
stooeots. T|e ae bottesseo b sc|oo| aoo o|st|ct |eaoes .|o co|t|vate t|e |ateot eoe. T|e
o|os|oo o t||s ec|teeot |s |oeoab|e, becaose |t ecoooects teac||o aoo |eao|o .|t| t|e
ea||t|es o oo oa. |eaoes .|o becoe oatoes |o t|e oeeo |eao|o oocesses, aoo .|o
oste co||aboat|ve, |s'-s|a|o co|toes, |ov|te aoo eoaoo |o|eeot c|aoe |o sc|oo|s aoo
sstes .|ee t|e oe. oeoao|es ae ta'|o o. 3ot .|o|e-sste c|aoe st||| aces s|o|caot
ba|es |o ost o|aces. T|ese ba|es es|oe o|a|| |o t|e stooeot assesseot, teac|e
eva|oat|oo aoo sc|oo| accoootab|||t e|es t|at coeot| oeoe soccess o oo eoocat|oo
sstes. |ot|| .e oo oe. .as to oeoe aoo easoe soccess .as t|at easoe sc|oo|s'
aooot|oo o oe. oeoao|es aoo stooeots' ac||eveeot o oeeo |eao|o ootcoes coc|a|
sste actos .||| staoo |o oooos|t|oo to |ooovat|oo. |e. easoes ae oeot| oeeoeo to
|ve stooeots, teac|es, oaeots aoo |eaoes a c|ea o|ctoe o .|at oeeo |eao|o ea|| eaos |o
oact|ce aoo |o. |t cao coocete| aoo oos|t|ve| aect t|e otoes o oo ooo oeoo|e.
T|ee |s a sto|e a|eao, bot ooe .|ee t|e ooos o soccess ae oaat|ca|| |oceas|o. \e
oo oot c|a| to |ave a|| t|e aos.es. 3ot becaose t|e |os||ts oesc|beo |o t||s eoot ae
baseo o|a|| oo o|scoss|oos .|t|, aoo obsevat|oos o, stooeots, teac|es aoo sc|oo| |eaoes,
aoo becaose |t eects oeeo |eao|o t|at aooea|s oatoa|| to oot| aoo aoo|ts a||'e, .e ae
oot||st|c t|at .|at .e oesc|be |s |aooeo|o |o oact|ce, oot ,ost |o t|eo. Co oa| .|t|
t||s eoot |s to oa. atteot|oo to .|at |s be|oo|o to |aooeo |o t|e |ooe t|at |t .||| oste
sosta|oab|e c|aoe acoss .|o|e sstes to ac||eve oeeo |eao|o a|s.
|ost o a||, oo essae |s t|at stooeots aoo teac|es cao, |ooeeo ae a|eao oo|o so, ceate
t|e otoe tooa t|oo| t|e| act|oos. \e |ave set oot .|at t|ese |oeas |oo' ||'e aoo |ave
oov|oeo state|c act|oos t|at cao be ta'eo b stooeots, oaeots, eoocatos aoo oo||c a'es
|oo|v|ooa|| aoo toet|e. \e be||eve t|at oe. oeoao|es aoo oeeo |eao|o cao be ea||seo
oc| soooe t|ao .e ||t |a|oe aoo oo a ve |ae sca|e. T|e oosoects ae ea|, aoo |t |s
t|e to o| |o.
o. |e. |eoao|es ||oo |eeo |eao|o | 1
Fundamental Change
in Education
Introduction
T|e 'oeseot oast' |s t|e oo|oaot ooe| o eoocat|oo st||| ev|oeot |o ost o|aces tooa. |t |s
a ooe| t|at |s eceo|o oe aoo oe ao|o| as t|e t|ee oces oe. oeoao|es, oe.
c|aoe |eaoes||o, aoo oe. sste ecooo|cs oesc|beo |o t||s eoot coovee |o ao
eoocat|ooa| cootet t|at |s oveooe o taosoat|oo. A Rich Seam |s aboot a ao|ca| c|aoe |o
t|e e|at|oos||os bet.eeo a|| t|e 'e o|aes |o |eao|o. stooeots, teac|es, tec|oo|o|es, sc|oo|
co|toes, co|co|a aoo assesseots. T|e eoot |s a|so aboot |o. aoo .| c|aoe |s occo|o
oe oao|ca|| t|ao eve beoe. \|eo cooo|t|oos ae so oe||cate| ba|aoceo, t|e o|scove o
|c| seas cao oo|c'| oocove ass|ve |ateot esooces.
Co soc|et|es ae soeoo|o oe t|e, ooe aoo esooces t|ao eve beoe oo eoocat|oo.
+

|oe t|ao at ao t|e |o ||sto, ao |oo|v|ooa|'s eoocat|ooa| atta|oeot |s v|ta| to |e o ||s
otoe soccess |o ||e. Yet oo a|ostea eoocat|oo |ost|tot|oos ae |oceas|o| ootaeo as
obso|ete, oes|oeo o t|e ooooses o ao ea||e, ass-ooooct|oo, |ooost|a| ea.
2
Stoo ate
stoo aoo T||ta|' ate T||ta|'
3
||||||ts |o. t|e |||-oessoe ocos oo soace cooteot
'oo.|eoe easoeo t|oo| tao|t|ooa| eas oos|es stooeots aoo teac|es oot o sc|oo|.
+
/t t|e sae t|e, t|e .o|o beooo sc|oo|, .|t| |ts |oes o o||ta| eoteta|oeot aoo o|e
t|eats o otoe ooeo|oeot, oo||s ooo oeoo|e a.a o ao |eao|o oece|veo as
|e|evaot. |o a eceot oat|ooa||-eoeseotat|ve Ca||oo sove |o t|e |o|teo States (|S), S` o
aoo|ts aeo +8 to 3S sa|o t|e oeve|ooeo ost o t|e s'|||s t|e ose |o t|e| coeot ,ob outside
of school.
S
|o aoot|e Ca||oo sove o oot|, +3 o a|| t| t|oo| +2t| aoes sa|o t|e
|ooeo to |aooc| t|e| o.o bos|oess soeoa, et oo| c|a|eo to |ave ao eoe|eoce t|at
.oo|o |e|o t|e oeoae o t||s.
6
|s |t ao .oooe t|at stoo|es o ao cooot|es s|o.
t|at |ess t|ao +0 o oooe secoooa stooeots ae |ote||ectoa|| eoaeo at sc|oo|`
Yet .|||e
+
Everything else has accelerated but schools have not; so schools have become more disconnected.
The walls between schools and the outside need to be more permeable.
|otev|e. .|t| |a |oseostoc', C|C o || Tec| || |et.o', Sao ||eo, Ca||oo|a
+
C|C| 20+2
2
|e|ta 20+3a
3
See soe o t|ese at ....ootobe.co/.atc|`v=tS2||\Z|+ aoo ....ootobe.co/.atc|`v=z|Z|c|Co|+|
+
T||s ostat|oo |s caotoeo b t|e aooe So|| 3ea's |o ||s YooTobe v|oeo '| .||| oot |et ao ea eso|t oec|oe ate' ....ootobe.co/
.atc|`v=|-eV|_C_o-Y
S
Ca||oo 20+3a
6
Ca||oo 20+3b
eo'|os 20+3, \|||s et a| 200`

2 | / ||c| Sea
oa| |ost|tot|oos o eoocat|oo |s' |e|evaoce |o t|e ees o stooeots, t|e ooootoo|t|es o
|eao|o eoe|eoces coooecteo to ooe's o.o |oteests aoo aso|at|oos ae eo|oo|o oo||oe. /s
\||| ||c|aosoo sa|o to os, The real transformation of technology and the Web is that it creates a
freedom to learn and a freedom to contribute and participate on a global scale that didnt exist even
a decade ago. T||s |s t|e cootet |o .||c| oe. oeoao|es ae be|oo|o to soeao. |ooe soc|
cooo|t|oos, |ae-sca|e c|aoe becoes bot| eas|e aoo |oev|tab|e.
Co oa| |o t||s eoot |s to coot|bote to a c|eae v|s|oo o a oe. ooe| o eoocat|oo, aoo
to oov|oe |os||ts |oto |o. t|at v|s|oo cao ao|o| becoe a ea||t acoss .|o|e sstes.
T||s 'oe. oeoao|es' eoocat|oo ooe| |s eaeo to.aos oooaeota|| o|eeot a|s o
|eao|o, a|s oe e|evaot to t||s ea. \e aoo ot|es |ave beoo to ca|| t|ese oe. oa|s
'oeeo |eao|o.'
8
T|e oa|s o oeeo |eao|o ae t|at stooeots .||| a|o t|e cooeteoc|es aoo
o|soos|t|oos t|at .||| oeoae t|e to be ceat|ve, coooecteo, aoo co||aboat|ve ||e-|oo
oob|e so|ves aoo to be |ea|t|, |o||st|c |oao be|os .|o oot oo| coot|bote to bot a|so
ceate t|e cooo ooo |o tooa's 'oo.|eoe-baseo, ceat|ve, |oteoeoeooeot .o|o.
`
T|ese
ae oot s|oaos to os. /s t||s eoot evea|s, .e ae oo|o oe aoo oe coocete, oact|ca|
eao|es o t|e ac||eveeot o t|ese oa|s .|t||o a|ostea sc|oo|s aoo c|assoos. T|e
ooest|oos .e aooess |o t||s eoot ae oot o|a|| aboot .|et|e soc| oeeo |eao|o oa|s
s|oo|o becoe t|e ocos o eoocat|oo ooe|s. |at|e, .e ocos oo t|e ooest|oos o .|at t|e
esseot|a| e|eeots o t|ese oe. oeoao|es ae, |o. oe. oeoao|es cao eect|ve| oeve|oo
oeeo |eao|o, aoo .| aoo |o. t|e ae soooeo| stat|o to soeao ate a eoeat|oo o
ostateo eo eots.
What is New about the New Pedagogies
T|e 'oe. oeoao|es' cao be oeoeo socc|oct| as a new model of learning partnerships between
and among students and teachers, aiming towards deep learning goals and enabled by pervasive
digital access. |ost |ostoct|ooa| e|eeots o t|e oe. oeoao|es ae oot 'oe.' teac||o
state|es, a|t|oo| .e .oo|o sa t|at t|e act|ve |eao|o oatoes||os .|t| stooeots ae oe..
|ao o t|e teac||o state|es t|at |ave beeo aovocateo o at |east a ceoto b t|e ||'es o
|e.e, ||aet, |ootesso| aoo Vots' ae be|oo|o to eee aoo be ebaceo. |ev|oos|,
t|e cooo|t|oos o t|ese |oeas to ta'e |o|o aoo oo|s| o|o oot e|st. Tooa, t|ee ae s|os t|at
t||s |s c|ao|o. Coc|a||, t|e oe. |oeas, cooaeo to t|e oast, |ave ooteot|a|| eate oec|s|oo,
soec|c|t, c|a|t, aoo above a|| eate |eao|o oo.e. \e ae see|o a o o oos|t|ve
coota|oo as t|ese oo.eo| teac||o state|es be|o to ta'e |o|o |o eo|a sc|oo|s aoo |o a||
tao|t|ooa| oob||c eoocat|oo sstes. T|e ae ee|o a|ost as a oatoa| cooseooeoce o
stooeot aoo teac|e a||eoat|oo oo t|e ooe |aoo, aoo o.|o o||ta| access oo t|e ot|e |aoo.
/s .e s|a|| see, t|ese oeve|ooeots |ave oooooo |o||cat|oos o co|co|o, |eao|o oes|o
aoo assesseot.
8
|at|ooa| |eseac| Coooc|| 20+2, e.|ett |ooooat|oo 20+2, /TC2+s.o
`
|o||ao aoo |ao.ot| 20+3, 3abe, ||zv| aoo |oooe|| 20+2
|o t|e o|o oeoao|es, a teac|e's ooa||t .as assesseo o|a||
|o tes o t|e| ab|||t to oe||ve cooteot |o t|e| aea o
soec|a||sat|oo. |eoao|ca| caoac|t .as secoooa|| |ootaot,
|ts oeve|ooeot |o co||ees o eoocat|oo va|eo a |ot b
cooot aoo co|toe. |o ost o|aces, 'teac||o state|es'
ove.|e||o| eaot o|ect |ostoct|oo. |o eceot oecaoes,
tec|oo|o |as beeo |aeeo oo too o cooteot oe||ve
aoo oseo o|a|| to soooot stooeots' aste o
eoo|eo co|co|a cooteot.
By contrast, in the new pedagogies model, the foundation of
teacher quality is a teachers pedagogical capacity their repertoire
of teaching strategies and their ability to form partnerships with students
in mastering the process of learning. Tec|oo|o |o t|e oe. ooe| |s oevas|ve aoo |t |s oseo to
o|scove aoo aste cooteot 'oo.|eoe and to eoab|e t|e oeeo |eao|o oa|s o ceat|o aoo
os|o oe. 'oo.|eoe |o t|e .o|o.
Figure 1: How the New Pedagogies are Different

T|e above o|aa |e|os soa|se t||s o|scoss|oo o |o. t|e oe. oeoao|es aoo oeeo
|eao|o o|e o t|e ooe| o eoocat|oo t|at oo|oateo oc| o t|e |ast ceoto. ||st, t||s
ooe| |s oe. becaose |t a|s to ac||eve oeeo |eao|o oa|s t|at involve the creation and use
of new knowledge in the real world. Secooo, t||s ooe| becoes ao|est |o t|e oe. |eao|o
oatoes||os t|at eee bet.eeo aoo aoo stooeots aoo teac|es .|eo t|e learning process
becoes t|e oca| oo|ot o t|e otoa| o|scove, ceat|oo aoo ose o 'oo.|eoe. T||o, t||s
ooe| esoooos to aoo |s enabled by digital access inside and outside of schools.
Old
Pedagogies
New
Pedagogies
Deep
Learning
Content
Mastery
Content Knowledge Master Required Content
Pedagogical
Capacity
Tech
Use
Discover and Master Content Together
Ubiquitous Technology
Pedagogical Capacity
Create and Use NEW
Knowledge in the World
The
foundation
of teacher quality
is pedagogical capacity
teachers repertoire
of teaching strategies
and ability to form
partnerships with
students
4 | / ||c| Sea
T|e oa.o|o o||ta| ea c|aoes oooaeota| asoects o eoocat|oo. |t c|aoes t|e tao|t|ooa|
o|es o teac|es aoo tetboo's as t|e o|a sooces o cooteot 'oo.|eoe. |t c|aoes what
it is possible for students to do, as tec|oo|o eoab|es t|e to o|scove, ceate aoo ose 'oo.|eoe
|o t|e ea| .o|o aste, oe c|eao| aoo .|t| aot|eot|c aoo|eoces. |o t|e oast, .|at ost
eoocatos eaot b t|e te 'aoo||o 'oo.|eoe' .as .o'|o oo tas's o so|v|o oob|es
to oeoostate aste o cooceots. 3ot t|e so|ot|oos ea|oeo .|t||o t|e booooa|es o
tetboo's, c|assoos, aoo sc|oo|s. |||ta| access a'es |t ooss|b|e o stooeots to aoo|
t|e| so|ot|oos to ea|-.o|o oob|es .|t| aot|eot|c aoo|eoces .e||
beooo t|e booooa|es o t|e| sc|oo|s. T||s |s t|e ea| ooteot|a|
o tec|oo|o to aect |eao|o oot to ac|||tate t|e oe||ve
aoo coosoot|oo o 'oo.|eoe, bot to eoab|e stooeots to
ose t|e| 'oo.|eoe |o t|e .o|o. |oot|, .|at a'es t|ese
oeve|ooeots ao|ca| |s t|at t|e ae be|oo|o to occo
acoss eot|e sstes.
T|e o||ta| ea |s c|ao|o t|e oo|oaot oaao|s o |o.
oao|sat|oos ooct|oo. |o oc| o t|e oev|oos ceoto, t|e
oo|oaot ooe| .as ooe o ||eac|, too-oo.o aoaeeot
aoo ass staooao|sat|oo o |ooost|a| aooacto|o. T||s ooe|
|ooeoceo t|e oao|sat|oo o sc|oo|s t|at becae oe ||'e ||tt|e
acto|es ooooc|o staooao|seo |oao 'oooocts.'
+0
Tooa, oo ecooo|es ae s||t|o, aoo t|e
oe. ooe|s ae ooes o |eao|o aoo |ooovat|oo, o eoteoeoeos||o, o ceat|v|t aoo o |oba|
co||aboat|oo. T|ese actos ae cob|o|o to estab||s| oooobea'|o cooo|t|oos o oeeo
|eao|o to ta'e o oo a ass|ve sca|e.
The Past and Future of this Work
T|e oe. oeoao|es oesc|beo |o t||s eoot ae oat o a |ae boo o .o' t|at .e ae
oooeta'|o .|t| a ooo o |oteoat|ooa| co||eaoes aoo oatoes, co||aboat|o to +) oov|oe
eate c|a|t to .|at 'oeeo |eao|o' eaos |o oact|ce, aoo 2) oeve|oo oact|ca| t|eo aoo
ev|oeoce oo |o. to |o|eeot t||s toe o |eao|o ost eect|ve|, aoo 3) to oo t||s oo a |ae
sca|e .|t| eo|a oob||c sc|oo|s. |o s|ot, .e ae |oeot||o oe. oeoao|es |o act|oo, as .e|| as
|e|o|o to soa.o aoo |eao o oe. eao|es t|at ae ao|o| ee|o. T|e oeseot eoot
a|so bo||os o a stea o e|ateo .|t|os b ||c|ae| |o||ao aoo co||eaoes .||c| beao .|t|
ao aoa|s|s o t|e ost eect|ve o|ves o .|o|e-sste eo (.||c| ae eect|ve oeoao
aoo co||ect|ve caoac|t-bo||o|o sste-.|oe),
++
coot|ooeo .|t| ao eoos|t|oo oo t|e ooteot|a|
o oaat|c |ooveeots |o eoocat|ooa| oeoaoce baseo oo |ooovat|oos |o |eao|o
ooe|s,
+2
aoo ost eceot| oov|oeo a oe. ooe| o assess|o t|e |oact o eoocat|ooa|
tec|oo|o|es.
+3

+0
|e|ta 20+3a
++
|o||ao 20+0, |o||ao 20++
+2
|o||ao 20+3b
+3
|o||ao aoo |oooe|| 20+3
These
factors are
combining to establish
groundbreaking
conditions for deep
learning to take off on
a massive scale
|o ||c|ae|'s boo' Stratosphere |e aoe t|e case t|at t|ee ae t|ee b| |oeas t|at |ave oeeoeo
eac| ot|e bot .||c| e. oo |ooeoeooeot| ove t|e oast +0 eas. technology, esoec|a|| as |t
becoes oseo oot oo| b teac|es bot b stooeots as oat o t|e| |eao|o, pedagogy, esoec|a||
s|oce aovaoces |o t|e +``0s |o t|e sc|eoce o |o. oeoo|e |eao
++
, aoo change knowledge,
esoec|a|| s|oce t|e |o|eeotat|oo o c|aoe becae a ocos aoooo +`0 aoo evo|veo |oto
|oeas o .|o|e sste c|aoe.
T|e aoeot .as t|at |t .as t|e o t|ese
t|ee oces to coooect aoo o||| t|e oo|se
o evo|ot|oo|s|o |eao|o. Stratosphere aoeo
t|at | oeoao .ee to be t|e ooooat|oo, aoo
| tec|oo|o coo|o be t|oo|t o as ao eoab|e
aoo too| |o t|e sev|ce o oeeo |eao|o, t|eo .e
coo|o ac||eve soet||o oe. aoo oo.eo|. |t
.oo|o be ooss|b|e to eoaoo t||s ac||eveeot
acoss .|o|e sstes | .e .ee to ose 'c|aoe
'oo.|eoe' oo |o. to bo||o caoac|t|es aoo
ao oeoo|e .o'|o toet|e. T|e o|t|ate oa| .oo|o be to a|te .|o|e eoocat|oo sstes
b ett|o t|e vast a,o|t o ebes to ose oeoao aoo tec|oo|o |o oe. aoo
|oteateo .as to ac||eve a oe. v|s|oo o oeeo |eao|o. /oo a|| o t||s .oo|o oeeo to be oooe
|o a .a t|at .oo|o eet t|e cooceos o oo||c-a'es aoo t|e oob||c eao|o |e|t|ac aoo
eso|t |o oe e|evaot |eao|o ootcoes. Stratosphere at|co|ateo t|e ooteot|a| o oaat|c
|ooveeots |o eoocat|ooa| oeoaoce, bot |t o|o oot s|o. how to b|o aboot soc|
|ooveeots.
/t t|e sae t|e, t|ee .as a ve|tab|e eo|os|oo o |ooovat|oos |ao|azao| co|o ooto
t|e eoocat|ooa| sceoe.
+S
|o cooass e|steo to oov|oe a o|oe oo .|at '|oo o |oact t|ese
tec|oo|o|es .oo|o |ave. So ||c|ae| .o'eo .|t| |ate|o |oooe|| to oeve|oo a s|o|e
|ooe t|at .oo|o |e|o oeoo|e assess t|e ooteot|a| o o||ta| |ooovat|oos accoo|o to t|e t|ee
o|eos|oos o +) oeoao, 2) |o|eeotat|oo/sste c|aoe, aoo 3) tec|oo|o. \e ca||eo
t||s eoot Alive in the Swamp, becaose t|e coeot | o o||ta| |ooovat|oos o eoocat|oo
.as aoo ea|os a s.ao. o' aoo ste|oos, bot oeo|te| a||ve aoo ao|o| o.|o. T|e
|ooe oeeo |oo|catos o eac| o t|e t|ee o|eos|oos, aoo .as oseo to assess a set o
o||ta| |ooovat|oos. |t .as |eo|ate| aooaeot t|at t|e oeoao aoo |o|eeotat|oo/sste
o|eos|oos .ee coos|steot| .ea' acoss ost |ooovat|oos. Tec|oo|o eoteoeoeos oo |t
oe ec|t|o to oeve|oo o||ta| |ooovat|oos t|ao to aoo|e .|t| oeoao|ca| coos|oeat|oos aoo
soooot sste|c |o|eeotat|oo. ||c|ae| aoo |ate|o ae oo. oeve|oo|o ot|e too|s so t|at
oeoo|e aoo eoocatos cao aoa|se |ooovat|oos aa|ost t|ese t|ee 'e o|eos|oos.
Figure 2: Three Forces Leading to the
Stratosphere
Effective
Pedagogy
Change
Knowledge
Technology as
Learning Accelerator
++
3aosoo et al 2000.o
+S
6 | / ||c| Sea
||oa||, t|oo| t|e New Pedagogies for Deep Learning |oba| oatoes||o, .e .ote t|e .||te
oaoe, Towards a New End: New Pedagogies for Deep Learning
+6
to |o|t|ate a oatoes||o .|t|
eoocat|oo sstes |o teo cooot|es to ob|||se oeeo |eao|o oa|s |o o|a aoo secoooa
sc|oo|s. T|at oo,ect ocoses oo t|e |o|eeotat|oo o oeeo |eao|o oa|s eoab|eo b t|e oe.
oeoao|es aoo acce|eateo b tec|oo|o.
A Clearer Vision
T||s b|os os to t|e oeseot oaoe. / eat oea| o c|aoe |s |aooeo|o a|eao |o c|assoos,
sc|oo|s aoo sstes. Soe o |t |s oo|te ec|t|o, bot .e ea|| ooo't 'oo. oc|, .|t| ao
oeee o c|a|t, aboot |o. |t .o's as a .|o|e. \|at eact| oo t|ese oeoao|es |oo'
||'e |o tes o teac|es aoo stooeots' o|es` o. oo .e 'oo. t|at t|ese oe. o|es aoo
oact|ces .o' to ac||eve oe. |eao|o ootcoes` \| aoo |o. oo t|e eoaoo acoss
.|o|e eoocat|oo sstes` /oo oa||, .|at ooes |t a|| cost` |o t||s eoot, .e ocos oo eo|o|o
aos.es to t|ese ooest|oos, |o|o o |os||ts t|at cao |eao to oe eect|ve |o|eeotat|oo
aoo ao|o eoaos|oo. |ao eoocat|ooa||sts t|oo|oot t|e .o|o ae oosoect|o, |oo'|o o
|o. oeeo |eao|o cao be oooo |o oo sc|oo|s. Co oa| |s to b|o eate oec|s|oo aoo c|a|t
to t|ese ooests b ea|o|o oe. oeoao|es as t|e ae a|eao be|o oact|ceo. \e ae at t|e
ea| staes o o|soot|ve |ooovat|oos, .||c| eoeseot a oe. oe|oo o oeve|ooeot, t|a|, eo
aoo ot|e oeve|ooeot. ||ooees ae t|o oe. t||os, eo|o|o o|eeot ve|os t|at aooea
to |ave va|oe see'|o o|o t|at |s oteo ooeoecteo| e|os|ve.
T|e oeseot eoot be|os to oeoe t|e oe. oeoao|es oe c|ea| b s|a|o eao|es o
coe cooooeots be|o |o|eeoteo b teac|es, sc|oo|s aoo .|o|e eoocat|oo sstes. \e
ea|oeo eoots, boo's aoo v|oeos o t|e eve-o.|o boo o ||teatoe oo t|ese oe.
oeve|ooeots. 3ot t|e oeta||eo cooceots .e oeseot |ee eeeo t|oo| oo |otev|e.s aoo
obsevat|oos .|t| stooeots, teac|es, sc|oo| |eaoes, eoocat|oo sste |eaoes aoo oo||ca'es
o +2 cooot|es. T|ese |oo|v|ooa|s oov|oeo sto|es, eao|es, v|oeos aoo |eao|o at|acts
soc| as |essoo o|aos aoo assesseot state|es. \e a|so co||ecteo aoo aoe v|oeos t|at v|v|o|
|||ostate t|e cooceots aoo |oeas o t|e oe. oeoao|es ooe| (||o's to t|ese ae oov|oeo
t|oo|oot t|e oaoe). |o t||s eoot, .e |oteate a|| t||s ev|oeoce |oto .|at t|e eseac| aoo
t|eo ae te|||o os, aoo ea|oe t|e oe eect|ve aoo |ess eect|ve ves|oos o t|ese oe.
oeoao|es, e|at|ve to oes|eo |eao|o ootcoes. 3 oe c|ea| at|co|at|o t|e coe e|eeots
o oe. oeoao|es oesc|b|o |o. t|e cao be soccesso|| |oteateo aoo |o|eeoteo to
ac||eve oeeo |eao|o oa|s t|e eoots see's to oov|oe a |c| sea o |os||t o |o. oe.
oeoao|es oo oeeo |eao|o.
+6
|o||ao aoo |ao.ot| 20+3. See ....oe.oeoao|es.o
|t |s t|e integration of core components o t|ese oeoao|es aoo t|e| eect|ve |o|eeotat|oo
acoss .|o|e sstes t|at |eaos to oeeo |eao|o o a|| stooeots. To soa|se, t|ee ae t|ee
b| 'oe. o|eooeoa' oo t|e sceoe.
|. !"# %"&'()(*"+ t|at eoeseot oe. |eao|o oatoes||os bet.eeo aoo aoo stooeots aoo
teac|es. T|ese |oc|ooe oeeo |eao|o tas's aoo t|e ose o oevas|ve o||ta| esooces.
||. !"# ,-'.(" /"'&"0+-*1 baseo |o a oe. t|eo o |o|eeot c|aoe t|at |s oe oao|c aoo
soeaos ao|o| oooe t|e ||t cooo|t|oos.
|||. !"# 23+4"5 67).)5*7+ t|at oe||ve t|e oe. ootcoes |o a |||-|e|o aooe e|at|ve to cost.
||oe 3 oeo|cts t|ese t|ee oces, .||c| .e oesc|be b|e be|o..
!"# %"&'()(*"+
T|e oe. oeoao|es ae oot
as s|o|e as '|ooeo' c|assoos
o |CCCs (|ass|ve Coeo
Co||oe Cooses) .|ee cooteot
|ooat|oo aoo e|st|o
'oo.|eoe ae 'oe||veeo' oo||oe
at|e t|ao t|oo| tetboo's
o ||ve |o c|assoos. /s \||| ||c|aosoo
+
b|oot| oots |t, 's|o| aoo|o a |ae o eoeos|ve
too|s oo too o t|e tao|t|ooa| co|co|o ooes oot||o to aooess t|e |eao|o oeeos o ooeo
|eaoes.' T|e oe. oeoao|es ae oc| oe t|ao t|e '|ooeo ooe|' aoo ot|e ao |oc
|ooovat|oos. T|e ae sobstaot|a|| oe coo|e.
T|e eo||c|t a| |s oeeo |eao|o t|at oes beooo t|e aste o e|st|o cooteot
'oo.|eoe. ee, oeeo |eao|o |s oeoeo as 'ceat|o aoo os|o oe. 'oo.|eoe |o
t|e .o|o.' Tec|oo|o |as oo|eas|eo |eao|o, aoo t|e ooteot|a| o stooeots to aoo|
'oo.|eoe |o t|e .o|o oots|oe o sc|oo|, oe. oeoao|es |eveae a|| o t||s |o t|e
oa| |eao|o oocess.
Teac||o s||ts o ocos|o oo cove|o a|| eoo|eo cooteot to ocos|o oo t|e |eao|o
oocess, oeve|oo|o stooeots' ab|||t to |eao t|e| o.o |eao|o aoo to oo t||os .|t|
t|e| |eao|o. Teac|es ae oatoes .|t| stooeots |o oeeo |eao|o tas's c|aacte|seo
b eo|oat|oo, coooecteooess aoo boaoe, ea|-.o|o ooooses.
|eao|o ootcoes ae easoeo |o tes o stooeots' +) caoac|t|es to bo||o oe.
'oo.|eoe aoo to |eao t|e| o.o |eao|o eect|ve|, 2) ooact|ve o|soos|t|oos aoo t|e|
ab|||t|es to oesevee t|oo| c|a||eoes, aoo 3) t|e oeve|ooeot o c|t|zeos .|o ae
||e-|oo |eaoes.
Figure 3: Three Forces for Deep Learning
Deep
Learning
New
System
Economics
New
Change
Leadership
New
Pedagogies
+
||c|aosoo 20+3
8 | / ||c| Sea
T|ese oeoao|es |ave t|e ooteot|a| to eoae all stooeots, oot ,ost t|ose .|o ae a|eao
|||| ot|vateo to |eao .|t||o aoo oots|oe t|e c|assoo. T|e teac|e's o|e |o t||s oeaoos
soo||st|cateo oeoao|ca| caoac|t|es, eoo||o eoet|se acoss a eoeto|e o o|eeot teac||o
state|es aoo coot|oooos eva|oat|oo o .|ee stooeots ae |o t|e| |eao|o ooess|oos.
|veooe becoes a teac|e |o t|e oe. oeoao|es, aoo eveooe becoes a |eaoe. |oc|
oe |s eoecteo aoo oeaooeo o stooeots, to bo||o t|e| coooeoce t|oo| oesooa|
eeobac' aoo eocooaeeot, .|t| t|e ovea|| a| to oo|eas|, |ooeeo ceate, t|e| a.aeoess
o t|e| o.o ooteot|a|. ||t|ate|, t|ese oeoao|es oste a oe. '|oo o |eao|o t|at |s oe
eoa|o aoo oe coooecteo to ea| ||e aoo t|at bette oeoaes ooo oeoo|e o ||e aoo
.o' |o tooa's .o|o.
!"# ,-'.(" /"'&"0+-*1
T|e oe. c|aoe |eaoes||o, t|e ocos o t|e s|t| sect|oo o t|e eoot, o|scosses a oe.
'|o|eeot c|aoe' ooe|. a ooe| t|at taos |oto t|e |oao oeeo to oo t||os t|at ae |ot|os|ca||
eao|oo|, aoo to ac||eve ootcoes t|at ae o va|oe to ot|es. |ot s|o|, t|e oe. oeoao|es
soeao .|eo t|e teac|es, stooeots aoo |eaoes .|o ae |o|eeot|o t|e co||aboate to
s|ae t|e| eoe|eoces aoo eoe, aoo to aoa|se t|e oteo aass|o |oact t|ese |eao|o
oact|ces |ave oo eveooe |ovo|veo. T|e oe. c|aoe |eaoes||o |e|os to st|o|ate, esoooos
to aoo o|oes a ooa|c oocess t|at coos|sts o +) o|ect|ooa| v|s|oo, 2) |ett|o o as oeoo|e t
oe. t||os, aoo 3) e|o|o |o .|at |s |eaoeo. T||s oocess eoeates aoo tests oe. |oeas |o a
oeve-eoo|o cc|e.
\|ee t|e oe. oeoao|es ae ta'|o o, |eaoes |ave oo|c'| ecoo|seo t|e oeeo to s|ae t|e
|eaoes||o o |eao|o so t|at c|aoes cao soeao ao|o|. T|ese |eaoes ocos oo oav|o t|e .a,
aoo oo ceat|o cooo|t|oos t|at oo|| stooeots' aoo teac|es' |o|t|at|ve aoo ooteot|a| o.ao. T|e
becoe stote||es, ooo|s||o oete|oat|oo as stooeots st|ve to bo||o t|e| |eao|o caoac|t|es
aoo teac|es oos| to bo||o t|e| oeoao|ca| caoac|t|es. T|e a|so ac'oo.|eoe |sta'es aoo
o|ve taosoaeot, co||aboat|ve eect|oo to eosoe t|e |eao o t|e t||os t|at o|oo't .o'.
T|e eocooae |s'. T|e easoe ooess |o oe. .as. They stop doing things that do not
support the new direction. T|e co|t|vate soc|a| cao|ta| aoo |eaoes||o, oot oo| aoo ot|e
|eaoes, bot a|so aoo stooeots, teac|es, oaeots aoo t|e boaoe cooo|t o sta'e|o|oes,
a'|o eveooe a oat|c|oaot |o t|e oe. |eao|o. T|e ose ob|oo|toos access to tec|oo|o
to eoab|e aoo acce|eate a|| t|ese t||os, aoo t|e 'eeo |eao|o at t|e oeoot o a|| o||ta|
state|es. /|oos|oe t|e| stooeots aoo teac|es, t|e coot|oooos| assess .|at |s .o'|o.
T|ese oeve|ooeots ae so |oess|ve becaose t|e see, |o ao cases, to be ta'|o o|ace
soootaoeoos|. 3ot |o act, as .e .||| see, |eaoes |o soc| cases ae co|t|vat|o t|e| co|toes aoo
bo||o|o caoac|t|es |o soe ve soec|c .as.
Coe o t|e b|est sste|c c|a||eoes to t|e soeao o t|e
oe. oeoao|es |s t|at t|e ae oot et be|o easoeo
|o ao co|eeot .a. |ootooate|, ost sstes
t|at .e |ave seeo s|o| oo oot et |ave .as to
easoe t|e oe. oeoao|es aoo oeeo |eao|o
ootcoes. /ssesseot |s o oaaooot |ootaoce
to oo||ca'es, |eaoes, teac|es aoo oaeots, oot
,ost becaose oob||c accoootab|||t oeaoos |t, bot
becaose a|| oat|es oeeo to 'oo. .|at .o's |o ooe
to ac||eve t|e oe. a|s. \|at |s csta| c|ea o oo
|otev|e.s aoo o e|st|o eseac| |s t|at ao coeot
co|co|o staooaos, a|oos|oe staooao|seo assesseots
t|at o|a|| easoe cooteot eooooct|oo, ae t|e eatest
ba|es to t|e .|oesoeao aooot|oo o oe. oeoao|es. Ceate c|a|t
aoo oec|s|oo o oeeo |eao|o cooceots, o||o.eo b va||o oe. .as to easoe oeeo |eao|o
ootcoes, ae esseot|a| o t|e eoaos|oo o t|e oe. oeoao|es acoss .|o|e sstes. T||s
eoot oov|oes a stat|o o|ace.
!"# 23+4"5 67).)5*7+
T|e oe. oeoao|es cao a|so oe||ve ecooo|ca||. |o oe. sste cao ta'e |o|o | |t ooes oot
oea| .|t| t|e coeot oeceot|oo o eoocat|oo as |oceas|o| eoeos|ve .|t|oot coeosoate
eso|ts. |o C|aote .e oeseot t|e ecooo|cs o t|e oe. oeoao|es, oeoostat|o |o. t|e
cao ooteot|a|| oe||ve t.|ce t|e |eao|o o t|e sae |eve|s o |ovesteot. T||s |s oot aboot
sav|o ooe, bot ecoo|s|o t|at |t ea|| |s |ess eoeos|ve .|eo oeoo|e ae oatoa|| |eao|o
o ooe t||o oo save ooe b oot |av|o |ovest |o oesoao|o oeoo|e to oo soet||o t|e
ooo't .aot to oo. |oe |ootaot|, t|e |e|o e|at|ve to |ovesteot .||| oaat|ca|| |ocease as
oeoo|e vo|oota|| soeoo oe t|e oo ooooseo| |eao|o. \e s|ae a boo o ev|oeoce t|at
soests |o. t|e oe. oeoao|es ooe|, .|eo |o|eeoteo eect|ve|, cao |eao to oaat|c
bea't|oo|s |o |eao|o ootcoes. \e oot||oe t|e ecooo|c aoo oo||c ea||oeots oeeoeo
to ac||eve t||s. ||t|ate|, t|e oe. oeoao|es oe||ve becaose t|e oov|oe eate ovea||
va|oe o soc|et|es' |ovesteot |o eoocat|oo. T|e oeve|oo t|e |eao|o caoac|t|es, ceat|ve
eoe|eoces, aoo, ''oo.-|o.' oo ooo oeoo|e oeeo to a|o a so||o oot|o|o |o t|e oo.ao te'
t|oo| ||e aoo .o' |o tooa's .o|o.
|o sobseooeot c|aotes .e .||| oov|oe eate c|a|t aoo oec|s|oo to t||s oe. ooe| o
|eao|o. Soc| a v|s|oo cao coovet t|e eoe |ateot |o oo|oa sc|oo|s, aoo oot||se c|aoe
|eaoes||o eots at a|| |eve|s o eoocat|oo sstes. |o s|ot, c|aoe |s a|eao |aooeo|o, bot
.|at |s |aooeo|o |as oot beeo o|| ecoo|seo o at|co|ateo. |t |s |o t||s seose t|at oo eoot
cao seve as a |c| sea o |os||t |oto |o. to oaat|ca|| eoaoo oe. oeoao|es t|at oo
t|e oeeo |eao|o oasceot |o os a||.
Many current
curriculum
standards, alongside
standardised assessments
that primarily measure
content reproduction, are
the greatest barriers to the
widespread adoption of
new pedagogies
10 | / ||c| Sea
The New Pedagogies
Learning Partnerships
/t t|e |eat o ost teac|es' ot|vat|oo |s t|e oes|e to |o|te |eao|o |o ot|es, to '|oo|e
co|os|t aoo ceat|v|t aoo to |||t oo t|e ooteot|a| o t|e |oao |oo (a|t|oo| ao teac|es
|ave |ao t||s oes|e b|ooteo b t|e| eoe|eoces o .o'|o |o oooess|ve cooo|t|oos). |o oo
|otev|e. .|t| Tao C|eo |ee, a o|oc|oa| |o S|oaooe, s|e oot |t ||'e t||s. 't|e |eat o a ooo
teac|e |s t|e stooeot .|at t|e stooeot oeeos to |eao. \|eo teac|es see t|at a oe. .a
o teac||o o oe. too|s soa' eoaeeot aoo |eao|o, t|e oatoa|| av|tate to.aos
t|ese oe. oeoao|es.' \e |eao t||s seot|eot eoesseo eoeateo| |o oo |otev|e.s. T|e
coe cooooeots o t|e oe. oeoao|es oesc|beo be|o. .ee oa.o o t|ese teac|es'
sto|es aoo eao|es. /soects o t|ese cooooeots ae a|||a o t|e eoocat|oo t|eo aoo
eseac| o t|e oast +00 eas. 'oo.|eoe coostoct|oo, ea|-.o|o oob|e-so|v|o, eeobac',
t|e |ootaoce o eta-coo|t|ve state|es.
+8
/s .e oe|veo |oto t|e oe. oeoao|es aoo |o. t|e .o' |o oact|ce, .e ooeat|eo t|ee
coe cooooeots t|at, .|eo |oteateo, eoab|e oeeo |eao|o ootcoes.
+. New learning partnerships bet.eeo aoo aoo stooeots aoo teac|es.
2. Deep learning tasks t|at e-stoctoe t|e |eao|o oocess to.aos 'oo.|eoe ceat|oo
aoo ooooseo| ose.
3. Digital tools and resources t|at eoab|e aoo acce|eate t|e oocess o oeeo |eao|o.

2
Technology is just a tool. Its a powerful tool, but its just a tool. Deep human connection is very
different. Its not a tool. Its not a means to an end. It is the end the purpose and the result of a
meaningful life.
|e||ooa Cates, ||||aot|oo|st, |o'e |o|ves|t Coeoceeot /ooess, 20+3
+8
|ooot et a| 20+0, 3aosoo et a| 2000
N
ew Pedagogie
s
New Learning
Partnerships
Deep Learning
Tasks
Digital Tools
and Resources
T|e o||o.|o ||oe oeo|cts t|e oe. oeoao|ca| e|eeots.
Figure 4: Core Components of the New Pedagogies

T||s aoo t|e o||o.|o t|ee c|aotes .||| ea|oe t|ese t|ee cooooeots |o t|e |||t o t.o
ceota| ooest|oos. ||st, .|at eact| oo t|ese cooooeots |oo' ||'e |o act|oo` /oo secooo, |o.
oo .e 'oo. t|at t|e ae |av|o a avooab|e |oact oo |eao|o` T||s c|aote coves t|e oe.
|eao|o oatoes||os, C|aote 3 oeeo |eao|o tas's, aoo C|aote + t|e o|e o o||ta| too|s
aoo esooces. C|aote S t|eo ea|oes t|e |oact o eect|ve oe. oeoao|es oo |eao|o
ootcoes.
The New Learning Partnerships
T|e stat|o o|ace o a|| o t||s ||es |o t|e e|at|oos||o bet.eeo stooeots aoo teac|es aoo |o.
t|e| esoect|ve o|es ae c|ao|o. |o oo |otev|e.s, teac|es oteo beao .|t| oesc|ot|oos
o stooeots' |oosets tooa. \e eooeot| |eao t|e ea|o o o|stact|oo. 'Stooeots oo |ooe
||steo,' aoo '||os oo.aoas |ave ao atteot|oo soao o t|ee secooos.' 3ot .|at .as |oteest|o
.as t|ese teac|es' eo|aoat|oos o |o. t|e aooesseo stooeots' o|stact|oo.
Students today want to be actively engaged, they want to determine the path of their own
learning, chart their own learning journeys. Technology tools have exploded the way they interact
with the world around them, and its changed how they want to be in the classroom.
|ao||oe |obets, St| aoo 6t| Caoe Teac|e, ||c||ao, |S/
12 | / ||c| Sea
|ao o t|e teac|es .e |otev|e.eo |ao stooeots .|o .ee oo |ooe .||||o to acceot t|e
o|e o be|o oass|ve ece|ves o |eao|o oeoeo b soeooe e|se. Yooo oeoo|e ae oo.
o||ta|| coooecteo to ove.|e||o aooots o |ooat|oo aoo |oeas. /|o t||s, stooeots eet
teac|es' atteots to oe||ve cooteot 'oo.|eoe os|o tao|t|ooa| o|oact|c aoooac|es .|t|
sceot|c|s. |o oat|co|a, ooce t|e |ave asteeo bas|c s'|||s, stooeots 'oo. t|ee |s so oc|
oe 'oot t|ee' aoo ae oo|oesseo b oe-oac'aeo, oeoesooa||seo |eao|o eoe|eoces.
3ot at t|e sae t|e, teac|es caooot s|o| |et o o t|e e|os. Teac|es |s' e|o b staoo|o
too a to t|e s|oe, b be|o too ab|ooos aboot |eao|o oa|s o a|||o to oeoe soccess.
Too o|ect|ve o too oass|ve. t|ese ae t|e osooct|ooa| eoos o t|e teac||o coot|ooo |o t|e
oe. oeoao|es, as .e s|a|| see. \|ee t|e oe. oeoao|es .o' best, learning partnerships
bet.eeo aoo aoo stooeots aoo teac|es eee.
|ect|ve oatoe|o |s bo||t oo o|oc|o|es o eoo|t, taosoaeoc, ec|ooca| accoootab|||t aoo
otoa| beoet. \|eo oo ||steo to t|e sto|es o |o. t|e oe. oeoao|es ooo|o .|t| teac|es
aoo stooeots, oo oo a oo|ooe t|eao at t|e |eat o ost o t|e. T|ese sto|es ae ao|ateo
b oesc|ot|oos o teac|e-stooeot e|at|oos||os .|ee teac|es ae beco|o partners |o
t|e |eao|o .|t| stooeots. |et os stess, teachers as mere facilitators are poor pedagogues. T|e
teac|es .e |otev|e.eo a|ost ooao|oos| ecoo|seo t|e |ootaoce o ooact|ve| |eao|o
a|oos|oe stooeots, |o cootets .|ee stooeots ae coot|bot|o t|e| o.o |oeas, eoe|eoces aoo
eoet|se to t|e |eao|o oocess.

T|oo| soc| oatoe|o, teac|es oot oo| becoe |eaoes t|ese|ves, bot a|so be|o to
see |eao|o t|oo| t|e ees o t|e| stooeots. T||s 'v|s|b|||t' |s esseot|a| | teac|es ae to
coot|oooos| c|a||eoe stooeots to eac| o t|e oet steo, aoo | t|e ae to c|ea| see .|et|e
teac||o aoo |eao|o state|es ae ac||ev|o t|e| |oteooeo oa|s.
20
T|ese |eao|o oatoes||os ae t|e e|at|ooa| cootet |o .||c| t|e ost oo.eo| state|es
o t|e oe. oeoao|es oo t|e| |oe. T|e oatoes||os eee o a set o o|es o bot|
teac|es aoo stooeots o|eeot to t|e ooes oooo |o ao c|assoos |o t|e .o|o tooa. |o
Tab|e + oo t|e o||o.|o oae, .e be|o to oot||oe t|ese o|es, bot s|oce t|ese oe. oeoao|es
ae eeeot, .e coos|oe oo oesc|ot|oos to be ao |o|t|a| ae.o' o ot|e o|scoss|oo,
at|e t|ao cooc|os|ve oeo|t|oos.
Im just one of them. Were all there together; they have expertise that I dont have I see it
coming to the forefront with technology but also with everything. They have knowledge that I
dont have... Its not all coming from me.
|e|| |oos, 8t| Caoe Teac|e, \C |av|s Sc|oo|, Caoaoa
+`
+`
See |e|| aoo ot|e teac|es oesc|be t|e oe. oatoes||o |o t|e v|oeo o \C |av|s Sc|oo| |o Cota|o, |o||ao 20++b, |ot|oo |eaoes||o
| se|es ....|c|ae|o||ao.ca/oota|o-.-oav|s/
20
att|e 200`
Table 1: The Emergent Roles of Teachers and Students in the New Pedagogies for Deep Learning
Teachers (Pedagogical Capacity) Students (Deep Learning)
3o||o tosteo e|at|oos||os .|t| stooeots aoo
oee teac|es, see' ooo eotos
3o||o tosteo e|at|oos||os .|t| teac|es aoo
oees, see' ooo eotos
e|o stooeots oo aoo bo||o oo t|e| |oteests
aoo aso|at|oos t|oo| oeeo |eao|o tas's
|o|oe o.o |oteests aoo aso|at|oos |o
|eao|o oa|s aoo tas's
|eoo|e c|a||eo|o |eao|o oa|s, tas's aoo
soccess c|te|a o se| aoo stooeots t|at
eoo|e ceat|oo aoo ose o oe. 'oo.|eoe
|eve|oo caoac|t to oeoe |eao|o oa|s, tas's
aoo soccess c|te|a, oatoe|o |o t|e |eao|o
oocess
|eve|oo eoeto|e o teac||o state|es, ose
o|eeot state|es to act|vate |eao|o
|ec|ooca| teac||o aoo |eao|o o aoo .|t|
oees aoo teac|es
|ov|oe |||-ooa||t eeobac' aoo
eocooaeeot, esoec|a|| .|eo stooeots ace
c|a||eoes |o |eao|o
|eve|oo caoac|t o eect|oo aoo
oeseveaoce |o t|e ace o c|a||eoes, oov|oe
||| ooa||t eeobac' aoo eocooaeeot to
ot|es
Co||aboate .|t| ot|e teac|es aoo |eaoes
eseac||o t|e |oact o o|eeot |eao|o
state|es oo stooeots (|.e., ose ao |ooo| cc|e
aoooac|)
|ov|oe eeobac' to teac|es aoo oees oo
.|at |s .o'|o |o ooe's o.o |eao|o, bo||o
aste o t|e |eao|o oocess aoo ooe's o.o
ooess
|ooe| a ooact|ve o|soos|t|oo to.aos |eao|o,
ceat|o oe. 'oo.|eoe aoo ta'|o act|oo .|t|
t|at oe. 'oo.|eoe
|eve|oo |ote||ectoa| aoo att|too|oa| o|soos|t|oos
to.aos ceat|o oe. 'oo.|eoe aoo oo|o
t||os .|t| |t |o t|e .o|o
Coot|oooos| o|scove aoo ceate o||ta|
|eao|o too|s aoo esooces to.
+) eo|oe oe. cooteot, cooceots, |ooat|oo
aoo |oeas,
2) c|a||eoe stooeots to ceate oe.
'oo.|eoe,
3) coooect .|t| stooeots, oees, aoo eoets
beooo t|e c|assoo,
+) acce|eate stooeots' ab|||t to o|ve t|e| o.o
|eao|o oocess, aoo
S) assess aoo s|ae |ooat|oo oo stooeots'
|eao|o ab|||t|es aoo o|soos|t|oos
Coot|oooos| o|scove aoo ceate o||ta|
|eao|o too|s aoo esooces to eo|oe oe.
cooteot, cooceots, |ooat|oo aoo |oeas. |se
t|ese too|s to ceate oe. 'oo.|eoe, to
coooect .|t| oees aoo eoets t|oo|oot
t|e .o|o aoo to ose oe. 'oo.|eoe |o t|e
.o|o
T|ese o|es .||| be oesc|beo aoo eeo||eo |o t|e est o t||s eoot. \e .||| stat b
oesc|b|o oo o t|ese eeeot o|es |o t|e oe. |eao|o oatoes||os. +) e|at|oos||os,
2) stooeot aso|at|oos, 3) eeobac', +) |eao|o to |eao aoo oee toto|o.
Figure 5: New Learning Partnerships
New Learning
Partnerships
Relationships
Feedbacks
Student Aspirations
Learning to Learn
14 | / ||c| Sea
Relationships
|ecaoes o eseac| oo teac|e-stooeot e|at|oos beas oot .|at teac|e |ao||oe |obets o
||c||ao oot oo|te socc|oct|. '| '|os 'oo. oo cae aboot t|e as |oao be|os, |t a'es a||
t|e o|eeoce.' Stooeots (aoo .|t| easoo) ta'e t|e staoce .|t| teac|es (aoo ot|e stooeots)
t|at | oo ae oot .||||o to |eao o e, | a oot .||||o to |eao o oo. |o t|e oe.
oeoao|es |oao e|at|oos||os ta'e a oe. aoo oe ceota| o|ace |o t|e |eao|o eoe|eoce.
T|e ae oot coooeo to t.o |ootes beoe o ate c|ass. |o t|e oe. oeoao|es, t|e eot|e
|eao|o eoe|eoce |s oeeo| ebeooeo |o t|ese e|at|oos||os, .||c| e|sts bet.eeo aoo
aoo stooeots aoo teac|es, bet.eeo stooeot oees, bet.eeo stooeots aoo t|e| a|||es,
aoo .|t| soc|a| oet.o's t|at coooect t|ose o s|||a |eao|o |oteests aoo aso|at|oos. T|e
oe. oeoao|es osco|a| |eveae a|| o t|ese e|at|oos||os as oat o t|e |eao|o eoteo|se,
|o|eeot| a'|o t|e |eao|o oe o a coovesat|oo aoo a otoa| eooeavoo.
/s oo co||eaoe \||| ||c|aosoo
22
sas o t|ese e|at|oos||os, 'teac|es ost be co-|eaoes .|t|
'|os, eoet at as'|o eat, ooeo-eooeo ooest|oos aoo ooe|||o t|e |eao|o oocess eoo|eo
to aos.e t|ose ooest|oos. Teac|es s|oo|o be aste |eaoes.' T|e o|es o t|e teac|e |o t|ese
oatoes||os o .e|| beooo oov|o|o stooeots .|t| oesc|ot|oos aoo eo|aoat|oos o cooteot o
sob,ect atte. T|ese e|at|oos||os st stat .|t| t|e bas|c caoac|t o bo||o|o tost. Coe o t|e
teac|es .e |otev|e.eo, .|o teac|es at a sc|oo| |o |eoa' .|t| a ||| oooo|at|oo o oot|s at
|s', oesc|beo |e v|e. oo |o. tost seves as t|e bas|s o |eao|o.

Children started to take responsibility. They would take videos of themselves sharing their
understanding with the teachers, and asked them to share this back with the other teachers. Kids
and parents became involved with the goal setting.
Va|e|e |aa|t|aoa, ||oc|oa|, |a||as 3oo's Cooo|t ||a Sc|oo|, V|cto|a, /osta||a
2+
2+
See t|e stooeot vo|ce v|oeo o |a||as 3oo's Cooo|t ||a Sc|oo|. ....ootobe.co/.atc|`v=,2.CcCco||
22
||c|aosoo 20+3
Trust is the way to go. If they [students] trust you [the teacher] as a person, then they engage. Its
about [the teacher] being authentic. I have to teach by being engaged and being human and
involving them. They need to know that I am a person who has a life [outside of teaching], and I
need to come across as a human who they can identify with; and then it becomes real to them.
We trust them. We bring them in.
|ette aoc|, Teac|e, e||eoo Sc|oo|, |eoa'
3o||o|o tost |s a otoa| eooeavoo. |o t|e teac|e s|oe, |t |ovo|ves atteot|oo to t|e .e||-be|o
o t|e stooeot beooo |eo|ate coo|t|ve ac||eveeots. |o t|e stooeot s|oe, t||s tost ooeos
t|e ooo to a oatoes||o aoooac| to |eao|o |o .||c| ooe esooos|b| at|co|ates aoo oosoes
ooe's |oteests, oeeos aoo aso|at|oos as oat o t|e |eao|o cc|e, aoo eoaes |o t|e |eao|o
oocess .|t| a oe ooact|ve, ceat|ve staoce.
23
\|eo stooeots ae |veo a |e|t|ate vo|ce
|o oec|s|oo-a'|o, aoo |eao |o. to ose t|at vo|ce eect|ve|, t|e stat oo t|e oat| to.aos
beco|o |eaoes o t|e| o.o |eao|o.
2+

Student Aspirations
S| |eo |ob|osoo |as oesc|beo t|e c|t|ca| o|es o teac|es |o |e|o|o stooeots oo t|e|
e|eeot.
2S
Ca| |e.oot
26
aoes t|at oeoo|e ooo't oo t|e| oass|oo b see'|o |t o|ect| bot,
at|e, t|oo| s'||| oeve|ooeot aoo eoe|eoces. T|oo| t|ese, t|e o|scove .|at |t |s t|e
||'e aoo becoe ooo at |t (.e .||| oesc|be t||s s'||| oeve|ooeot be|o. as 'oeeo |eao|o tas's').
T|os, a coe o|e o t|e teac|e |o t|e oe. oeoao|es |s to |e|o stooeots o|scove aoo sot oot
t|e eoe|eoces t|at best so|t t|e (|o cooo|t|oos .|ee stooeots ooo't a|.as 'oo. .|at t|e
.aot .|eo t|e set oot). |o ot|e .oos, as |ob|osoo oots |t, ooe o t|e 'e o|es o t|e teac|e |s
a caring mentor .|o |e|os stooeots to oo aoo ove to.aos t|e| o.o aso|at|oos.
Coooect|o |eao|o to stooeots' ea| ||ves aoo aso|at|oos |s oteo .|at a'es t|e oe. oeoao|es
so eoa|o o stooeots. |o ao o oo o|scoss|oos .|t| stooeots, t|e sa|o t|at |eao|o |o t|e 'o|o'
.a at sc|oo| .as a|| aboot |eao|o t|e oast. |osteao, t|e .aoteo to |eao |o .as t|at coooecteo
to t|e| otoes.
23
See ....ootobe.co/.atc|`v=o8||Z2Y8eatoe=ooto.be aoo ....ootobe.co/.atc|`v=,2.CcCco|| o eao|es o
eao|oo| stooeot vo|ce
2+
T|ao's to oo co||eaoe |oss oa||a o t|e |aooae oo stooeot vo|ce
2S
|ob|osoo 200`, 20+3
26
|e.oot 20+2
Kids are bombarded with information to engage them, we have to harness their interests, and
know where they are at. Otherwise, so many things will distract them. I have to be a partner with
them, to know who they are on a lot of different dimensions. To know what engages them I have
to really get to know them. It is a two-way conversation.
Students today - because of their broad, wide and deep connectivity to people and information
anywhere - their mindsets are driven by the ability to connect at will. So their notions of the world
oe .: (otte oo .: ce c,e |t te,es te .o, te, 'cc' tc 'eo c st.oets tcoo,
when the learning is not connected to their own relevance, their interests, their own needs, then
engagement pretty much doesnt occur.
|a |o, |oess|ooa| |eao|o |eaoe, |eoateot o |oocat|oo Tasao|a, /osta||a
16 | / ||c| Sea
Coe eat eao|e o t||s '|oo o coooecteo, e|evaot |eao|o act|v|t .as oesc|beo b |ate
|oa, a teac||o o|oc|oa| at St. /oost|oe's, a sa|| oa| sc|oo| |o C|ootos'et, |e|aoo. /s |ate
to|o os |o oo |otev|e., eoa|o stooeots |s aboot bringing it back to themselves what their
own context is, their own families, their own parish. T||s t||o'|o |ooeo a sc|oo|-.|oe |eao|o
oo,ect t|at ocoseo oo |oots.
2
||oots ae c|co|a eat|eo oooos bo||t as |ooses |o t|e
3ooze /e, .||c| |ave |oo beeo assoc|ateo .|t| t|e oeseoce o a||es. T|ee ae 20+ |oots
|o t|e sc|oo|'s oa|s| aoo ao o t|e stooeots .ee |oteesteo |o t|e, e|t coooecteo to t|e
t|oo| t|e| o.o aocest, aoo c|ose t|e as a oca| oo|ot o |eao|o. So stooeots aeo e||t to
+2 stoo|eo t|e ||sto o |oots, |oc|oo|o .|at oeoo|e ate aoo .oe .|eo t|e ||veo |o t|e,
t|e v|s|teo t|e .|t| ao ac|aeo|o|st, t|e aooeo t|e ots os|o at|eat|ca| ooe|s, t|e
bo||t t|e| o.o ves|oo o a |oot |o t|e| sc|oo|, t|e .ote a sc|ot aoo acteo |t oot |o t|e|
o.o |, aoo t|e tave||eo to |e|tae eet|os t|oo|oot t|e cooot aoo ave oeseotat|oos.
||oots becae a eao|oo| oca| oo|ot o t|e ac||eveeot o o|t|o|e co|co|a |eao|o oa|s.
/s |ate sa|o, 't|e ae ett|o |t |o a .a t|at a'es |eao|o coe a||ve o t|e.' \|eo teac|es
aoo stooeots coooect t|e |eao|o, |t a'es |eaoes ee| |ess ||'e cos |o ac||oes, aoo oe ||'e
|eao|o |s soet||o t|at |s oatoa|, |ost|oct|ve aoo ebeooeo |o t|e| aso|at|oos aoo t|e| .o|o.
Feedback
T|e oe. |eao|o oatoes||os at t|e |eat o t|e oe. oeoao|es a|so eoeate a stoo
ooooat|oo o bot| teac|es aoo stooeots to oov|oe |||| eect|ve eeobac' |o t|e |eao|o
oocess. To oo t||s, teac|es aoo stooeots ost oeve|oo a cooo oooestaoo|o o .|at |eao|o
ooess |oo's ||'e aoo act|ve| eoae |o eva|oat|o t|at ooess, ao,ost|o aoo eo|o t|e| .o'
as t|e o. Soc| a ooe| |s ve oc| ||'e .o'|o oact|ces |o 'oo.|eoe-baseo oao|sat|oos,
.|ee |oo|v|ooa|s o teas coe oo .|t| |o|t|a| oooocts o ooas aoo t|eo eoe aoo
|oove t|e baseo oo test|o aoo eeobac'. |ooeeo, t|e eeobac' cc|e |s .|ee '|t a|| coes
toet|e.' |o t|e oe. oeoao|es, eeobac' bet.eeo aoo aoo teac|es aoo stooeots staoos at
t|e c|t|ca| oeos bet.eeo |eao|o oa|s, t|e '|oos o oeeo |eao|o tas's .e .||| oesc|be be|o.,
aoo oeeo |eao|o ootcoes. Co| t|e teac|e o oee .|t| a so||o oooestaoo|o o ao |oo|v|ooa|
stooeot, aoo .|ee t|at stooeot |s |o t|e| |eao|o ooess|oo, cao oov|oe t|e aoooo|ate|
c|a||eo|o eeobac' t|at .||| oos| t|at stooeot ooe steo ot|e. /s .e .||| oesc|be |o C|aote
+, |eao|o tec|oo|o|es ae a|so os|o eeobac' baseo oo stooeot oeoaoce oata to aoaot t|e
cooteot aoo c|a||eoes t|e oeseot to stooeots. |t |s esseot|a| to ose ev|oeoce aoo oata to soooot
t|e eeobac' essae aoo t|eeb |e|o stooeots oooestaoo t|e| o.o .o' oe c|ea| |o
e|at|oo to |eao|o oa|s.
28
T|oo| |ote| eeobac', stooeots' state|es aoo tact|cs |o t|e coose
o |eao|o cao be aoaoteo to |oove oa| .o' oooocts o oeoaoces. Stooeots cao a|so
be |c| sooces o eeobac' o t|e| oees. T||s '|oo o oee eeobac' |s oot oo| o aovaoceo o
o|oe stooeots .e |ave seeo |t oe||veeo eect|ve| b seveo ea o|os.
2`
2
See b|os, ooocasts aoo o|otos o t|e ||oot oo,ect. |tto.//c|ootos'et.sco||oet.|e/b|o/20+3/0+/2S/|oot-oo,ect-ce|ebat|oos/
28
\|||a 20+0, \|||a aoo 3|ac' 200S
2`
V|oeo o t||s oee eeobac' o ea o|os |ee. |tto.//esooces.co|co|o.o/seceta|at/soaos|ots/o|a||teac.|t|, sco|| oo.o to
'\|t|o Cooeeoce. |ees'
Cett|o t|e right kind of feedback |s esseot|a| oot oo| to ooote |eao|o ooess, |t coot|botes
to t|e oeve|ooeot o esseot|a| s'|||s oeeoeo o stooeots' ab|||t to cooe .|t| |aos||os. /
o.|o boo o eseac| |s oeoostat|o t|at ooo-acaoe|c c|aacte s'|||s soc| as grit, tenacity,
and perseverance |ave a stoo e|at|oos||o .|t| ao |oo|v|ooa|'s caoac|t to ovecoe c|a||eoes
aoo ac||eve |oo-te soccess. /oe|a |oc'.ot|
30
aoo ot|es |ave beoo to s|o. t|at t|e
caoac|t o sosta|oeo eot o '|t' |s a oe accoate oeo|cto t|ao | o aoes aoo o |ooe-
te soccess |o ||e.
3+
|eseac| |s oooe.a to bette oooestaoo |o. t|ese c|aacte s'|||s cao
|oteot|ooa|| be oeve|ooeo, .|t| |o|t|a| ev|oeoce oo|ot|o to t|e |eves o soooot|ve |eao|o
cooo|t|oos aoo ett|o t|e ||t '|oo o eeobac'. Cao| |.ec''s eseac| |as s|o.o t|at t|e '||t
'|oo' o eeobac' |s t|at .||c| eocooaes ta'|o oo |ao c|a||eoes aoo ocoses oo stooeots'
eots at|e t|ao t|e| ac||eveeots.
Learning to Learn and Peer Tutoring
T|e '|oos o |eao|o oatoes||os .e |ave oesc|beo above ||o'|o |eao|o to stooeot
aso|at|oos, oov|o|o oo.eo| eeobac' bo||o stooeots' a.aeoess o t|e oocess o |eao|o.
|eao|o to |eao, .|ee stooeots becoe eta-coo|t|ve obseves o t|e| o.o aoo ot|es'
|eao|o oocesses, |s a oooaeota| oa| |o t|e oe. oeoao|es. T|e oa| |s oot oo| to aste
cooteot 'oo.|eoe, |t |s to aste t|e |eao|o oocess. |eao|o to |eao eoo|es t|at stooeots
be|o to oeoe t|e| o.o |eao|o oa|s aoo soccess c|te|a, oo|to t|e| o.o |eao|o, c|t|ca||
ea|oe t|e| o.o .o', |ocoooate eeobac' o oees, teac|es, oaeots o s|o| ot|e
oeoo|e |o eoea|, aoo ose a|| o t||s to oeeoeo t|e| a.aeoess o |o. t|e ooct|oo |o t|e
|eao|o oocess. /s stooeots a'e ooess |o aste|o t|e |eao|o oocess, t|e teac|e's o|e
s||ts aooa|| a.a o eo||c|t stocto|o o |eao|o tas's, aoo to.aos oov|o|o eeobac',
act|vat|o oet-|eve| |eao|o c|a||eoes, aoo coot|oooos| oeve|oo|o t|e |eao|o eov|ooeot.

When students succeed, teachers should praise their efforts or their strategies, not their
te''e:e (Ccto, tc ,c,.'o c,c ,os te''e:e !o:'(es !, o' st.oets c.e',
concerned with how smart they are and overly vulnerable to failure.) When students fail, teachers
should also give feedback about effort or strategies what the student did wrong and what he
or she could do now. We have shown that this is a key ingredient in creating mastery-oriented
students. In other words, teachers should help students value effort. Too many students think effort
is only for the inept. Yet sustained effort over time is the key to outstanding achievement.
Cao| |.ec', |oesso o |sc|o|o at Staooo |o|ves|t, |otev|e., 200S
32
30
|oc'.ot| T|| ta|'. ....teo.co/ta|'s/aoe|a_|ee_ooc'.ot|_t|e_'e_to_soccess_|t.|t|
3+
Too| 20+2. |o|| o|scoss|oo oo t|ese t|ees. ....oao|too|.co/20+3/02/toe-|t-cao-oo-teac|-c|||oeo-c|aacte-2/
32
|.ec' 200S
18 | / ||c| Sea
T|e |eao|o oatoes ost oo t|e ||t ba|aoce bet.eeo stoctoe aoo |ooeoeooeoce, aoo t|at
ba|aoce .||| be oo|ooe to eac| |eao|o cootet (sob,ect, tas' coo|e|t, |eve| o a|||a|t .|t|
t|e cooteot, etc.)
|ee toto|o, .|ee stooeots teac| t|e| oees aoo t|e| teac|es |s, |o oo v|e., a oo.eo|
ve||c|e to ass|st stooeots |o oeve|oo|o a.aeoess aoo aste o t|e |eao|o oocess. |ee
toto|o eoo|es t|at stooeots becoe |ovo|veo |o t|e oocess o oeo|o |eao|o oa|s, oov|o|o
assesseot c|te|a, aoo so ot|. Coe teac|e .e |otev|e.eo oesc|beo a eat eao|e o |o.
oee toto|o cao oste |eao|o oocess aste. |ette aoc| at e||eoo Sc|oo| |o |eoa'
sa|o, '| see stooeots be|o ost eoaeo .|eo t|e |ave to teac| ot|e stooeots.' e |eao|o
tas' as'eo stooeots to se|ect a ||tea .o', aoa|se |t, aoo t|eo oeve|oo t|e| o.o |eao|o
ate|a|s aoo assesseots. Stooeots t|eo tao|t t|e| oees os|o t|ese ate|a|s aoo assesseo
t|e| oees' oooestaoo|o.
Soc| oo,ects ost |ast |oo eooo| o stooeots to o|ao aoo oeve|oo t|e| .o', |ave
ooootoo|t|es to |oove t|e| .o' baseo oo eeobac', aoo |ave c|ea |eao|o oa|s aoo soccess
c|te|a t|at a'e ooess v|s|b|e. /s .e .||| oesc|be be|o., t|e oeeo |eao|o tas's t|at stoctoe
t|e |eao|o oocess |o t|e oe. oeoao|es oo oot |ast ee| ooe o t.o c|ass oe|oos. T|e teoo
to be o|t|-.ee' oo,ects o |ooe, ,ost ||'e coo|e oo,ects |o t|e ea| .o|o o .o'. |ette's
stooeots ooo't ,ost teac| t|e| oees ooce |o ooe c|ass |t |s a cooo oact|ce acoss a|| c|asses
at t|e sc|oo|. Stooeots aoo| .|at t|e |eao aboot eect|ve teac||o aoo |eao|o |o o|eeot
cootets, eect|o eac| t|e oo .|at .o's aoo .|at ooes oot, oeve|oo|o aste o t|e
|eao|o oocess ove t|e. / teac|e o Soa|o a|so oesc|beo t|e |oact o t|ese aoooac|es at
||s sc|oo|.
|ao 3oc'|e, a sc|oo| |eaoe .|o oo. |e|os |eao Sa|tas|.oet Cooo|t Sc|oo| |o |o|aoo, to|o
os t||s sto o t|e |oact o oee toto|o.
When they are teaching their peers, they seem to go more deeply they take it a step further.
Teenagers are a tough crowd. They have a lot more to lose. They take so much more ownership
over it; and it makes them so much more proud if they can do it.
|ette aoc|, Teac|e, e||eoo Sc|oo|, |eoa'
Secondary students are teaching teachers and their peers. Then students really feel a part of the
school, of the learning. They are the same as teachers. Most of our students, they feel the school is
their work as well.
Cv|o|o 3ace|o eoaooez, Teac|e, Co|e|o 3|||oe o||o Veoe, Va|eoc|a, Soa|o
|o a oa| eao|e o t|e oo.e o oee toto|o, t|e Learning Communities Project |o |e|co
|ocoooates oee toto|o |o oa| sc|oo|s t|oo|oot t|e cooot.
33
T|e ooa oeve|ooeo
toto|o oet.o's .|ee stooeots tao|t eac| ot|e, os|o t|e co|co|o as a ao .|t| eac|
stooeot 'teac|e' oeve|oo|o t|e| o.o aea o eoet|se.
3+
S| t|oosaoo sc|oo|s acoss |e|co
|ave ,o|oeo t||s oveeot. |ata ava||ab|e o t|e st +,000 sc|oo|s to oat|c|oate s|o.s t|at
t|e |ave s|o|caot| |oceaseo t|e oooot|oo o stooeots sco|o at 'ooo' aoo 'ece||eot' |eve|s |o
t|e oat|ooa| |||/C| ea|oat|oos.
Implications for Pedagogical Capacity
|atoe|o e|at|oos||os, coooect|o stooeot aso|at|oos, t|e ||t '|oo o eeobac' aoo |eao|o
to |eao ae a|| esseot|a| |o t|e oe. oeoao|es becaose t|e set t|e cootet |o .||c| teac|es
cao oe oeeo| 'oo. t|e| |oo|v|ooa| stooeots aoo, t|oo| t|at, aoa|se stooeot ooess to
oooestaoo .||c| teac||o aoo |eao|o state|es best activate an individual students learning.
Cob|oeo, t|ese state|es o t|e oe. oeoao|es a|ooe beoe .e aoo oeeo |eao|o
tas's aoo o||ta| too|s aoo esooces to t|e o|ctoe |ave oooooo |o||cat|oos o teac||o
oact|ces. |o soe cooot|es t|ese oact|ces ae be|oo|o to eee. 3ot |o ao oe cooot|es
t|e oess||st (o oe|aos t|e ea||st) .oo|o sa t|at oecaoes o |oteos|ve eot ae eoo|eo
to oeve|oo t|ese oact|ces oo ao sca|e. T||s |s .|ee .e o|vee. \e oote t|at ao oatoa||
oeve|oo|o e|eeots o ||e aoo sc|oo||o ae caos|o oe. oeoao|es to ta'e o oo..
\e obseve t|e eoe aoo s'|||s t|at ae oo|eas|eo o stooeots aoo teac|es as t|e eoae |o
t||s toe o aot|eot|c |eao|o. Co |oot|es|s |s t|at t|e soeeo at .||c| t|ese oact|ces ae be|o
aoooteo |s acce|eat|o, oe||eo b stooeots aoo teac|es ov|o |o t||s o|ect|oo aoo as a oatoa|
cooseooeoce o |oceas|o o||ta| access. |ooe t|ese cooo|t|oos ao|o c|aoe |s ooss|b|e.
Between 2000 and 2005 I ran a project involving over 100 students in which I gave the students
teacher training. The students then researched and delivered the entire curriculum to each other,
working as teams of four peer teachers per lesson. The result was an average achievement of 1.4
grades higher per student per subject across all their national examinations. Even though these
groups were only 1/3 of the school population, their success took the school into the top 20 in the
UK in terms of value added. The school was Eggbuckland Community School and the project was
ce c( te (st ce 'o,tc, ,e :'o ,c,e:ts tot .os ete', st.oet 'eo
|ao 3oc'|e, |eoot eao, Sa|tas|.oet Cooo|t Sc|oo|, Coo.a||, |o|aoo
33
See t|e sto o |eao|o Cooo|t|es o |aav|||as, |e|co. |tto.//v|eo.co/02`2++
3+
||ocoo-Ca||aoo aoo ||oe 20+2
20 | / ||c| Sea
T|e oe. oeoao|es eoo|e a teac|e to |ave a repertoire of
strategies, .||c| a aoe o oo,ect-baseo |eao|o t|oo|
o|ect |ostoct|oo to ao |ooo|-baseo ooe|. 3ot t|e 'e |s t|at
t|e teac|e ta'es a |||| proactive o|e |o o|v|o t|e |eao|o
oocess o.ao, os|o .||c|eve state .o's o a soec|c
stooeot o tas' (aoo aoa|s|o .||c| state .o's best). |o
t|e oe. oeoao|es, t||s eaos |oteact|o .|t| stooeots to
a'e t|e stooeots' t||o'|o aoo ooest|oos aboot |eao|o oe
v|s|b|e. ee |t |s va|oab|e to coos|oe ooe o o|o att|e's c|osteeo
oo|os o ||s aoa|s|s o ove +,000 eta-stoo|es .o|o.|oe |oto
t|e |oact o o|eeot teac||o aoo |eao|o state|es oo stooeot |eao|o.
3S
T||s .o'
coves eseac| stoo|es t|at .ee coooocteo .|t| a tota| o 2+0 ||||oo stooeots. T|e |oacts o
|oo|v|ooa| teac||o state|es .ee easoeo t|oo| t|e 'eect s|ze' o a state oo stooeots'
|eao|o (att|e ootes t|at ao eect s|ze o |ess t|ao .+0 |s oot .ot| coos|oe|o). e oeve|ooeo
t.o cateo|es o state|es, aoo ca||eo t|ese cateo|es 'teacher as facilitator' cooaeo to 'teacher
as activator.' T|ese cateo|es cao be seeo as ooss|b|e teac||o state|es |o t|e oe. oeoao|es.
Table 2: Hatties Visible Learning Analysis of Effect Sizes of Categories of Teaching Strategies:
Strategy Category Effect Size
Teac|e as /ct|vato (teac|e-stooeot e|at|oos||o, ec|ooca| teac||o, eeobac',
eta-coo|t|oo, teac|e c|a|t)
.2
Teac|e as |ac|||tato (|oooct|ve teac||o, stooeot cooto| ove |eao|o) .+`
\e cao see t|at t|e teac|e as act|vato cateo aoes oe t|ao t|ee t|es t|e eect o
t|e ac|||tato cateo. |o t|e oe. oeoao|es, teac|es oo oot |ave |ess o a o|e, t|e |ave a
oe. act|ve o|e, oe eoaeo .|t| stooeots aoo ot|e teac|es t|ao eve beoe. T|os, oooo|a
oot|oos o t|e 'o|oe oo t|e s|oe' a |o act be |ess oo.eo| ves|oos o t|e oe. oeoao|es.
Teac|es .|o o|a ooa|c, |oteact|ve o|es .|t| stooeots oos||o stooeots to c|ea| oeoe
t|e| o.o |eao|o oa|s, |e|o|o t|e a|o t|e |eao|o osc|e to eect|ve| oosoe t|ose oa|s,
aoo soooot|o t|e |o oo|to|o |o. t|e ae oo|o |o ac||ev|o t|ose oa|s |ave etee|
stoo |oacts oo t|e| stooeots' |eao|o. Soc| teac|es oo oot '|et t|e stooeots |eao oo t|e|
o.o' bot |osteao |e|o t|e aste the process of learning. Soc| teac|es oo oot '|et t|e stooeots
|eao oo t|e| o.o' bot |osteao |e|o t|e aste t|e o|co|t aoo oeaoo|o oocess o |eao|o.
Soc| teac|es |ave ||||-oeve|ooeo oeoao|ca| caoac|t|es. |o s|ot, oe. oeoao|ca| oatoes||os
.|t| oeoab|e eatoes, ae ooe eot oo|ot |oto |c| seas o oeeo |eao|o.
3S
att|e 200`, att|e 20+2
the
key is that
the teacher takes
a highly 10)'74*8"
role in driving the
learning process
forward
The New Pedagogies -
Deep Learning Tasks
T|e secooo coe cooooeot o t|e oe. oeoao|es |s .|at .e ca|| 'oeeo |eao|o tas's.' T|ese
tas's |aoess t|e oo.e o t|e oe. |eao|o oatoes||os to eoae stooeots |o practicing the
process of deep learning through discovering and mastering existing knowledge and then creating and
using new knowledge in the world. |eeo |eao|o tas's ae eoe|seo b t|e oot|oo o '|eao|o
|eaoes||o', |o .||c| stooeots ae eoecteo to becoe |eaoes o t|e| o.o |eao|o, ab|e to
oeoe aoo oosoe t|e| o.o |eao|o oa|s os|o t|e esooces, too|s, aoo coooect|oos t|at
o||ta| access eoab|es.
Figure 6: Deep Learning Tasks
3
Its challenging, but not necessarily in the way that subjects like math and science are. Students
doing this kind of work have to think and be creative in ways that they have never previously had
to. I had to tackle topics and problems with an entirely new mindset that I was not otherwise
used to.
Cat|e|oe V|asov, ++t| Caoe Stooeot, |o|ves|t o Toooto Sc|oo|s
36
36
Cat|e|oe too' oat |o a aotast|c oeeo |eao|o tas' ca||eo |a|o C|t. See |t at |tto.//v|eo.co/338`S`
Deep Learning
Tasks
Practice Learning Process
Create New Knowledge
Use New Knowledge
Key Future Skills
Proactive Dispositions
22 | / ||c| Sea
|eeo |eao|o tas's eoes|o |eao|o act|v|t|es to.
+. e-stoctoe stooeots' |eao|o o co|co|a cooteot (soc| as oat|ooa| co|co|o oa|s
o staooaos) |o oe c|a||eo|o aoo eoa|o .as aoe ooss|b|e b o||ta| too|s aoo
esooces.
2. |ve stooeots ea| eoe|eoces |o ceat|o aoo os|o oe. 'oo.|eoe
3
|o t|e .o|o
beooo t|e c|assoo.
3. oeve|oo aoo assess 'e otoe s'|||s, .|at ||c|ae| |as ca||eo t|e 6 Cs.
Character education |ooest, se|-eo|at|oo aoo esooos|b|||t, |ao .o',
oeseveaoce, eoat| o coot|bot|o to t|e saet aoo beoet o ot|es, se|-
coooeoce, oesooa| |ea|t| aoo .e||-be|o, caee aoo ||e s'|||s.
Citizenship |oba| 'oo.|eoe, seos|t|v|t to aoo esoect o ot|e co|toes, act|ve
|ovo|veeot |o aooess|o |ssoes o |oao aoo eov|ooeota| sosta|oab|||t.
Communication cooo|cate eect|ve| oa||, |o .|t|o aoo .|t| a va|et o
o||ta| too|s, ||steo|o s'|||s.
Critical thinking and problem solving t||o' c|t|ca|| to oes|o aoo aoae
oo,ects, so|ve oob|es, a'e eect|ve oec|s|oos os|o a va|et o o||ta| too|s aoo
esooces.
Collaboration .o' |o teas, |eao o aoo coot|bote to t|e |eao|o o ot|es,
soc|a| oet.o'|o s'|||s, eoat| |o .o'|o .|t| o|vese ot|es.
Creativity and imagination ecooo|c aoo soc|a| eoteoeoeo|a||s, coos|oe|o
aoo ooso|o oove| |oeas, aoo |eaoes||o o act|oo.
38
Learning Re-structured
|eeo |eao|o tas's e-stoctoe |eao|o act|v|t|es o a s|oo|a ocos oo cooteot aste to
t|e eo||c|t oeve|ooeot o stooeots' caoac|t|es to |eao, ceate aoo ooact|ve| |o|eeot t|e|
|eao|o. |o t|e| ost eect|ve |ostaoces, oeeo |eao|o tas's ae.
+. o|oeo b c|ea aoo aoooo|ate| c|a||eo|o |eao|o oa|s, oa|s t|at |oea||
|ocoooate bot| co|co|a cooteot aoo stooeots' |oteests o aso|at|oos.
2. |oc|ooe soec|c aoo oec|se soccess c|te|a t|at |e|o bot| teac|e aoo stooeot 'oo.
|o. .e|| oa|s ae be|o ac||eveo.
3. |ocoooate eeobac' aoo oat|ve eva|oat|oo cc|es |oto t|e |eao|o aoo oo|o
oocesses, bo||o|o stooeots' se|-coooeoce aoo 'ooact|ve o|soos|t|oos.'
3
'|e.' 'oo.|eoe |o oo oesc|ot|oos ees to 'oo.|eoe t|at |s ceateo b t|e stooeot, .|et|e o oot |t |s oe. |o t|e boaoe scooe o
'oo.|eoe t|at e|sts. See Co C|atoo, 20+3, oo 'Sc|oo| as ao |o|ste|c /ooeot|ces||o' o t||s v|e. oo t|e e|at|oos||o bet.eeo os o
|eao|o aoo ''oo.|eoe.'
38
|o||ao 20+3a
|o oeeo |eao|o tas's, stooeots a|so oteo oatoe .|t| teac|es |o oes|o|o t|e stoctoe o
oocess o t|e tas'. |ao aoe t|at a c|t|ca| e|eeot o soc| tas's |s |v|o stooeots aot|eot|c
c|o|ce ove .|at t|e |eao aoo |o. t|e eecote t|e |eao|o. |a |oseostoc', C|C o ||
Tec| || |et.o' |o Sao ||eo, Ca||oo|a, at|co|ateo t||s |oea socc|oct| |o oo |otev|e..
It works through giving them voice and choice. T|ese tas's oeoe a stooe v|s|oo o .|at |t |s
ooss|b|e o stooeots to ac||eve, eveo at ve ooo aes.
3`
|t |s t|oo| oeeo |eao|o tas's t|at
stooeots |o t|e oe. oeoao|es a|o eoe|eoce |o oeve|oo|o t|e| aso|at|oos, |o ta'|o t|e
|o|t|at|ve to |eao, |o |eao|o to oesevee t|oo| too| c|a||eoes, aoo |o oo|o ea| 'oo.|eoe
.o'. |o s|ot, t|ese tas's o t|e oact|ca| b|oe bet.eeo |eao|o aoo oo|o.
Create and Use New Knowledge
3ot| |o t|eo aoo |o t|e oact|ca| eao|es .e |ave seeo, oeeo |eao|o tas's |ovo|ve
knowledge construction.
+0
|oo.|eoe coostoct|oo, |o oo te|oo|o, eaos stooeots ceat|o
'oo.|eoe t|at |s oe. to t|e at|e t|ao eooooc|o o aoo||o e|st|o 'oo.|eoe. |e|||
|t|eeoe, a +0t| aoe teac|e o /|abaa, oesc|beo |o. s|e oseo to teac|. '| ave t|e
t|e oeoaeo oac'ae o .|at t|e oeeoeo aoo | t|e o|oo't et |t, |t .as t|e| ao|t.' T||s
oocess, s|e sa|o, .as |o. eve teac|e .o'eo, os|o t|e cooteot ate|a|s aoo assesseots
oov|oeo |o staooao tetboo's. 3ot| |e o|e aoo |e stooeots' o|es .ee to eooooce t|at
e|st|o cooteot 'oo.|eoe. |o oeeo |eao|o tas's, t|e oa| |s to oeve|oo oe. 'oo.|eoe,
t|oo| t|e |oteat|oo o o|o 'oo.|eoe .|t| |oeas, |ooat|oo aoo cooceots, |oto a .|o||
oe. ooooct, cooceot, so|ot|oo o cooteot. |o ooo oeeo |eao|o tas's, stooeots a|so o beooo
ceat|o oe. 'oo.|eoe to oo|o soet||o .|t| |t to using that new knowledge in the world.
|o t||s seose, oeeo |eao|o tas's |ave a coostoct|v|st o|eotat|oo, .|t| ao eo|as|s oo the
application o oe. 'oo.|eoe |o ea| cootets.
||oooa eott, a seveot| aoo e||t| aoe at| aoo sc|eoce teac|e at \e||es|e |ob||c
Sc|oo| oots|oe o Toooto, Caoaoa, oesc|beo a oeeo |eao|o tas' t|at eeo||eo t||s toe
o 'oo.|eoe ceat|oo. T|e tas' .as o stooeots, .o'|o |o teas, to oes|o eooes|c ooes
os|o a se|es o o|eeot at| o|oc|o|es, aoo t|eo to bo||o t|e ooes oot o caoboao o a
c|ass o st aoe stooeots |o t|e sc|oo|.
++
Stooeots ao a|| asoects o t|e tas', o oeve|oo|o
t|e ooest|oos t|e .oo|o aooess, to o|o oot t|e oes|o oocess, to cootact|o bos|oesses
o t|e caoboao t|e oeeoeo, aoo aoa|s|o t|e costs o o|eeot oov|oes. |o|o t|e
coose o t|e| tea.o', t|e stooeots oec|oeo t|e .oo|o oeeo accoate oata, so t|e
easoeo a|| t|e st aoe stooeots' |e||ts aoo aoa|seo t|e| eao, eo|ao aoo ooe so
t|e coo|o bo||o ooes o t|e ||t s|ze. T|oo|oot t|e tas', .ee'| |eao|o 'c|ec'oos' assesseo
|o. .e|| stooeots oooestooo a cooceot tao|t oo|o a oot|oo o eac| .ee' (o eao|e,
|o. to ca|co|ate t|e c|coeeoce o a c|c|e .oo|o be tao|t t|e .ee' beoe t|e oeeoeo
to aoo| |t |o t|e oo,ect). 3 t|e |oo|e o t|e s|-.ee' tas', t|e stooeots .ee ooo|o t|e|
o.o assesseots to test t|e| oooestaoo|o o t|e cooceots. 3 t|e eoo o t|e tas', ||oooa's
3`
See ....ootobe.co/.atc|`v=oCta|+|C|8eatoe=ooto.be oo .|at becoes ooss|b|e t|oo| t|e oe. oeoao|es. T|ao's to 3oce
||oo o t|e |aooae oseo |ee
+0
|at|ooa| |eseac| Coooc|| 20+2
++
See ||oooa's eat |ez| t|at eo|a|os t||s oeeo |eao|o tas' at |tto.//oez|.co/o,,o|eo'0vo/t|e-eooes|c-ooe-oo,ect/òt_
caoa|o=s|ae8ot_eo|o=coo. ||oooa's stooeots a|so aoe a v|oeo to ce|ebate t|e| .o'. |tto.//s|eott..eeb|.co/a-eooes|c-
ooe-oo,ect.|t|
24 | / ||c| Sea
stooeots |ao coveeo oe staoos o t|e eoo|eo co|co|o t|ao t|e ot|e t.o c|asses o t|e
sae ae |o t|e sc|oo|, .|o .ee |eao|o t|oo| oe tao|t|ooa|, tetboo'-baseo cooteot.
T||s oo,ect .as ||oooa's st atteot to ca oot a oeeo |eao|o tas' |o t|e oe. oeoao|es
st|e. \|eo .e as'eo |e aboot t|e tas''s |oact, s|e to|o os.
/oot|e eao|e o t||s '|oo o oeeo |eao|o tas' coes o teac|e |e||| |t|eeoe.
S|e oesc|beo a oo,ect .|ee +0t| aoe |o||s| stooeots oeve|ooeo aoo .ote oaoes oo
t|e eov|ooeot. T|e coo|o c|oose ao asoect o t|e eov|ooeot t|e .aoteo, bot |ao
to oeoostate .|t|o aoo cooo|cat|oo s'|||s (a||oeo .|t| Cooo Coe co|co|o
staooaos |o t|e |o|teo States) a|oos|oe 'oo.|eoe aboot t|e eov|ooeota| |ssoe t|e
c|ose. /te t|e oaoes .ee coo|eteo, stooeots .ee as'eo to do something about t|e |ssoe
t|e |ao c|oseo, aoo||o t|e| 'oo.|eoe to a ea| s|toat|oo. Coe ooo o bos oot 'oo.o
o t|e| |ove o ||teatoe c|ass |ao .|tteo aboot .ate oo||ot|oo. T|ese bos oeot|ateo
aoost t|ese|ves aoo c|ose to aooess |o ||ve, .||c| .as oea t|e sc|oo| aoo |ao
becoe oo||oteo. T|e oeve|ooeo |oeas o a so|ot|oo aoo a o|ao o act|oo. T|eo t|e secoeo
a oooat|oo o $3,+00 .ot| o aovet|s|o o t|e |oca| oe.soaoe to bo||o a.aeoess o
t|e |ssoe. T|e ot a |oca| coee s|oo to a'e a soec|a| coee b|eoo to a|se ooos. /oo t.o
.ee's ate sc|oo| .as oot oote t|at t||s |s ate 'aoes' .ee coo|eteo t|e '|os .ee oot
.|t| a |oca| TV stat|oo at t|e |ve c|eao|o oo t|e .ate aoo oesc|b|o to v|e.es .|at t|e
cooo|t oeeoeo to oo to 'eeo |o ||ve c|eao |o t|e otoe.
+2
T||s eao|e s|o.s os |o.
oeeo |eao|o tas's eoo|e stooeots to a'e t|e |eao bet.eeo ceat|o oe. 'oo.|eoe aoo
oo|o soet||o .|t| |t oots|oe o sc|oo|. T|oo| soc| |eaos, stooeots oeve|oo oe 'ooact|ve
o|soos|t|oos' to.aos |eao|o aoo oo|o.
+3

Key Future Skills
T|e 6 Cs o 'e otoe s'|||s (s|||a to |ST|'s '||TS' staooaos o stooeots
++
) ae eo||c|t| o
|ot|os|ca|| oeve|ooeo t|oo| oeeo |eao|o tas's. Coe .a tas's oo t||s |s t|oo| t|e oocess
o coo|e oob|e-so|v|o. |eeo |eao|o tas's oo|te oteo |ovo|ve stooeots |o .o'|o oo
coo|e oob|es t|at |ave e|evaoce aoo |oact |o t|e .o|o (.e|| beooo cooteot aste
oa|s). |eeo |eao|o tas's t|os oteo coooect stooeots .|t| .|at |ao|e| ||o' ca||s 'oooose.'
What that did for me was open up a whole new insight into how students are learning. The
students were completely engaged, didnt want to leave math to go to gym or go outside. They
wanted to stay and do math, even during lunch period. It wasnt just about building the domes,
but about their ownership. They owned it. They owned and guided the process.
||oooa eott, Caoe -8 |at| aoo Sc|eoce Teac|e, \e||es|e |ob||c Sc|oo|, Caoaoa
+2
See t|e oe.s sto. ....o+0tv.co/oe.s/stooeots-c|eao-oo-oo-|ve-oa'. T|e eot|e tas' |s oesc|beo |ee. |tto.//....o||-oet.o'.co/
|esooces/|eao|o/ct|v|t|es/|eta||s/e+8o2`03-`b2c-+2So-88`-Sao+2a28o+2+
+3
o.eve, t||s eao|e a|so oo|ots to t|e ab|o|t o soe oeeo |eao|o tas's. .|at .ee t|e o|a |eao|o oa|s o t|e tas'` \ee t|ese
oa|s ac||eveo, aoo | so, |o. .as t|e ev|oeoce assesseo` o. ooes ooe easoe 'ooact|ve o|soos|t|oos'` Soc| ooest|oos ae |ootaot to t|e
eect|veoess o oe. oeoao|es, aoo 'e cooceos o teac|es see'|o to |o|eeot t|e oe. oeoao|es. \e aooess t|ese |ssoes |o c|aote
ve, be|o..
++
||oo |ST| ||TS o stooeots at ....|ste.o/staooaos/oets-o-stooeots
T||s 'oooose' asoect |s a|so .| ao oeeo |eao|o tas's a'e cooe|||o sto|es.
|ao||oe |obets |s a St| aoo 6t| aoe at| aoo sc|eoce teac|e |o ||c||ao, |S/. e stooeots'
|eao|o ob,ect|ve t|oo|oot t|e so|o o 20+3 .as to stoo t|e |ooso|ee t|oo| +0
20
+6
eoes |ss|oos. |ac| |ss|oo .as stoctoeo to oeve|oo stooeots' 'oo.|eoe aboot
o|eeot asoects o .ate. T|e +0t| aoo oa| |ss|oo c|a||eoeo stooeots to aoo| .|at t|e |ao
|eaot |o a .a t|at .oo|o |ave a oos|t|ve |oact oo a cooo|t. T|e stooeots oesc|be t|e|
oo,ect |o t|e| .|'| o |ss|oo +0.
So, ate S'o|o .|t| t|e ooooe o t|e Cooe |o,ect to oete|oe |o. t|e coo|o |e|o, t|e
stooeots oec|oeo to a|se ooe to ooo ao ecoooe to||et o a v|||ae |o oa| Zab|a. T|e
t|eo S'oeo .|t| oeoo|e |o Zab|a to et oootes o |ts cost. |o t|e |ast t|ee .ee's o t|e
sc|oo| ea, t|e stooeots cae oo .|t| |oeas o |o. t|e .oo|o a|se t|e oeeoeo ooos. T|e
oec|oeo to oao|se a ass|ve ecc||o o|ve, to a'e oo|ooe c|a|s aoo aoct|oo t|e oo||oe,
aoo to a'e aoo se|| ,e.e||e o ecc|eo |t caos t|e co||ecteo. T|e stooeots cae oo
.|t| t|ese at|e |oteest|o oooa|s|o o|aos t|ese|ves aoo ca|eo t|e oot, a|s|o t|e
$2,S00 eoo|eo to ooo t|e to||et. T|e| eect|oos oo t|e| .o' |o t|e| oo,ect eva|oat|oo
evea|s t|e eoteoeoeo|a| s'|||s t|e oeve|ooeo.
Jewellery
\e co||ecteo ove 2000 caos o |oca| bos|oesses .||c| .as ooo bot .e oo| |ao
ooe o|sc cotte so |t too a |oo t|e to cot oot t|e bace|ets. /ctoa|| a'|o t|e bace|ets
too' a |oo t|e .|t| so||t |os so .e c|aoeo to eo|a |os. \e ot a |ot o ooes
aoo soeot oea| eve |ooc| t|e a'|o t|e ooes. \e .ee st||| a'|o aoo oe||ve|o
t|e oo t|e |ast oa o sc|oo|' \e et .|t| a ,e.e||e stoe boe |o 3||o|a aoo
s|e |s |v|o os a tab|e at a steet eveot |o t|e soe .||c| |s a.esoe. S|e as'eo os
to oeve|oo a \|ote |aoe aoo .e ae eet|o .|t| |e aa|o |o Seotebe so t|at s|e
cao oec|oe .|et|e o oot s|e .oo|o ||'e to bo t|e aoo se|| t|e |o |e stoe. \e a|so
oeo oot |o. to a'e Co|ta ||ec's aoo t|e o|ta stoe |s test|o ooe oot to see |
t|e .aot to bo soe.
Autonomous people working toward mastery perform at very high levels. But those who do so in
the service of some greater objective can achieve even more. The most deeply motivated people
ct tc etc tcse .c oe cst ,co.:t.e oo sots(eo t: te oeses tc o :o.se 'oe
than themselves.
45
+S
||o' 200`
+6
Yoo cao see a|| +0 |ss|oos |ee. |ttos.//|2o|eoes..|'|soaces.co/||ss|oos
After skyping with our partner teams across the US we decided that we would like to support
the Cope Project The Cope Project is based on helping people in rural Zambia. Only 35% of
rural areas have access to a safe water supply. People there suffer greatly from common and
preventable disease because of exposure to polluted water.
3||o|a Stooeots' \|'|, 2C |eoes
26 | / ||c| Sea
Stooeots' eoaeeot |o t||s |eao|o .o' .as c|ea.
/s |ao||oe sa|o, eect|o oo t|e oo,ect, these are 10 to 12 year olds. They did it all themselves.
It all came from three words: Demonstrate your learning. T|ese stooeots oseo ceat|v|t,
cooo|cat|oo, |t, oob|e-so|v|o, co||aboat|oo, aoo se|-eect|oo s'|||s, a|| .|||e aste|o
Cooo Coe co|co|a cooteot |eao|o oa|s |o at| aoo sc|eoce.
|t |s |ootaot to oote t|at oeeo |eao|o tas's oo oot a|.as |ave to aooess |oba| oob|es
(a|t|oo| t||s |s ao esseot|a| cooooeot o oeve|oo|o |oba| c|t|zeos||o). \|at |s c|t|ca| |s t|at
|o t|e eveoa co|co|o stooeots becoe eoaeo |o stoo|o aoo aooess|o ea| ||e |ssoes
.|et|e t|e ae |oca| o |oba|.
/oot|e e|eeot cooo to oeeo |eao|o tas's |s t|at t|e eooeot| |eveae t|e soc|a|
oatoe o |eao|o t|oo| co||aboat|ve .o'. Co||aboat|oo |o |eao|o |s eas to coos|oe oo
t|e soace, bot too| to oo .e|| |o oact|ce. Coe o t|e ost coo|e taos|t|oos o stooeots
aoo teac|es to a'e |s t|e ove o a oeoao t|at ceotes oo individuals oeoostat|o
t|e| |eao|o to a oeoao t|at ebaces groups oeoostat|o t|e| |eao|o. Yet |o ooeo
.o'o|aces, soccess ost oteo oeoeoos oooo t|e ab|||t o eveooe to .o' toet|e to
|oteate coo|e oats aoo |oeas |oto a co|eeot ooooct, so|ot|oo, oo||c o ooa. T||s
eoo|es |oo|v|ooa|s to s|ae esooos|b|||t o t|e eoos o t|e| .o', to a'e sobstaot|ve,
oeot|ateo oec|s|oos toet|e, aoo to .o' |oteoeoeooeot|.
ee |s ooe eao|e o |o. co||aboat|oo s'|||s .ee oeve|ooeo t|oo| a oeeo |eao|o tas'.
T||s tas' stoctoeo |eao|o |o teas as |o soots .|ee o|aes oass t|e ba|| to eac| ot|e to
ove t|e ba|| oo t|e e|o. \e obseveo t||s tas' |o ||st|o |eoo's t| aoo 8t| aoe |oao|t|es
c|ass at 3e||evoe |oteoat|ooa| Sc|oo| |o \as||otoo State |o t|e |S. /s oo .||| see, t|e oes|o
o t|e tas' boo|t toet|e bot| |S Cooo Coe co|co|o staooaos aoo sevea| o t|e
6Cs.
We are thrilled to have reached our goal but even more exciting was the fact that our principal
got so excited about the project that he wants the whole school to get involved and help raise
$12,000 for a two wheel tractor which will help the economy of the village we have adopted. He
wants teachers and students to visit the village and develop a long-term relationship so we can
ctc te ,o:t c( c. e', c.e o 'c ,eco c( te C.eo'' .e oee c. 0t oo (o'
Mission a success! We are H2O Heroes!!!
Stooeot \|'|, 2C |eoes
+
+
Stooeots' se|-eva|oat|oo. |tto.//|2o|eoes..|'|soaces.co/Co=|va|oat|oo .|t| ||o' to oe. a'et|o v|oeo at botto o oae

The energy in the room was palpable. Students sat in two concentric circles with speakers on
the inside circle and coaches on the outside circle. Those on the inner circle were passionately
debating Orwells Animal Farm in relation to Lord of the Flies and the real world. The discussion
.os sc eeseo tot .e ce ,esc ,o.seo e.e s't', (c. c (.e ctes .c.'o :'oc.
for their voice to be heard. It resembled a heated British parliamentary debate more than a
classroom. The literary questions they were debating were the ones the students themselves
had developed such as What makes the animals in Animal Farm think that they are better
than the humans? The teacher sat at her desk off to the side, quietly taking notes on the
interactions of the debate and how different students were engaging.
.e, st.oet oo te !cc' c,e oo te, .ee s.(t', (,, (c ,ossoe tc ,ossoe
es,cse tc te (c. c( te os:.ssc o: s,eo'e .seo o((eet sc.:es c( e.oe:e (c
the text, calling out the page number and the quote to ground their arguments. At time outs,
inner circle speakers would turn around in their seats to face the outer circle. Their personal
peer coaches in the outer circle would give them a pep talk about good points they had made
or how they could jump in to make their key points more vigorously. Everyone knew their roles,
and the students were intently focused on supporting each other. The students not only deeply
understood the text, their debate revealed their ability to relate it to the larger historical issues
Orwell was addressing.

T||s .as a coo|ete| stooeot-|eo Socat|c se|oa, .|t| stooeots ooeat|o aotooooos|,
oee-coac||o, .|o|| sobeeo |o t|e ec|aoe aoo oeoostab| |av|o oo. \atc||o |t
.as ve oc| ||'e .atc||o a |||-soeeo socce o bas'etba|| ae. ||st|o, t|e teac|e, oo|
|oteveoeo to ca|| t|e-oots. /t t|e eoo o t|e sess|oo, s|e eoaeo t|e .|o|e c|ass, veba||
ecoo|s|o |oo|v|ooa| stooeots o eceot|ooa| ec|aoes, ocos|o o|a|| oo .|eo stooeots
|ao sooooteo eac| ot|e |o t|e o|scoss|oos, o|a|o o ot|es' |oeas o a'|o ooo '|aoo-os.'
T|eo stooeots ca||eo oot t|e| coo||eots to eac| ot|e o eat oo|ots t|e |ao aoe o
o ece||eot coac||o o soooot. T|e stooeots |o t||s oeeo |eao|o tas' .ee co||aboat|o
aoo .o'|o |oteoeoeooeot| as oee |eaoes, o|| eoaeo |o oesoas|ve aoo s'|||eo
cooo|cat|oo .|t| eac| ot|e. T|e teac|e's o|e .as oot t|at o a o|staot ac|||tato s|e
.as coot|oooos| eoaeo |o oo|to|o o t|e oocess o |eao|o aoo oseo ev|oeoce o t|e
oebate to oov|oe soec|c aoo ooooeo eeobac' to stooeots.
28 | / ||c| Sea
Learning Goals
T|e oeeo |eao|o tas's oesc|beo above evea| t|e o|| eoaeeot aoo ec|teeot o stooeots
|ovo|veo |o oe. oeoao|es. \|eo t|e| ec|teeot |s oo|eas|eo t|oo| t|ese tas's, teac|es
aoo stooeots .o' toet|e |o cooo oooose to ac||eve soe aaz|o aoo oo.eo| eso|ts.
|eeo |eao|o tas's |ave a stooe ooteot|a| to aect |eao|o | t|e ae |oteateo .|t|
t|e teac||o state|es aoo |eao|o oatoes||os oesc|beo above. |oea||, oeeo |eao|o tas's
oeve|oo bot| a teac|e's oeoao|ca| caoac|t aoo a stooeot's |eao|o caoac|t. T|e tas's |ve
teac|es ooootoo|t|es to oes|o, |o|eeot, oo|to, aoo assess t|e |oact o o|vese teac||o
aoo |eao|o state|es, aoo t|e |ve stooeots ooootoo|t|es to oact|ce t|e |eao|o oocess,
aooa|| oeve|oo|o t|e| caoac|t|es to |eao aoo oo|to t|e| o.o |eao|o aoo to ceate aoo
ose oe. 'oo.|eoe. To oo a|| t||s eect|ve|, t|e stoctoe aoo oes|o o oeeo |eao|o tas's ae
o c|t|ca| |ootaoce.
/s o|scosseo |o C|aote 2, |o t|e sect|oo oo |eao|o to |eao, c|ea |eao|o oa|s aoo soec|c
soccess c|te|a oov|oe bot| teac|es aoo stooeots .|t| a .a to assess ooess to.aos
|eao|o oa|s. |o |obet |azaoo to C|a|otte |ao|e|soo to o|o att|e, oeoao|ca|
eoets eo|as|se t|at eect|ve teac||o aoo |eao|o eoo|es c|ea |eao|o oa|s.
T|os, oeeo |eao|o tas's s|oo|o oeoe c|ea |eao|o oa|s, bot oeo|o t|e |o |so|at|oo |s oot
eooo|. Cot|a|| c|a||eo|o |eao|o oa|s ae ooes t|at ae .|t||o a stooeot's aoe o oea-
te coo|t|ve oeve|ooeot (|.e., t|e aoooo|ate| oos| |eao|o ooess),
+`
ae oeot|ateo
bet.eeo aoo acceoteo b bot| teac|es aoo stooeots, aoo a||o. o t|e |oteat|oo o a |eao|o
tas' .|t| a stooeot's oesooa| |oteests o aso|at|oos (see a|so S|ec|tao et al).
S0
|ot|eoe,
oeeo |eao|o tas's ost |ave coesoooo|o soccess |oo|catos aoo .as o easo|o ooess.
/|| o t||s b|os eate taosoaeoc to |eao|o ooess, |e|o|o stooeots to aste t|e
oocess o |eao|o.
The more transparent the teacher makes the learning goals, the more likely the student is to
engage in the work needed to meet the goal. Also, the more the student is aware of the criteria
c( s.::ess te ce te st.oet :o see oo o,,e:ote te s,e:(: o:tcs tot oe eeoeo tc
attain these criteria.
48
+8
att|e 20+2
+`
T||s ees to Vots''s zooe o oo|a| oeve|ooeot
S0
S|ec|tao et a| 20+3
T|ese oe. .|oesoeao oeve|ooeots oatoa|| a|se t|e ooest|oo o .|et|e t|e ocos o
|eao|o oa|s o oeeo |eao|o tas's aoo t|e oe. oeoao|es ae oooaeota|| o|eeot
o t|e |eao|o oa|s o t|e oo|oaot eoocat|ooa| ooe|s o t|e |ast ceoto. | t|e |eao|o
oa|s ae o|eeot, .|at ev|oeoce |s oeeoeo to oeoostate |eao|o` o. .oo|o .e easoe
soccess o ao|ca|| o|eeot |eao|o oa|s` |o C|aote 6, .e .||| aooess .|at toes o oe.
easoes o |eao|o ooess aoo ootcoes ae oeeoeo. C oat|co|a |ootaoce |s .|et|e
oe. assesseots cao oov|oe ev|oeoce o t|e boaoe |oact o oe. oeoao|es at t|e .|o|e
sste |eve|. 3eoe too|o to t|e easoeeot ooest|oo, |o.eve .e oeeo to coos|oe t|e
eo|os|oo o o||ta| too|s aoo esooces. Soc| ao eo|os|oo cao t|e oe c|otte t|ao c|a|t
.||c| |s .| .e oeeo t|e .|o|e ooe| to o|oe os. oe. |eao|o oatoes||os, ||o'eo to oeeo
|eao|o, acce|eateo b oooeo|ctab|e tec|oo|o|es, aoo as .e s|a|| see |o c|aote 6, |eo b
oeoo|e .|o aooec|ate aoo ae s'|||eo at ooa|c c|aoe oocesses.
30 | / ||c| Sea
The New Pedagogies -
Digital Tools and Resources
T|e t||o coe cooooeot o t|e oe. oeoao|es cooceos o||ta| |eao|o too|s aoo esooces.
T|os a, t|ee |as beeo ||tt|e eo||c|t oesc|ot|oo o tec|oo|o |o oo accooots o t|e oe.
oeoao|es. T||s abseoce |s |oteooeo, as oo o|a oooose |s to ||||||t how the integration of
the core components of the new pedagogies can ignite learning in powerful ways. /s ||c|ae| |o||ao
aoo |ate|o |oooe|| .ote |o t|e Alive in the Swamp eoot oesc|beo above, tec|oo|o oseo
.|t|oot oo.eo| teac||o state|es (aoo oeeo |eao|o tas's) ooes oot et os ve a.
S+
Co
t|e ooe |aoo, o||ta| too|s aoo esooces |ave t|e ooteot|a| to eoab|e, eoaoo aoo acce|eate
|eao|o |o .as oev|oos| oo|a|oab|e, as oot||oeo |o Stratosphere.
S2
3ot oo t|e ot|e |aoo,
ost o t|e b||||oos |ovesteo b sc|oo|s aoo eoocat|oo sstes |o tec|oo|o |ave oot ac||eveo
t|at ooteot|a|. \|t|oot c|aoes to t|e oooaeota| oeoao|ca| ooe|s b .||c| teac|es
teac| aoo |eaoes |eao, tec|oo|o |ovesteots |ave too oteo s|o| |aeeo s|||t| oe
eoteta|o|o cooteot oe||ve o bas|c s'||| oact|ce oo too o cooveot|ooa| teac||o state|es
t|at ocos oo t|e eooooct|oo o e|st|o cooteot 'oo.|eoe.
|et's stat .|t| t|e oeseot state o o||ta| too|s aoo esooces |o eoocat|oo. |eta-aoa|ses o t|e
|oact o tec|oo|o oo |eao|o ootcoes coo t|at, oo oot|| oo., tec|oo|o ose |as |ao a
be|o.-aveae |oact oo |eao|o e|at|ve to ot|e |oteveot|oos.
+
S+
S2
|o||ao 20+3b
S3
||os et a| 20+2
|eseo: (os .: o.e !ee :c!eo eto-oo',ses o:ote tot te:c'c,-!oseo
interventions tend to produce just slightly lower levels of improvement when compared with
other researched interventions and approaches (such as peer tutoring or those which provide
e((e:t.e (eeo!o:' tc 'eoes) e oe c( ,o:t oet(eo tese st.oes s.ests tot t s
not whether technology is used (or not) which makes the difference, but how well the technology
is used to support teaching and learning It is therefore the pedagogy of the application of
technology in the classroom which is important: the how rather than the what. This is the crucial
lesson emerging from the research.
53

o|o att|e oooo a |o.e t|ao aveae |oact o tec|oo|o oo |eao|o |o ||s eta-aoa|s|s,
e|at|ve to ot|e teac||o aoo |eao|o state|es.
S+
|a Cobao
SS
|as oocoeoteo t|at
tec|oo|o |as |ao ||tt|e |oact ove t|e oast S0 eas. |o t|ese oo,ects aoo |o ||c|ae|'s
Stratosphere, t|e easoo o t||s ooo-eveot |s a|| c|ea. tec|oo|o |o eoocat|oo t|os a
|as beeo o|a|| oe|seo oo tao|t|ooa| oeoao|es. C|o |oa aoo ||co|e C|cese at
|eoos|vao|a State |o|ves|t aoa|seo t|e 30,000 aoo||cat|oos cateo|seo as 'eoocat|ooa|' |o
/oo|e's |Tooes |. |o t|e| oa| aoa|s|s, t|e cooc|ooeo t|at 'aoo aoo||cat|oos cateo|seo as
'eoocat|ooa|', e., | ao, oov|oe oe t|ao coosoot|oo ooes.'
S6
T|ose t|at o beooo soc|
cooteot oe||ve aoo coosoot|oo aoooac|es .ee oesc|beo as ost| 'o||| aoo oact|ce,'
o t|e eoet|t|oo o bas|c s'|||s. T||s c|aacte|sat|oo |o|os toe oot ,ost o /oo|e's eoocat|ooa|
aoo||cat|oos bot o t|e a,o|t o eoocat|ooa| aoo||cat|oos o oast oecaoes. |veo t|e ||||-
tooteo ||ao /caoe o t|e ee|o |CCCS, as va|oab|e as t|e a be o soooot|o
tao|t|ooa| |eao|o oa|s, oo oot be|o to |eveae tec|oo|o o oe. oeoao|es aoo oeeo
|eao|o |o t|e .as .e ae ta|'|o aboot.
|ot oo| ae t|e tec|oo|o|es t|ese|ves oe|seo oo tao|t|ooa| oeoao|es, t|e .as teac|es
|ave beeo os|o tec|oo|o .|t| stooeots ae oe aboot oe||ve t|ao aboot ceat|v|t. T|e
coeot ose o tec|oo|o |os|oe sc|oo|s aoo c|assoos ae| |eveaes o||ta| too|s aoo
esooces o oeeo |eao|o. /s |o|s |eoaooes, ||ecto o t|e |e|o Sc|oo| C|oste |o |otoa|
to|o os, Technology is important. But it is not going to solve the problem if the teachers are not using
it in powerful ways. T|e o||o.|o c|at o t|e |ooovat|ve Teac||o aoo |eao|o |eseac|
oo,ect s|o.s |o. teac|es acoss seveo cooot|es eoot oo t|e .a t|at t|e as' t|e|
stooeots to ose |ooat|oo aoo cooo|cat|oos tec|oo|o|es.
Figure 7: Technology Use and Knowledge Creation
S+
att|e 200`
SS
Cobao 20+3
S6
|oa aoo C|cese 20++
How teachers ask students to use technology
Develop simulations or animations 3%
Work with others from outside class 5%
Use simulations or animations 5%
Create multimedia presentations 6%
Collaborate with peers on learning... 9%
Access class resources or online materials 12%
Analyse data or information 15%
Write or edit stories, reports, or essays 15%
Take tests or turn in homework 17%
Practice routine skills and procedures 26%
Find information on the Internet 36%
High level
uses of technology
Basic uses
of technology
SKILLS
Knowledge
Creation
Information
Consumption
32 | / ||c| Sea
/s t||s oata o 20++ s|o., tec|oo|o |s st||| o|a|| oseo |o bas|c .as t|at |ae tec|oo|o
oo too o tao|t|ooa| teac||o aoo |eao|o, at|e t|ao o co||aboat|oo aoo 'oo.|eoe ceat|oo.
|oeove, eveo t||s c|at ooes oot et at t|e oeeoe os o 'oo.|eoe ceat|oo t|at .|||
evo|ve .|t| t|e oe. oeoao|es ove t|e oet oe|oo.
|et os ea|oe a coocete eao|e o a sc|oo| t|at oot |eao|o aoo oeoao st aoo t|eo
oseo tec|oo|o |o soooot o t|ose. \e coos|oe |ee |a' |aoo |ob||c Sc|oo| (aoes 6, ,
aoo 8) |o |||a, Cota|o.
S
T|e sc|oo| ocoseo st oo stooeot |eao|o oa|s, secooo oo oec|se
oeoao, aoo t||o oo |o. tec|oo|o coo|o eoab|e aoo acce|eate |eao|o |o ||| |eve|
staooaos. Teac|es co||aboat|ve| oes|oeo ao 'acce|eateo |eao|o ae.o'' t|at aooeo
|o. stooeot |eao|o oa|s, oeeo |eao|o cooeteoc|es, eeo|a oeoao aoo tec|oo|o a||
.o' toet|e. T|eo t|e beao to oact|ce os|o t||s ae.o' sc|oo|-.|oe, b|o|o c|a|t to
|oteot|oos, oocesses aoo tas's, aoo oes|eo ootcoes. T|e oeve|ooeo a taeteo 'ooess|ooa|
|eao|o aoo ooess|ooa| oact|ce' state t|at ebeooeo eect|ve ose o tec|oo|o .|t||o t|e
ae.o'. T|e eso|t. ate be|o esseot|a|| at||oeo oo |eao|o ac||eveeot, t|e oaat|ca||
|ooveo oo t|e aoooa| staooaos easoes. |eao|o ooc|eoc, o eao|e, c||beo o
2 to `3 |o t|ee eas, aoo .|t|o |ooveo o 6` to 8, |oc|oo|o c|os|o t|e ao o
bos cooaeo to ||s.
|o |a' |aoo aoo ot|e sc|oo|s ||'e |t, tec|oo|o |s oseo as ao eoab|e aoo acce|eato o
t|e ot|e coe cooooeots o t|e oe. oeoao|es. |o t|e oe. oeoao|es ooe|, tec|oo|o
o|ect| soooots t|e oe. |eao|o oatoes||os aoo |t becoes t|e ooooat|oo o oeeo |eao|o
tas's. |o s|ot, |t a'es a .|o|e oe. '|oo o teac||o aoo |eao|o ooss|b|e.
Figure 8: Digital Tools and Resources
S
See t|e .o' aoo acce|eateo |eao|o ae.o' eo|a|oeo at |a' |aoo at |o||ao 20++b aoo |ot|oo |eaoes||o ||| Se|es,
....|c|ae|o||ao.ca/oota|o-oa'-aoo/
N
ew Pedagogies
New Learning
Partnerships
Deep Learning
Tasks
Digital Tools
and Resources
|oab||o oe. cooteot o|scove, |oca| aoo
|oba| co||aboat|oo, aoo t|e ceat|oo aoo
ose o oe. 'oo.|eoe |o t|e .o|o.
/cce|eat|o teac|es ab|||t to oot stooeots
|o cooto| o t|e |eao|o oocess.
Tec|oo|o, state|ca|| |oteateo .|t| t|e ot|e coe cooooeots o t|e oe. oeoao|es,
unleashes deep learning. \|eo oeoao|ca| aoo oeeo |eao|o caoac|t|es ae c|ea| oeoeo aoo
oeve|ooeo, o||ta| too|s aoo esooces eoab|e t|e. +) o|scove aoo aste o oe. cooteot
'oo.|eoe, 2) co||aboat|ve, coooecteo |eao|o, 3) |o.-cost ceat|oo aoo |teat|oo o oe.
'oo.|eoe, +) ose o oe. 'oo.|eoe .|t| aot|eot|c aoo|eoces o 'ea|' ooooses, aoo S)
eo|aoceeot o teac|es' ab|||t to oot stooeots |o cooto| o t|e |eao|o oocess, acce|eat|o
|eaoe aotooo.
S8
/s t|e est o t||s c|aote .||| e|aboate, |o t|e oe. oeoao|es, |eao|o
oatoes ose tec|oo|o to coostoct 'oo.|eoe, to |ovest|ate aoo so|ve ea| oob|es, to
|ve eac| ot|e eeobac' aoo assess ooe aoot|e's .o', to co||aboate beooo t|e booooa|es
o t|e c|assoo aoo t|e sc|oo| oa, aoo to cooo|cate .|t| oees, eoets aoo ot|es
t|oo|oot t|e .o|o. T|ese oses o tec|oo|o ae oot ee| aoo|t|oos |aeeo oo too o
co|co|a oa|s. |osteao, tec|oo|o |s oseo |o t|e oae o oeeo |eao|o oa|s .|t| .e||-oeoeo
soccess c|te|a. T|e '|o.' o |ts ose |s ooa|c aoo co-oete|oeo b stooeots aoo teac|es.
\|eo t||s occos, .|at |aooeos t|oo| oa| sc|oo||o be|os to to| coooect .|t| t|e .a
t|e .o|o .o's oots|oe sc|oo|s. T|e booooa|es to t|e oots|oe oot oo| becoe oeeab|e, |o
a |eao|o seose they disappear.

New Content Discovery
T|e ||sto o eoocat|oo |s at ao etee| |ootaot |oect|oo oo|ot. T|e teeoooos teac|e
aoo stooeot ec|teeot aoooo 'b|eooeo |eao|o' aoo t|e '|ooeo c|assoo' so|os o a
cooo sooce o oa|o. Teac|es aoo stooeots |o ost sc|oo| sstes aoooo t|e .o|o |ave
|oo beeo coosta|oeo b t|e oeeo to 'cove t|e cooteot' aooateo b eteos|ve co|co|os
aoo t|e ocos o ost oa| assesseots. |b|oo|toos access to o||ta| too|s aoo esooces,
|o.eve, a'es v|toa|| a|| cooteot 'oo.|eoe ava||ab|e to eveooe, at ao t|e. T||s eaos
t.o t||os. ||st, teac|es oo |ooe |ave to oe||ve boao s.at|es o cooteot 'oo.|eoe
oesooa||.
S`

S8
T|ao's to |ete ||| o t|e |aooae |ee
S`
T||s ooes oot oeate t|e oeeo o teac|es to |ave oeeo 'oo.|eoe o t|e| soec|a||sat|oo to o|oe stooeot o|scove, ceat|oo aoo ose o
'oo.|eoe t|at |s ost oteo oe. to t|e stooeot. |ot|eoe, t||s o|eeot e|at|oos||o to cooteot ooeos t|e ooo to oe coss-o|sc|o||oa
|eao|o tas's. ost as so|v|o oob|es |o t|e ea| .o|o osoa|| |ovo|ves sot|es|s|o o|eeot |ooat|oo, |oeas o oesoect|ves, oeeo |eao|o
tas's ae ost oteo o|t|-o|sc|o||oa
Dont start with the technology. Start with pedagogy and let the students help you see how theyll
(t te:c'c, tc e((e:t.e teo: oo 'eo
|a |o, |oess|ooa| |eao|o |eaoe, |eoateot o |oocat|oo, Tasao|a, /osta||a
We were so excited about some of the great apps and great technology, and then we started to
realise that it was the simplest forms of technology that are the most profound.
||z /ooesoo, Caoe 6 Teac|e, |a' |aoo, Cota|o, Caoaoa
34 | / ||c| Sea
Secooo, sc|oo||o ooes oot |ave to be so oc| aboot oe||ve|o a|| t|e cooteot a stooeot
||t t|eoet|ca|| oeeo |o ||e. /|t|oo| stooeots' beaot| o cooteot 'oo.|eoe |s |ootaot,
teac|es aoo sc|oo|s s|oo|o oot |ave to oe||ve a|| o |t. |eao|o cao becoe oe ocoseo oo
|e|o|o stooeots master the process of learning aoo |e|o|o stooeots o|scove aoo aste oe.
cooteot 'oo.|eoe t|ese|ves os|o o||ta| too|s aoo esooces.
60
\|||e t||s sceoa|o oeceases
t|e oeeo o teac|es to o|ect| oe||ve cooteot, |t |oceases t|e oeeo o ve ||| ooa||t
o||ta| |eao|o esooces t|at ae eas|| access|b|e aoo ose-|eoo|. /oo |t eoaoos t|e scooe o
.|at |s eoo|eo ece||eot |eao|o esooces ae oeeoeo oot ,ost o t|e 'eoo|eo co|co|o'
bot o t|e .|o|e vast .o|o o 'oo.|eoe aoo |oeas.
Collaborative, Connected Learning
|evas|ve access to o||ta| too|s aoo esooces a'es oeeo |eao|o oe ooss|b|e t|oo|
boaoeo|o t|e t|e aoo soace |o .||c| stooeots cao coooect .|t| teac|es, oees aoo ot|es
o |oea eoeat|oo, eeobac', eoet|se aoo t|e assesseot o ooess. T||s |o|eeot| a'es
t|e |eao|o oocess oe soc|a|, .||c| coooects t|e |eao|o oocess .|t| ooeo eseac|
aoo t|eo|es oo |o. oeoo|e |eao.
6+
|o oees .o'|o toet|e oo a |eao|o tas', t|e ab|||t to
co||aboate os|o o||ta| too|s oots|oe oa| sc|oo| |oos a|so eoaoos t|e c|aoces to oosoe
|eao|o coooecteo to oesooa| |oteests aoo aso|at|oos. \|eo |oteateo .|t| t|e ot|e coe
cooooeots o t|e oe. oeoao|es |o t|e oa| |eao|o oocess, oo||oe |eao|o esooces
becoe too|s oot oo| o |so|ateo |eao|o b |||| ot|vateo stooeots, bot too|s t|at eoab|e
oe |oc|os|ve, soc|a||-coooecteo |eao|o for all students.
New Knowledge Creation
\e oesc|beo |o t|e oev|oos c|aote t|e esseot|a| o|e o 'oo.|eoe coostoct|oo |o oeeo
|eao|o tas's. \||| ||c|aosoo at|co|ateo t||s |oea o coooect|o t|e ose o o||ta| too|s
aoo esooces .|t| t|e ceat|ve |oeat|ve. 'Tec|oo|o a||o.s os to a'e |ote||ectoa| |eaos
aoo ceate t||os o toe beaot aoo eao|o aoo va|oe as ooooseo to os|o |t joo|] to
cooo|cate aoo aoae stooeot |eao|o o|aos, o 'oe||ve' |eao|o beooo t|e t|e aoo soace
coosta|ots o t|e c|assoo.'
62
|oooct|v|t |o t|e 'oo.|eoe-baseo, va|oe-ceat|oo-o|eoteo
|oba| ecooo o t|e 2+st ceoto eoo|es |oo|v|ooa|s .|o cao ceate oe. |oeas, oe.
oooocts, oe. so|ot|oos aoo oe. cooteot. S|||a|, oeeo |eao|o eoo|es oe t|ao cooteot
aste |t eoo|es t|e ceat|oo aoo ose o oe. 'oo.|eoe |o t|e .o|o. Ceta|o| ao
o t|ese t||os cao be ceateo .|t|oot tec|oo|o, bot o||ta| too|s aoo esooces a'e t|e
ceat|ve oocess oe eas|b|e o stooeots, at s|o|caot| |o.e cost. \|et|e |t |s a v|oeo, a
o|t|-eo|a oeseotat|oo, a v|soa| o|so|a o a ooaot|tat|ve aoa|s|s o eveo a .e||-eseac|eo, oo
to oate eoot t|at |ocoooates |oba| oata aoo eoet|se .|eo stooeots ose o||ta| too|s aoo
esooces to oact|ce t|e 'oo.|eoe coostoct|oo oocess, t|e ae oact|c|o |o t|e .a t|at
t|e .||| be eoecteo to .o' |o t|e otoe.
60
See Sota ||ta |o t||s s|ot v|oeo, oesc|b|o t|e oeeo to oeve|oo stooeots .|o cao oav|ate cooteot .e||.
....ootobe.co/.atc|`v=oC_Tè|z/|
6+
3aosoo et a| 2000
62
\||| ||c|aosoo, oesooa| ea|| ec|aoe .|t| t|e aot|os
New Knowledge Use in the World
T||s |s t|e oa| steo o oeeo |eao|o. os|o oe. 'oo.|eoe t|at |as beeo ceateo b stooeots
|o t|e .o|o beooo sc|oo|. |o t||s steo stooeots o|| oeve|oo aoo bo||o t|e| ooact|ve 'oo|o'
o|soos|t|oos. |o eao|e, /aooa eoo|o, /ss|staot ||oc|oa| at |a||as 3oo's Cooo|t
Sc|oo| |o V|cto|a, /osta||a oesc|beo stooeot vo|ce oo,ects, sa|o, '| t||o' t|e 'ta'e act|oo'
o|ase |s t|e ost |ootaot as a as stooeot vo|ce, becaose t|at |s t|e o|ase .|ee stooeots
ae ab|e to |ave tota| cooto|.'
63
|t |s ooe t||o to a'e a oe. 'oo.|eoe ooooct aoo s|ae
|t .|t| a teac|e o ot|e stooeots. |t |s oo|te aoot|e t||o to oot t|at 'oo.|eoe oot |oto t|e
.o|o to so|ve ea| oob|es, to be oseo b aot|eot|c aoo|eoces, o to |ooeoce ea| oo||c|es
o ooas. |o t|e oast ceoto, sc|oo||o |as |ae| beeo coota|oeo .|t||o c|assoo aoo
sc|oo| .a||s, aoo stooeots .|o aooate |ave acoo|eo eat s'|||s |o cooo|o to t|e |eao|o
eoectat|oos oeoeo b ot|es. oo|o .|at t|e |ave beeo instructed to oo. 3ot tooa, .|eo
t|ose stooeots o |oto t|e .o'o|ace aoo t|e .|oe .o|o, t|e ae soooeo| cooooteo .|t|
t|e eoectat|oo t|at t|e oeeo to oo ve coo|e t||os without any instructions. Sc|oo||o
tooa t|os a||s to o|| oeoae oo ooo oeoo|e o t|e| otoes.
Co| t|oo| taoso|o eoectat|oos o .|at stooeots
should and can do, aoo |v|o t|e oact|ce at oo|o t|ese
t||os |o t|e .o|o, .||| oo sc|oo|s socceeo ooce oe |o
t|e| oooaeota| |ss|oo. T||s |s aboot |e|o|o stooeots to
bo||o att|tooes aoo coooeoce t|oo| oo|o ooooseo|
t||os t|at a'e a o|eeoce |o t|e .o|o. \|eo o|o
|e.e sa|o t|at sc|oo||o |s oot a oeoaat|oo o ||e bot,
at|e, is ||e, |e coo|o scace| |ave |a|oeo t|at stooeots
.oo|o ooe oa |eao aboot t|e .o|o b |eao|o to |oove
t|e .o|o o a ve ea| aet|eeb beco|o eat
c|t|zeos o ||e.
\|at |s t|e o|e o tec|oo|o |o t||s` To oot |t s|o|, o||ta| too|s aoo esooces |ave becoe
ooe o t|e o|a .as oeoo|e do things |o t|e .o|o tooa, aoo oo ooo oeoo|e oeeo
eoe|eoce o .o'|o |o t||s .a. T|e .||| be eote|o a .o|o .|ee ,obs .||| ae| be
oov|oeo to t|e, |osteao t|e .||| oeeo to ceate aoo oeoostate va|oe |o t|e .o|o. |||ta|
too|s aoo esooces eoab|e aoo acce|eate soc| va|oe ceat|oo, aoo t|e ae oevas|ve |o t|e
.o|o oots|oe sc|oo|. |t |s t|e to b|o t|ese esooces |oto sc|oo|s so t|at stooeots cao ose
t|e to oo t||os. /oo .e s|oo|o set t|e eoectat|oo t|at soc| 'oo|o' |s oot oo| ooss|b|e, |t |s
eoo|eo.
T||s .a o |oo'|o at |o. tec|oo|o s|oo|o be oseo |o t|e |eao|o oocess |as |o||cat|oos
o t|e '|oos o o||ta| too|s aoo esooces oov|oeo to stooeots. T|e eo|as|s |ee |s oot so
oc| oo eoab||o oesooa||seo |eao|o t|oo| tec|oo|o (.|ee t|e |o|eeot oa| |s cooteot
aste). |osteao, o t||s oesoect|ve, t|e eo|as|s s|oo|o be oo oov|o|o eve stooeot .|t|
t|e o||ta| too|s aoo esooces to o|scove, ceate aoo ose oe. 'oo.|eoe.
63
See oo,ects ||'e oeoestact|oo at |a||as 3oo's Cooo|t Sc|oo|. ....ootobe.co/.atc|`v=,2.CcCco||
It is about
helping students
to build attitudes and
conoence tbrougb
doing purposeful things
that make a difference
in the world
36 | / ||c| Sea
Accelerating Learner Autonomy
|o oe. oeoao|es .e ae be|oo|o to see |o. tec|oo|o cao
be oseo to soooot t|e oe. |eao|o oatoes||os bet.eeo
aoo aoo teac|es aoo stooeots, aoo to acce|eate teac|es'
ab|||t|es to oot stooeots |o cooto| o t|e |eao|o oocess.
T|e o|t|ate oa| o oe. oeoao|es |s o stooeots to
becoe |ooeoeooeot |eaoes .|o ae ab|e to oes|o aoo
aoae t|e |eao|o oocess eect|ve| o t|ese|ves.
/c||ev|o t||s oa| |s oot s|o|e o eas, aoo |t eoo|es
soo||st|cateo oeoao|ca| caoac|t|es t|at oeve|oo stooeots'
aste o t|e |eao|o oocess ove t|e. |||ta| too|s aoo
esooces cao oe soooot b a'|o t|e |eao|o oocess oe
v|s|b|e to a|| sta'e|o|oes. To state t||s socc|oct|, student-teacher learning
partnerships and the deep learning tasks they generate should govern how digital resources are used.
Tec|oo|o cao oo.eo|| soooot t|e oe. |eao|o oatoes||os, as .e ae see|o |o t|e
sc|oo|s o|scosseo |o t||s eoot. |o eao|e, |a' |aoo, .|t| |ts oeoao|ca| ooooat|oo
|otact, c|ea| oses tec|oo|o to acce|eate t|e |eao|o oatoes||os t|at ae oo|s||o |o t|e
sc|oo|. T||s ooes oot a|.as |ovo|ve ||| tec| osaes. T|e| ose o 'st|c'|es' (oost |t ootes) to
oot t|e aces to stooeot oata oo t|e .a||s o t|e sta oo aoo to caotoe |o. eac| stooeot
|s ooess|o |s a .oooeo|| s|o|e aoo eect|ve .a to a'e |eao|o taosoaeot.
6+
Ct|e
sc|oo|s ose tec|oo|o oe o|ect|. e||eoo Sc|oo| |o |eoa' oses e-ooto||os to co||ect
aoo tac' stooeot .o'. /|| teac|es .o'|o .|t| a stooeot |o t|e sc|oo| oov|oe |ooat|oo
aboot t|e stooeot's ooess |o t|e ooto||o bot| |o acaoe|c aoo |o ooo-coo|t|ve ooa|os.
Stooeot .o' |s co||ecteo |o t|e bot, oe |ootaot|, teac|es coot|bote to aoo oeve|oo
a o|t|o|eos|ooa| v|e. o |oo|v|ooa| stooeots t|oo| t|e ose o t||s sste, .||c| |oc|ooes
oesc|ot|oos o t|e |eao|o state|es t|at .o' best o a |veo stooeot. T||s |ooat|oo cao
be accesseo aoo ot|e oeve|ooeo b teac|es oe. to t|e stooeot, eooc|o t|e t|e eoo|eo
o a teac|e to coe to oooestaoo a stooeot's oeeos aoo |oteests. Stooeots cao access t|e|
o.o ooto||os as .e||, to oat|c|oate |o t|e| o.o oesc|ot|oo aoo eect oo t|e| o.o |eao|o
steot|s aoo aeas o oeve|ooeot. |ette, t|e teac|e .e |otev|e.eo o t||s sc|oo|,
oesc|beo t|e at|ooa|e. '\e oeeo to see t|e c|||o a|| t|e .a aoooo.'
/oot|e eao|e o |o. tec|oo|o cao soooot t|e oe. |eao|o oatoes||os |s t|oo|
o||ta| too|s t|at caotoe stooeots' aso|at|oos aoo |eao|o oa|s |o e|at|oo to t|e| actoa| .o',
t|e| |eao|o ooess aoo t|e| ooo|o eoaeeot. / cob|oat|oo o e-ooto||os .|t|
aso|at|oos aoo eoaeeot a||o.s stooeots, teac|es, oaeots aoo ot|e |eao|o oatoes to
oov|oe oe eect|ve eeobac' aoo to see stooeots' |eao|o ooess oe c|ea|. Coe o t|e
e. eao|es o t||s toe o o||ta| too| |s t|e | /so|at|oos /ct|oo ||ao (|//|) oeve|ooeo b
t|e oa||a |ost|tote o Stooeot /so|at|oos. T||s too| oov|oes ao oo||oe o|ato o stooeots
to oeoe t|e| o.o |eao|o oa|s |o e|at|oo to t|e| aso|at|oos, tac' t|e| o.o ooess
6+
See teac|es at |a' |aoo o|scoss|o |o. t|e ose t||s sste. |o||ao, 20++, |ot|oo |eaoes||o ||| Se|es,
The new
pedagogies goal
is for students to
become independent
learners who design and
manage the learning
process effectively
aa|ost t|ose oa|s, aoo s|ae t|e| actoa| .o' oooocts soc| as oaoes, v|oeos aoo ot|e
at|acts o |eao|o t|e |ave ceateo. T||s sste ooeos oo t|e |eao|o oocess o teac|es
aoo |eao|o oatoes to access, coot|oooos| oo|to aoo soooot a stooeot's |eao|o. |t |e|os
teac|es to 'oo. a|| o t|e| stooeots bette aoo, t|oo| t||s, |e|os t|e bo||o t|e| stooeots'
|eao|o caoac|t.
/|| o t||s act|oo (aoo too||) a|ses a,o ooest|oos aboot |o. to assess .|at |s be|o |eaot.
|t eooses t|e oooaeota| .ea'oesses o tao|t|ooa| tests aoo ooses ve|o ooest|oos aboot
oe. assesseots. \|||e t||s cao be cast as a oob|e, |o tot| |t ceates oe. ooootoo|t|es to
ocos oo .|at cao be |eaoeo aoo easoeo |o t|e oe. ea aoo oo |o. aooess|o t||s |ssoe
cao evebeate bac' aoo |e|o os bette oeoe t|e oe. oeoao|es. So, oo. .e |ave |eao|o
oatoes||os, oeeo |eao|o aoo acce|eateo o||ta| |ooovat|oos |o t|e eooat|oo. o. oo .e
assess t||s oot-ooo| o ooootoo|t`
38 | / ||c| Sea
In the old pedagogy, you measure only content. As long as we keep measuring only content, we
are setting students to learn just that. They need to have freedom to expand that content even
further and be challenged to come up with new ways to do so.
||'a T.ao|, C|C, |eao|o + to + |ooooat|oo
Measures for Effective Vs.
Ineffective New Pedagogies
|o t|e oev|oos c|aotes, .e |ave s|o.o t|e ooteot|a| o t|e coe cooooeots o t|e oe.
oeoao|es (oe. |eao|o oatoes||os, oeeo |eao|o tas's, aoo ob|oo|toos access to o||ta|
too|s aoo esooces) to oo|eas| a oe. |eao|o eoe aoo ec|teeot |o stooeots aoo teac|es.
\e |ave aoeo t|at .|eo t|e cooooeots a|| coe toet|e, t|e s|aoe a oe. ooe| o
eoocat|oo to ac||eve oeeo |eao|o eoos oe e|evaot to t||s ea. 3ot a c|t|ca| o|ece o t|e
o|ctoe |as oot et beeo aooesseo. o. oo .e 'oo. .|eo t|ese oeoao|es |ave ac||eveo
t|e| oa|s` o. oo .e assess aoo easoe ootcoes` o. oo .e eva|oate oe aoo
|ess eect|ve ves|oos o t|e oe. oeoao|es` |o t||s c|aote, .e oeseot ao |o|t|a| ooe| o
easo|o oe aoo |ess eect|ve ves|oos o oe. oeoao|es.
The Present Landscape
|o oo |otev|e.s .|t| teac|es aoo sc|oo| |eaoes oo t|e oe. oeoao|es, .e |eao a
|ot aboot t|e |ssoe o t|e .ea'oess o oo coeot sstes o easo|o stooeot |eao|o
ootcoes, teac|e ooa||t aoo sc|oo| oeoaoce. /oo a|| t|e eoocatos .|t| .|o .e
soo'e, t|ee .as ooao|oos cooseosos t|at assesseot oact|ces aoo sstes ost c|aoe.
Teac|es sa t|at t|e '|oo o oeeo |eao|o t|at oe. oeoao|es oste caooot be assesseo b
tao|t|ooa| staooao|seo eas.

|o ost o t|e sc|oo|s aoo eoocat|oo sstes .e |ave obseveo, the only student learning
outcome measures available for accountability purposes are measures of curricular content mastery.
S
6S
See t|e sto o Ceota| |ee| || Sc|oo|'s ,oooe. |o||ao 20++, |ot|oo |eaoes||o ||| Se|es,
....|c|ae|o||ao.ca/oota|o-ceota|-oee|/
I think assessment has to change too. We need to change assessment because right now were
ossess 'c.'eoe tot te, :c.'o (o c te teet | t' .o't, s c tc !e .ot tese
kids are capable of demonstrating vs. what they can remember. How can they solve problems,
create things, collaborate?
||aooe ||tzoat|c', Coss Co|co|a eao o |ostoct|ooa| Tec|oo|o, Ceota| |ee| ||
Sc|oo|, Caoaoa
6S
T|e coeot assesseot |aooscaoe |s eoeseoteo |o t|e oe be|o., .|ee t|e s|ze o eac|
c|c|e eoeseots t|e ava||ab|||t o e|st|o assesseots.
Figure 9: Availability of Student Assessments
|e. oeoao|es a| to |oove ootcoes oo a oobe o oots, o cooteot aste to
stooeot eoaeeot to oeeo |eao|o ootcoes. \e oeeo to be ab|e to easoe a|| o t|ese
e|eeots |o a cooo aoo |oteateo easoeeot sste. |ooeeo, .e be||eve t|at t|oo|
soc| cob|oeo easoes t|e a|se o|c|oto|es bet.eeo tao|t|ooa| aoo oeeo |eao|o t|at S|
||c|ae| 3abe oteo ees to cao be ovecoe. \e aee .|o|e|eateo| .|t| t|e oos|t|oo
at|co|ateo b Co C|atoo.
Curricular
Content
Curricular
Content
Curricular
Content
Student
Engagement
Deep
Learning
Few
measures
Many
measures
there is a fast-growing global tendency to cast the fundamental purposes of education in
terms of the cultivation of useful, transferable, culturally appropriate character strengths or habits
of mind; and that this leads most productively to the search, not for more team games and
orchestras, nor for add-on courses that address moral development or learning to learn, but to
a refocusing on the methodology of normal lessons. Concern with character education or key
:c,ete:es sc.'o ct 'eoo tc o e'e:t c( o((:.'t s.!,e:t-otte c :o''e ,c,e:ts !.t
to the clear recognition that the main reason for grappling with them is to build the skills and the
:c(oe:e tc o,,'e
Co C|atoo, 32oo Veooo \a|| |ectoe, 'Sc|oo| as ao |o|ste|c /ooeot|ces||o. T|e Case
o 3o||o|o |eao|o |o.e'
40 | / ||c| Sea
T|eoet|ca||, at t|e eoo o |eao|o eoe|eoces .|t| oe. oeoao|es, stooeots s|oo|o beeze
t|oo| staooao|seo tests t|at easoe aste o co|co|a cooteot. C oe |ootaoce
.oo|o be easo|o t|e o|| aoe o stooeots' oeeo |eao|o cooeteoc|es. +) stooeots' aste
o t|e |eao|o oocess, |oc|oo|o t|e| ab|||t to aste oe. cooteot, 2) stooeots' 'e otoe s'|||s,
|oc|oo|o t|e| ab|||t|es to ceate oe. 'oo.|eoe os|o t|e co||aboat|oo aoo cooo|cat|oo
s'|||s oecessa o |||-|eve| va|oe ceat|oo, 3) stooeots' ooact|ve o|soos|t|oos aoo |eve|s o
oeseveaoce |o t|e ace o c|a||eoes, aoo +) t|e eect o stooeots' .o' oooocts oo |oteooeo
aoo|eoces o oob|es. Tec|oo|o cao t|eoet|ca|| be |aoesseo to soooot a|| o t|ese toes
o easoes, bot .e |ave so a seeo e. c|ea eao|es o t||s |aooeo|o.
New Measures of New Outcomes
/s .e |ave seeo |o t|e oeeo |eao|o tas's oesc|beo |o oev|oos c|aotes, |o ||eo o |o||st|c oe.
assesseot ooe|s o oeeo |eao|o, ao teac|es ae a|eao oeve|oo|o t|e| o.o .as
to assess soe 'e otoe s'|||s aoo oeeo |eao|o ootcoes. |o ao o t|e oeeo |eao|o tas'
eao|es t|at .e |ave seeo |o act|oo, |eao|o oa|s aoo soccess c|te|a ae oeoeo |o aovaoce
o tas' |o|eeotat|oo, os|o ob|cs t|at eo||c|t| oeoe |eve|s o soccess o eac| |eao|o
oa|. Soc| ob|cs ae oteo co-ceateo b stooeots aoo teac|es, o oes|oeo b stooeots
aoo ev|e.eo aoo eoeo .|t| teac|es' o|oaoce. |o t|e |ooso|ee '|ss|oos' oo,ects t|at
|ao||oe |obets' stooeots ca|eo oot |o ||c||ao, eac| |ss|oo .as o|oeo b eo||c|t soccess
c|te|a oeoeo t|oo| ob|cs. |o eao|e, |ee |s ooe sect|oo o t|e ob|c o |ss|oo #6.
Table 3: Student Assessment Rubric for H20 Heroes Mission #6
Needs Improvement (0-1) Satisfactory (2-3) Excellent (4-5) Score
Final Product
Content
Soe cooteot |s oot
accoate
Co| |oc|ooeo + o 2 o
t|e |ss|oo eoo|eeots
|ost o t|e cooteot |s
accoate
|esc|beo |o. .ate
e|sts be|o. |at| soace
|esc|beo |o.
oooo.ate oves aoo
|o. |t |s eo|eo|s|eo
|oc|ooeo 2-3 eao|es o
|o. oooo.ate cao be
oo||oteo
Cave 2-3 eao|es o
o|eeot |aoo oses
|eot|ooeo t|at |aoo
oses |eaos to oo||ot|oo
bot o|oo't |ve soec|c
eao|es
|oeot|eo 2-3 .as |o
.||c| oooo.ate
oo||ot|oo cao be eooceo
aoo c|eaoeo oo
|oeot|eo 2-3 easoos .|
.e s|oo|o cae aboot
oooo.ate
Yoo tea accoate|
|oc|ooeo a|| |ss|oo
eoo|eeots.
|esc|beo |o. .ate
e|sts be|o. |at| soace,
|oc|ooes v|soa|s aoo
vocabo|a. satoateo zooe,
.ate tab|e
|esc|be |o.
oooo.ate oves aoo
|o. |t |s eo|eo|s|eo
(|oc|ooeo ose o
vocabo|a. ooos|t,
oeeab|||t, aoo|e)
|oc|ooeo at |east +-S
eao|es o |o.
oooo.ate cao be
oo||oteo
|oeot|eo +-S .as |o
.||c| oooo.ate
oo||ot|oo cao be eooceo
aoo c|eaoeo oo
|oeot|eo +-S easoos .|
.e s|oo|o cae aboot
oooo.ate
Creativity
T|e oa| ooooct.
\as oeo|ctab|e
|oc|ooeo ost| tet
ao e. |oteest|o
eatoes
||o oot catc| t|e v|e.es
atteot|oo
T|e oa| ooooct.
ao soe |oteest|o
eatoes
|oc|ooeo oats t|at .ee
ee catc||o
|oc|ooeo soe o|ctoes o
ao||cs
T|e oa| ooooct.
|oteest|o aoo ee
catc||o
Cao|t t|e v|e.es
atteot|oo
|aoe oo aoo|eoce t||o'
|oc|ooeo o|ctoes o
ao||cs
T|e coect ose o cooteot 'oo.|eoe |s t|e st o|eos|oo o t||s ob|c, o||o.eo b
|oo|catos o soccess o t|e 'e s'||| o 'ceat|v|t.' T||s aoooac| oov|oes ao ebeooeo
assesseot ae.o' t|at |s a||oeo .|t| t|e soec|c cootet o t||s oeeo |eao|o tas'.
|oe oteo t|ao oot, t|ese '|oos o ob|c-baseo assesseots |ovo|ve aoa|s|o t|e ooa||t aoo
|oo o t|e oooocts stooeots ceate as oat o oeeo |eao|o tas's, aoo assess|o t|e oocess
t|oo| .||c| t|ose oooocts .ee ooooceo.
42 | / ||c| Sea
Ct|e teac|es aoo sc|oo| |eaoes .e |otev|e.eo a|so oesc|beo eat eao|es aoo
aoooac|es to assess|o oe. oeoao|es' |oacts. |o ||oooa eott's stooeots, t|e oa|
assesseots |ovo|veo .|et|e t|e eooes|c ooes t|e ooooceo .ee ooct|ooa| (o|o t|e
.o' |o t|e ea| .o|o`), a|t|oo| t|e eot|e oocess |ao .ee'| '|oos-oo' |o|-assesseots
to eosoe t|e aoooo|ate at| cooceots .ee asteeo. |o ||st|o |eoo's Socat|c se|oa,
t|e stooeots .ee eot|e| esooos|b|e o assess|o eac| ot|e's coot|bot|oos. |ette aoc|'s
stooeots |o |eoa' a'e oa| oeseotat|oos o t|e| |eao|o |o ||teatoe aoo at| to a
co|ttee o teac|es, .|o t|eo |ave a coovesat|oo .|t| t|e stooeot to oos| t|e t||o'|o
ot|e. |o t|e |ootao sc|oo|s |o |at|o /e|ca aoo t|e |o|teo States, stooeots co||aboate .|t|
t|e| eoocatos to eva|oate t|e| o.o |eao|o ooess aoo to e|ate .|at t|e |ave |eaot
bac' to stooeots' o.o ||ves aoo cootets. /t |a |oseostoc''s || Tec| || |o Sao ||eo,
oob||c e||b|t|oos o stooeots' .o' oooocts |ave becoe a sc|oo| tao|t|oo. e sa|o, 'oo
|ave to a'e .o' oob||c |t's abso|ote| c|t|ca| to |ave oob||c e||b|t|oos. Staooao|seo scoes
ae oot oseo |o t|e ea| .o|o.' T|e |ave t|oosaoos o oeoo|e eac| ea .|o coe to t|e|
e||b|t|oos.
66
T|ese eao|es o assesseot oseo |o oe. oeoao|es oot oo| caotoe cooteot
'oo.|eoe aste, bot a|so oeoae stooeots o ||e beooo sc|oo|.
o.eve, t|ese ebeooeo aoo aot|eot|c aoooac|es to t|e assesseot o stooeots' .o'
eoo|e a ||| |eve| o assessment competency oo t|e oat o teac|es. Soc| cooeteoc |s
|ao to oeve|oo, esoec|a|| .|eo ao teac|es aoooo t|e .o|o |ave beeo ta|oeo to e|
oo assesseots oeve|ooeo eteoa||, b co|co|o boaos o tetboo' oov|oes. /ssesseot
aoooac|es o oeeo |eao|o a|so oeeo to becoe cooaab|e acoss o|eeot toes o tas's,
sob,ects, sc|oo|s aoo sstes.
Where the teacher has a fundamental role to play is in the products that the kids produce. In the
kinds of products and the quality of that product, and to make sure that the communication skills
that they are using, and a variety of different aspects, represents what we believe kids at that age
and stage should be able to do.
aze| |asoo, Sooe|oteooeot, |ee| Sc|oo| ||st|ct, Cota|o, Caoaoa
One of the greatest challenges for the developers of transformative assessments is to design new,
robust, comprehensible and publicly acceptable means of scoring student work.
67
66
3 .a o 'easoes o oeeo |eao|o' stooeots o || Tec| || |ave oob||s|eo 6+ boo's, |ave 2 oateots, aoo |ast ea a oe stooeot
.as t|e ceato o t|e |ottest se|||o to oo /azoo oo|o t|e C||stas |o||oa seasoo.
6
|eoec'e aoo Cste|o o|aooesseo 20+3, a|so c|t|o ||o|e 200`
T||s |ac' o va||oateo cooaab|||t o oe. assesseot o oeeo |eao|o eaos t|at soc|
easoes |ave ae| beeo oseo beooo |oo|v|ooa| oo,ects o c|assoos o t|e accoootab|||t
easoes eoo|eo o sc|oo| aoo sste |eaoes. |o a e. cooot|es, sc|oo|s ae be|oo|o
to easoe stooeot eoaeeot aoo sc|oo| c||ate, aoo t|ee ae a oobe o va||oateo
|ostoeots aoo sstes o oo|o so ava||ab|e oo., soc| as t|e | Vo|ce sste aoo t|e T|ooo
soves. 3ot t||s toe o easoeeot |as oot beeo oooe coos|steot| acoss .|o|e eoocat|oo
sstes, aoo t|os t|e ae oot et accoootab|||t easoes t|at cao be oseo b oo||ca'es.
|e|t|e |ave soc| easoes beeo coos|steot| |oteateo |o a |o||st|c easoeeot sste t|at
easoes oeoao|ca| oact|ces, stooeot eoaeeot aoo oeeo |eao|o ootcoes.
68
|a'|o
assesseot oc| oe |ot|os|ca|| oat|ve |s a stat|o o|ace, as |t .oo|o oeve|oo stooeots'
caoac|t o |ocoooat|o eeobac' |o .as t|at ae oc| oe ||'e |o. oeoaoce |s
easoeo |o ooo-sc|oo| cootets.
\e oeeo to oeve|oo easoes o bot| oeeo |eao|o ootcoes aoo o t|e oe. oeoao|es
aoo |eao|o eov|ooeots t|at soooot t|e. / .|o|e sste o oe. easoes .oo|o
|ovo|ve easo|o o|vese e|eeots o t|e |eao|o oocess aoo eov|ooeot, soc| as o|es
aoo e|at|oos||os, sc|oo| c||ate cooo|t|oos, |eao|o tas' oes|os, t|e eooeoc aoo ca||be o
oat|ve eeobac', teac|e aoo stooeot eoaeeot, teac|e ooess|ooa| |eao|o, t|e soeeo o
stooeots' ooess to.aos soec|c |eao|o oa|s, sc|oo| |eaoes||o, sste esooces aoo oo||c
a||oeot, aoo, o|t|ate|, stooeots' aste o t|e |eao|o oocess |tse|. |easoes o |ooots,
ootoots aoo ootcoes s|oo|o a|| be a oat o a |o||st|c aoo a||oeo sste o easoes t|at cao
soooot oeeo |eao|o. |o a sste aoo oo||c oesoect|ve, soc| oe. sstes o easoes
ea|o c|t|ca| oecess|t|es.
Effective vs. Ineffective New Pedagogies
Soc| a oe. sste o easoes coo|o be|o to oov|oe |os||ts |oto t|e eect|veoess o
o|eeot va|at|oos aoo |o|eeotat|oos o oe. oeoao|es. \|||e .e |ave beeo |oesseo b
t|e oobe o see|o| soootaoeoos eao|es o t|e oe. oeoao|es t|at .e oooo, t|ee
|s a|so a |ot o ab|o|t aboot .|at t|e s|oo|o |oc|ooe t|oo| t||s eoot |as beoo to
oov|oe c|a|t |o t||s esoect. |t |s eas to et s.eot oo |o t|e eoo|o|a aoo a|| to oa c|ose
atteot|oo to eecot|ooa| ece||eoce. 3aseo oo t|e aoa|s|s o oe. oeoao|es oeve|ooeo |o t||s
eoot, .e |ave |oeot|eo o|eos|oos o ao |o|t|a| ooe| o aoa|s|o t|e eect|veoess o oe.
oeoao|es |o oact|ce. \e oeseot t|ese o|eos|oos as coot|ooos o eect|veoess, ecoo|s|o
t|at t|e oe. oeoao|es bo||o oooo coeot ooe|s o oact|ce.
68
Coo|e aoo |a||o-aooo 20+3
44 | / ||c| Sea
Figure 10: Continuum of New Pedagogies Effectiveness

Co t||s coot|ooo, oe eect|ve oe. oeoao|es .oo|o be c|aacte|seo b t|e aovaoceo
staes oo t|e ||t, a|t|oo| t|e |oo|e stae ||t be a oecessa stae o oeve|ooeot. ee,
teac|es ae |eao|o oatoes .|t| t|e| stooeots, ooa|ca|| act|vat|o t|e| stooeots to oos|
t|e ot|e a|oo t|e| |eao|o oat|s, aoo |e|o|o stooeots t||o' oe c|ea| aboot t|e|
|eao|o oa|s aoo |o. .e|| t|e ae oo|o |o ac||ev|o t|e. T||s |eaos to |eaoe aotooo,
bot t|e teac|e |s a oecessa oatoe a|oo t|e .a. |eao|o tas's s||t o cooteot aste
to ceat|o aoo os|o oe. 'oo.|eoe |o .as t|at |oact t|e ea| .o|o. Tec|oo|o |s oseo |o
.as t|at eoab|e teac|es to see stooeots' |eao|o ooess aoo a||o. stooeots to eoe|eoce
ceat|o aoo os|o oe. 'oo.|eoe .|t| oooose. |o a soa, coos|oe t|e o||o.|o tab|e.
Early
Stage
Pedagogy
Tasks and
Assessments
Advanced
Stage
Tech Use
by Teacher
Tech Use
by Student
Teacher
Control
Partnership Learner
Autonomy
Content Mastery New Knowledge
Creation
Learning Mastery
Content Delivery Collaboration Enabler of Learning
Process Visibility
Content
Consumption
Tools to Create
New Knowledge
Means to Do Real Things
in the World
Table 4: Effective vs. Ineffective New Pedagogies
Effective New Pedagogies
(High Levels of Pedagogical Capacity
Needed)
Ineffective New Pedagogies
|stab||s| stooeots aoo teac|es as co-
|eaoes
|oo-te oeeo |eao|o tas's, coss-
co|co|a, coo|e, |oteoeoeooeot tas's
|eeo |eao|o tas's |ave c|ea |eao|o oa|s
aoo c|ea| oeoeo easoes o soccess
C|ve stooeots cooto| aoo c|o|ce so|teo to
t|e| |eve|, aooa|| bo||o|o stooeots' caoac|t
to aoae t|e |eao|o oocess
Coot|oooos, eect|ve eeobac', oat|ve
assesseot to.aos t|e |eao|o oa|s
|oeot| aoo ose o||ta| too|s aoo esooces
to soooot oeeo |eao|o tas's aoo to |e|o
stooeots aste t|e |eao|o oocess. /oa|se
ooess oata to |oo c|aoes |o teac||o
aoo |eao|o state|es
Too oc| stooeot aotooo
S|ot-te tas's o ooe oo|t o |essoo, oot
o|t|o|sc|o||oa
|o c|ea |eao|o oa|s o .as o easo|o
soccess
C|ve too oc| cooto| aoo c|o|ce to
stooeots beoe t|e |ave s'|||s to stoctoe
t|e| o.o |eao|o eect|ve|
|oeect|ve eeobac' o oo| soat|ve
assesseot at eoo o tas'
|se o||ta| too|s aoo esooces oo| to
oe||ve cooteot aoo tac' ooess, bot oot
to |oo c|aoes |o teac||o aoo |eao|o
state|es
|o |ts eect|ve ves|oos, oe. oeoao|es s|oo|o |e|o stooeots oeve|oo ove t|e as |ooeoeooeot,
aotooooos |eaoes ab|e to eect|ve| oes|o, oosoe aoo ac||eve t|e| o.o |eao|o oa|s aoo
oesooa| aso|at|oos as .e|| as aste co|co|a |eao|o oa|s. 3ot t||s ooeso't |aooeo b |tse|.
T|e o|t|ate oa| o teac|es, as o|o att|e |as oesc|beo, |s to '|e|o stooeots to becoe
t|e| o.o teac|es.'
6`
|o sc|oo|s .|ee t|e oe. oeoao|es ae ta'|o |o|o, .e see eao|es
o t||s v|s|b|||t beco|o oat o ooa| oact|ces. |ao 3oc'|e, oeoot |eao at Sa|tas|.oet
Sc|oo| |o |o|aoo, oesc|beo ooe soc| eao|e. Sa|tas|.oet Cooo|t Sc|oo| |o|eeoteo
a stooeot-|eo eva|oat|oo sste a e. eas ao. |ac| ea stooeots ae |veo t.o oas to
co||ect a|| t|e| oata b at|e|o t|e| assesseot scoes, |otev|e.|o oees aoo teac|es, aoo
eect|o oo t|e| o.o .o' aoo ooess. T|eo t|e oeseot t|e| oesooa| ooess sto to
ao aoo|eoce t|at |oc|ooes t|e| oaeots aoo teac|es, oesc|b|o .|at t|e ae ooo at, .|at
t|e| |eao|o oa|s aoo eoectat|oos o t|e ea .ee, |o. .e|| t|e ac||eveo t|ose oa|s,
aoo oot||o|o .|at t|e o|ao to .o' oo oet. T|e eso|t, |ao oo|oteo oot, |s t|at 'stooeots set
oc| |||e eoectat|oos o t|ese|ves t|ao | o ao teac|e | 'oo. eve .oo|o.' |act|ces
||'e t|ese at t|e |eat o oe. oeoao|es oo|eas| |||e eoectat|oos o |eao|o. \|eo
||| eoectat|oos ae sooooteo b t|e |||e |eve|s o se|-estee oeve|ooeo t|oo| |eao|o
oatoes||os, oe soccesso| |eao|o becoes |oev|tab|e as .as soesteo b S| ||c|ae|
3abe ove a oecaoe ao.
6`
att|e 20+2
46 | / ||c| Sea
Figure 11: Expectations and Self-Esteem
0

Self Esteem
|o soa, t|e oe. oeoao|es ost oeve|oo oe. easoes t|at assess oe. |eao|o
ootcoes as .e|| as t|e oact|ces t|at |eao to soc| ootcoes. /tteots to assess so-ca||eo 2+st
ceoto |eao|o s'|||s t|at ae oetac|eo o actoa| teac||o aoo |eao|o oact|ces .||| be o
|||teo ose. /ssesseot |s t|e .ea'est oat o t|e oe. oeoao|es ooe| .e |ave oeseoteo
|o t||s eoot. \e eoect ot|e act|oo |o t||s ooa|o, aoo .oo|o ecoeoo t|at t|ee
sets o va|ab|es be t|e ocos o t||s .o'. oe. assesseots o t|e oeeo |eao|o ootcoes,
|oeot|cat|oo aoo assesseot o t|e oatoe o t|e oeoao|ca| oatoes||os t|at .||| best
ooooce t|ese oe. ootcoes, aoo oa|| a coos|oeat|oo o .||c| oo||c|es aoo state|es ae
oecessa to eoeate t|e oe. oeoao|ca| oatoes||os |o ooest|oo. \e oose|ves ae coeot|
ev|e.|o, oeve|oo|o aoo .||| be aoo||o soec|c easoes o oeeo |eao|o |o oo oe.
oeoao|es |o|t|at|ve .|t| +,000 sc|oo|s.
/|| |o a||, .|||e a e. oe. o|ect|oos ae be|oo|o to

a|o tact|oo, |o||st|c sstes o oe. easoes ae bao| oeeoeo to |oo t||s .o'.
T|e botto ||oe |s t|at t|e |ssoe o oe. assesseots |s at t|e ve ea| stae o oeve|ooeot,
aoo eoeseots a a,o c|a||eoe |o t|e |eo|ate otoe. |o t||s seose |t .||| be eas|e to
eoeate |ostaoces o oe. oeoao|es t|ao |t .||| be to oe oot |o. to assess t|e. T|ese
t.o ooa|osoeoao|ca| |ooovat|oo aoo assesseot o |eao|o ost o |aoo |o |aoo. T|os,
t|e oet o|ase ost be a'eo b |oeot||o aoo oeve|oo|o easoes o t|e oeeo |eao|o
ootcoes aoo t|e oeoao|es t|at ooooce t|e.
E
x
p
e
c
t
a
t
i
o
n
s
Demoralisation Success
Failure Complacency
Low High
Low
High
0
3abe +``
....oe.oeoao|es.o
The New Change Leadership
\|t| t|e oev|oos c|aotes .e soo|t to s|o. t|at t|e t|ee coe cooooeots o t|e oe.
oeoao|es|eao|o oatoes||os, oeeo |eao|o tas's, aoo o||ta| too|s|ave t|e ooteot|a|
to taoso |eao|o. Stooeots becoe ||e-|oo |eaoes b |eao|o aboot ||e as t|e ||ve |t
aoo t|eo see' to |oove |t. |veooe becoes ao eoteoeoeo |o t|e seose t|at t|e oo
soet||o .ot|.|||e (|o bos|oess, |oba| ,ost|ce, o ot|e aeas) .|t| .|ateve esooces
t|e |ave aoo cao eoeate. /|| o t||s |aooeos t|oo| oe. oeoao|es t|at a'e oe. t||os
ooss|b|e |o t|e ea| o |eao|o. |o t||s sect|oo, .e coos|oe |o. t||s v|s|oo cao be ao|o|
ac||eveo acoss .|o|e eoocat|oo sstes. T||s .||| eoo|e a o|eeot c|aoe oocess, aoo
t|os a o|eeot '|oo o |eaoes||o. \|at ae t|e oe. o|es o |eaoes` \|at ae t|e eoab||o
cooo|t|oos t|at soooot t|e eect|ve |o|eeotat|oo o t|e oe. oeoao|es` |ote a|so t|at t||s
ost |aooeo oo a |ae sca|e .|o|e sstes. |et os stat .|t| ooe eoocat|oo sste t|at |as
beoo t|e c|aoe oocess |o t||s o|ect|oo.
The Peel District School Board near Toronto, which oversees 250 schools and 150,000 highly
diverse students starts down the path of integrating pedagogy and technology. They have
the usual starting point bored students, and teachers struggling with their frustration and
disillusionment. Until 2011, the district was a traditionally-run system of strategic plans and
uneven implementation.
A new central leadership enters the scene and taps into an emerging combination of ad hoc
leaders at the district and school levels who are ready for something different, though they
dont know what that is. School leaders start to identify teachers who are beginning to do some
interesting things with their students or who have expressed the desire to move in new directions.
The school board passes a BYOD (Bring Your Own Device) policy and invites schools and the
s,ste tc (.e c.t ,'eetotc s s te !e c( o os.,t.e ,eco |to' eo:tcs
are mixed among principals. In some schools new conversations now both face-to- face and
online happen among teachers and school leaders and between schools and the district. In
these schools, the pedagogical roles of teachers and students begin to change and excite people
beyond anything they have experienced. Some teachers change their minds about leaving the
profession; some students begin to love school in a way they never have. In other schools, however,
principals and teachers feel cut adrift.
71
6
Educators are inspired by their students learning when they see it, they are motivated.
+
V|oeo o t|e |ee| sto. |o||ao 20++, |ot|oo |eaoes||o ||| Se|es, ....|c|ae|o||ao.ca/oota|o-oee|-o|st|ct-sc|oo|-boao/
48 | / ||c| Sea
T|ese oe. c|aoe |eaoes .||| |ave to ooeate oooe cooo|t|oos o ooa|c c|aoe. \e see
t|e oocess as coos|st|o o. o|ect|ooa| v|s|oo, |ett|o o, aoo e|o|o |o acoss |teat|ve cc|es.
Soc| |eaoes .||| oeeo to ooeo oo t|e ooss|b|||t|es .|t| o|ect|ooa| |oeas bot oot oecessa||
coocete o|aos at t|e ea| stae. /s t||s '|ov|tat|ooa| stae' ooo|os, |eaoes aa|o at a|| |eve|s
.||| oeeo to be ooeo to oe. eo|oat|oos .|||e soooot|o oeoo|e oooe cooo|t|oos o
ab|o|t. |o t||s seose, |eaoes '|et o' as oe. |oeas aoo oact|ces ae eo|oeo, .||c| |aooeos
|o ao|o ooe. /s t|e oocess ooo|os, |eaoes .||| oeeo to |e|o ot|es |oeot|, eoe aoo soeao
.|at |s .o'|o. T||s |s a c|aoe oocess o t|e ||'es .e |ave oeve seeo, aoo a a,o t|ee o
|t |s t|e ao|o |oc|os|oo o oe aoo oe oatoes |o t|e oocess.
A New Change Process
|ee| |s s|o|caot becaose |t |s ao oo|oa o|st|ct .|t| a |ae oobe o sc|oo|s, oooe o .||c|
|ave etaoo|oa esooces. /s a ooo, t|e eoeseot to|ca| oob||c|-oooeo sc|oo||o. T|e
|ee| sto |s ao eao|e o .|at .e ae be|oo|o to ca|| Inherent Change. Inherent Change |s
.|eo c|aoe |aooeos a|ost oao|ca||. T|e sto o |ee| ||||||ts t|e c|a||eoes ac|o oe.
c|aoe |eaoes||o. \e sa 'a|ost' becaose, as .e s|a|| see, t|e o|es o |eaoes aoo t|e eoab||o
cooo|t|oos t|e oste ae esseot|a|. |ooe t|e ||t cooo|t|oos, |o|eeot c|aoe cao occo oe
ao|o| aoo oe eas|| t|ao aot||o .e |ave seeo beoe |o coo|e sstes. T||s |s |o. t|e
oe. oeoao|es' c|aoe oocess |s o|eeot. |t |s aste becaose |ts oooaeota|s ae oatoa|
to t|e |oao cooo|t|oo. |t |s bo||t oo |oao'|oo's oeeo to a) be oo|o soet||o |ot|os|ca||
eao|oo|, aoo b) to oo |t soc|a|| (|.e., .|t| t|e ooo).
2
T|e etao|o t|at coes c|osest to
caoto|o t||s sste ooa|c |s 'oos|t|ve coota|oo.' \e see t||s ooa|c coeot| oooe.a,
a|be|t at t|e o|eeot staes |o o|eeot cootets. |o sstes .|ee oeoo|e ae eao aoo t|ee
|s t|e ooss|b|||t to c|aoe esseot|a| eoab||o cooo|t|oos, oaat|c taosoat|oo .||| oo |ooe
ta'e S0 eas. |t cao ta'e |ess t|ao t.o eas to be|o to ta'e |o|o |o soe sc|oo|s, as .e ae
see|o |o t|e case o |ee|. \e oeo|ct t|at t|e oe. oeoao|es o oeeo |eao|o .||| soeao
ao|o| |o t|e oet oe|oo becaose o t|e cooveeoce o oces t|at .e |ave |oeot|eo |o t||s
eoot.
|o|eeot c|aoe |s ec|eot, eac|es eveooe,
ot|vates o .|t||o, co|t|vates ooo o.oes||o,
aoo |as bo||t-|o sosta|oab|||t. |t |s oao|c c|aoe
o coo|e |oao sstes. T|e ooe| o oao|c
c|aoe |s oseo| becaose, |o oao|c sstes, oooe
t|e ||t cooo|t|oos, c|aoe cao soeao oo|c'| aoo
e|st|o sstes cao be taosoeo |o ve s|ot
oe|oos o t|e. |o eoocat|oo sstes, .|eo t|e
||t |eao|o cooo|t|oos ae |o o|ace, t|ee cao be
a oatoa| aoo oao|c aooot|oo o oe. oeoao|es
b stooeots, teac|es aoo ot|e sta'e|o|oes t|oo|oot t|e sste. 3ot t|e cooo|t|oos aoo
caoac|t|es o t|e eoocat|ooa| ecosste eo|ate t|e ease aoo soeeo .|t| .||c| c|aoe
occos. |eaoes||o, co|toe, accoootab|||t aoo assesseot easoes, ooess|ooa| |eao|o,
o||ta| esooces aoo t|e oo||c ae.o' o t|e .|o|e sste. a|| o t|ese coost|tote 'e
N
e
w
C
hange Leadersh
ip
Capacities Culture
Figure 12: How the New Pedagogies Spread
2
||o' 200`, 3oo's 20+2
cooo|t|oos t|at |ooeoce t|e ate o soeao o oe. oeoao|es aoo t|e eect|veoess o t|e|
|o|eeotat|oo. \e .||| oesc|be t|ese cooo|t|oos |o oe oeta|| be|o., a|oo .|t| t|e o|es o
|eaoes |o t|ese oocesses.
Cata|sts o c|aoe cao coe o o|eeot sooces. |o oo obsevat|oos, t|e oe. oeoao|es
ta'e o ost oo|c'| .|eo t|ee cooo|t|oos ae |o eect s|o|taoeoos|. +) t|ee |s a coooeoce
o stooeot o|seoaeeot, teac|e o|scooteot, aoo |eaoes||o accoootab|||t oessoes, 2)
stooeots |ave access to tec|oo|o oots|oe o sc|oo| t|at a||o.s t|e eas access to a vast
aooot o |ooat|oo aoo |oeas, aoo 3) oe. tec|oo|o |ovesteots aoo oe. oo||c|es ae
oooe.a o oooe coos|oeat|oo |os|oe t|e sc|oo| sste. |t |s bot| ec|t|o aoo coooooo|o
t|at c|aoe to.aos oe. oeoao|es |s ta'|o o|ace |o .|o|e eoocat|oo sstes |o o|vese
oats o t|e .o|o o Cota|o to Tasao|a to Co|ob|a. \|at |s o|eeot tooa |s t|at the
external contexts in which schools exist are becoming more cooooc|ve to t|e coooeoce o oe.
oeoao|es (oatoes||os, oeeo |eao|o tas's aoo oevas|ve o||ta| esooces). /s .e |ave
aoeo above, t|e ob|oo|t o tec|oo|o oots|oe sc|oo|s c|aoes t|e ooa|c o t|e oe||ve
aoo aste o cooteot 'oo.|eoe. /t t|e sae t|e, oao|sat|ooa| ooe|s ae c|ao|o o
boeaocat|c coaoo aoo cooto| ||eac||es to ooe|s t|at soooot t|e oe. oeoao|es,
ocoseo oo aste o a ooa|c |eao|o oocess.
/s |as beeo .e|| stoo|eo aoo eseac|eo ove t|e eas, t|ee ae ao .e||-'oo.o ba|es
to eoocat|ooa| sste c|aoe.
3
Coe o t|e ost eooeot|-c|teo ba|es |s t|e oece|veo
es|staoce o teac|es to aooot|o oe. oact|ces o too|s (t|e eseac| a|so s|o.s t|at t|ee
ae oteo oo|te ooo easoos o t||s es|staoce).
+
T||s |s .|ee t|e oe. |eao|o oatoes||os
bet.eeo teac|es aoo stooeots cao oov|oe a oo.eo| |ooeoce. Co co||eaoe |ao 3oc'|e at
Sa|tas|.oet Cooo|t Sc|oo| |o Coo.a||, |o|aoo, to|o a sto t|at evea|s t|e oo|| o stooeot
vo|ce |o ooe teac|e's aooot|oo o oe. oeoao|es. Sa|tas|.oet |s a sc|oo| 'oo.o |oteoat|ooa||
o |ts |ooovat|ve |oteat|oo o tec|oo|o. o.eve, oot a|| o |ts teac|es |ave ebaceo
tec|oo|o, aoo a e. ea|oeo etee| sceot|ca| aboot t|e ab|||t o o||ta| too|s to ea||
soooot |eao|o. |ao .as |oteesteo |o t|e ooest|oo o |o. eve teac|e, oo atte |o.
e|octaot, coo|o be|o to oeve|oo aoo |oteate tec|oo|o. /s a t|oo|to| |eaoe |e cae oo
.|t| a stooeot-o|veo ooe|. e aaoeo o eac| stooeot |o a e. c|asses to |ave a oev|ce, aoo
eoo|eo oo| t|at teac|es a||o. t|ese stooeots to ose t|e tec|oo|o |o t|e| c|asses. e a|so
set oo a tea o 'stooeot eoets,' .|o obseveo |o. t|e stooeots .ee os|o t|e tec|oo|o
o |eao|o aoo |oeot|eo t|e best eao|es. o|te soo|s|o|, ooe o t|e best eao|es t||s
tea |oeot|eo cae o t|e c|ass o a teac|e .|o .as .e|| 'oo.o o |e es|staoce to
os|o tec|oo|o. S|e |ao esooooeo to t|e eoo|eeot t|at stooeots ose t|e| oev|ces b
t|o.|o oo |e |aoos aoo sa|o, esseot|a||, '| ooo't 'oo. |o. to oo t||s. Yoo stooeots .|||
|ave to oe |t oot.' /oo so t|e o|o. S|e |et t|e stooeots o|ve t|e tec|oo|o ose coo|ete|,
|et t|e oo .|t| t|e c|a||eoe o aoo||o |t to |eao|o oa|s. T|e stooeots cae oo .|t| .as
to ose tec|oo|o as oat o t|e |eao|o |o |e c|ass t|at s|o| aazeo |e, aoo aoe |e see
bot| t|e ooteot|a| o t|ese too|s to eoaoo |eao|o aoo t|e ooteot|a| o |eao|o t|at coes
.|eo stooeots oatoe |o t|e oes|o o t|e |eao|o oocess. S|e |as s|oce becoe ooe o t|e
3
|e|ta et a| 20+2
+
Co 2008
50 | / ||c| Sea
stooest aovocates |o t|e sc|oo| o |o. tec|oo|o aoo |eao|o oatoes||os .|t| stooeots
cao oos|t|ve| |oact |eao|o. /s |ao sas, s|e ||t oot |ave ooeoeo t|e ooo .|t|oot t|e
eoo|eeot t|at stooeots ose t|e oev|ces, bot |t .as t|e oo.e o |eao|o a|oos|oe |e
stooeots t|at ea|| cooveteo |e.
\e a|so |eao eao|es o t|e oao|c soeao o oe. oeoao|es, .|ee teac|es .|t||o
a sc|oo| coov|oceo eac| ot|e to t oot oe. aoooac|es. |o t|ese cases, ooe teac|e t|es
soet||o oe. t|at o|| eoaes stooeots, aoo t|e ec|teeot t|at |s eoeateo becoes a
cata|st o ot|e teac|es |o a sc|oo|. Soc| .as t|e case .|t| |ao||oe |obets' 2C eoes
oo,ect |o ||c||ao aoo .|t| ||oooa eott's Ceooes|c ooe oo,ect |o Caoaoa. /te see|o
|e stooeots' eoaeeot |o t|e ooe oo,ect, ||oooa sa|o, 't|ee |s a |oe teac|e oooo|at|oo
t|at |s so ec|teo aboot Seotebe aoo oo|o t||s toe o |eao|o t|oo|oot t|e sc|oo| as
a .|o|e.' |o ||ooeateo t|oo| to 8t| aoe, eve |eve| o t|e sc|oo| |s eba'|o oo
oe. oeoao|es. |o ||oooa's sc|oo| t|e teac|es ae stoo| sooooteo b sc|oo| aoo o|st|ct
|eaoes||o. T|e o|oc|oa| sa. .|at ||oooa .as oo|o |o t|e ooe oo,ect aoo '.as aazeo
b t|e |eao|o t|at .as |aooeo|o.' /oo so t|e o|oc|oa| to|o t|e sto o t|e oo,ect to ot|e
teac|es aoo to ot|e |eaoes. /s ||oooa eo|a|oeo.

T|e soeao o oe. oeoao|es |aooeos oao|ca|| .|eo teac|es ecoo|se aoo |oteoa||se
t|e oo.e o oe. aoooac|es to |eao|o baseo oo see|o t|e .o' .|t| oees aoo stooeots.
o.eve, as t|e above eao|e s|o.s, |eaoes||o aoo |eao|o cooo|t|oos .|t||o ao eoocat|oo
ecosste cao oaat|ca|| |ocease t|e c|aoces o boaoe c|aoe.
/s t|ese eao|es soest, t|e |o|eeot c|aoe ooe| b .||c| oe. oeoao|es soeao |s
o|eeot becaose t|e c|aoe coes o a|| |eve|s. T|e oe. |eao|o oatoes||os bet.eeo
stooeots aoo teac|es, teac|es' |ooeoce oo t|e| oees, aoo |eao|o cooo|t|oos s|aoeo b
|eaoes a|| coovee to eoab|e c|aoe. T|e o|eeoce t|at .e see |s t|at ao c|aoes stat
s|o|taoeoos| aoo soeao v|a o|t|-aceteo oat|.as.
New Roles for Leaders and Conditions that Enable the New Pedagogies
ost as t|e o|es o teac|es aoo stooeots ae c|ao|o, t|e o|es o sc|oo| aoo eoocat|oo sste
|eaoes ae c|ao|o as .e||. |o t|e tab|e be|o., .e ||||||t soe o t|e 'e o|es o |eaoes |o
oste|o aoo eect|ve| |o|eeot|o oe. oeoao|es. T|ese o|es coesoooo .|t| eoab||o
cooo|t|oos, .||c| |eaoes |ooeoce aoo co|t|vate. \|eo oe o t|e cooo|t|oos ae oeseot, oe.
oeoao|es staoo a oc| |||e c|aoce o be|o |o|eeoteo eect|ve| aoo sosta|oab|.
The principal, LeeAnne Andriessen, was phenomenal in supporting me in taking this kind of risk.
Some teachers would love to do this but were concerned about their EQAO (Education Quality
^::c.to!'t, C((:e) es.'ts te stooooseo tests c. | .c.'o o.e tot te 'eo
the 6 weeks of my project far exceeded what straight preparation for EQAO would achieve. The
principal has provided lots of support and professional development on these models of learning. I
would probably have tried it anyway, but it made it much easier with that support..
Table 5: New Leadership Roles and Enabling Conditions.
Leadership Roles Enabling Conditions
Culture |oste co|teot to t|e oa|
|oeat|ve o c|aoe, bo||o 'co|toe o
es', |ov|t|o c|aoe
|ocooae |s'. ooo-,ooeota| staoce
esoec|a|| at t|e be|oo|o, ta|' ooeo|
aboot |sta'es
Coot|oooos| oeve|oo, oeoe aoo
cooo|cate t|e oe. v|s|oo
|ooeoce bot oo oot cooto| c|aoe
|act|ce co||aboat|oo. ose t|e ooo to
c|aoe t|e ooo
|ooe| be|o a |eaoe
|eao|oess o c|aoe aoo ooeooess to
oe. ooss|b|||t|es
S|aeo co|teot to oa|
|oeat|ve
Cooo aoo s|aeo v|s|oo, eveo | oot
et csta|||seo
|eao|o |eaoes||o co|toe .|t| |||
eoectat|oos o a||
Co||aboat|ve c||ate
Capacity |a'e oe. oact|ces v|s|b|e aoo
taosoaeot
Co-oeve|oo easoes to soooot
|eao|o o t|e .o'
|ov|oe aoo ece|ve coac||o,
eoto|o aoo ooess|ooa| |eao|o
||oo t|e eaos to oov|oe ob|oo|t o
tec|oo|o
3e a oatoe |o t|e |eao|o, ooe|
t|e ose o o||ta| too|s aoo oev|ces, oot
oecessa|| as eoets
e|o to assess t|e |oact o oe.
oact|ces oo oeeo |eao|o
/ o|ao o ac||ev|o t|e v|s|oo
\as o easo|o .|ee t||os ae
oo., |eao|o o t|e .o'
|oess|ooa| |eao|o t|at bo||os
oeoao|ca| caoac|t aoo ebeos t|e
oe. cooceots
|b|oo|toos tec|oo|o |oteateo .|t|
t|e .|o|e oe. ae.o'
\|o|e sste ae.o'
\e |ave oooeo t|ese o|es aoo cooo|t|oos |oto t|e boao cateo|es o 'co|toe' aoo 'caoac|t.'
3ot| cateo|es ae oeeoeo o oeeo aoo sosta|oeo c|aoe .|t||o aoo acoss coo|e
sstes.
S
\e be|o |ee b oesc|b|o |o. |eaoes cao |ooeoce o|ect|ooa| v|s|oo aoo co|toe,
aoo t|eo too to |ooovat|oo aoo caoac|t-bo||o|o e|eeots. Coe oo|ot to a'e at t|e ootset.
t|e c|aoe .e ae obsev|o as oe. oeoao|es ta'e |o|o |s oe|t|e too-oo.o oo botto
oo c|aoe. |t |s bot| aoo, |t |s a|so s|oe.as. |oeas aoo eoe o. vet|ca|| aoo |atea||.
||ssat|sact|oo ooots oo t|e oooo and at t|e too, ooc'ets o oe. act|v|t be|o to st|,
oo.eo| oe. cata|sts aooea (soc| as o||ta| access), oe. oatteos o |oteact|oo bea' t|oo|,
|eaoes at bot| t|e too aoo t|e botto ecoo|se aoo esoooo |oto|t|ve|, |ooeoeooeot|, aoo
t|eo toet|e, aoo t|e oveeot ta'es o. T|e o|e o |eaoes |s to s|o|taoeoos| |e|o t|e
oao|sat|oo to '|et o' aoo 'e|o |o.'
S
|o||ao 20+0, 3abe et al 20+0, |a aoo Ceeo|||| 20+3
52 | / ||c| Sea
Learning Leadership Culture
|oteta|o|o a o|ect|ooa| v|s|oo o .|at |s ooss|b|e aoo .|ee oo .aot to o .|t||o t|e oe.
ea| o ooss|b|||t |s t|e st steo oo a soccesso| oat| to c|aoe. Ceta|o e|eeots o sc|oo|
aoo sste co|toes cao stoo| soooot t|e soeao o oe. oeoao|es. 3ot |eaoes |o t|e
oe. ea ost |ave a boao o|ctoe o t|e otoe aoo es| |t oot .|t| t|e ooo. |stab||s||o a
co|toe o |eao|o |eaoes||o eaos ecoo|s|o aoo ebac|o .|at |t eaos o stooeots aoo
teac|es to o.o t|e |eao|o. Coe o|oc|oa| |o Caoaoa oesc|beo .|at t||s |s ||'e.
/oot|e o|oc|oa| sa|o.
Soet|es |eaoes |e|o '|c'-stat t|e oocess. |eaoes||o becoes t|e eoectat|oo aoo
t|e oo at eve |ae o t|e sste, .|t| stooeots, teac|es aoo |eaoes a|| |eao|o t|e|
o.o |eao|o. |o soc| a co|toe, oos|t|ve |oteoesooa| e|at|oos||os, eocooaeeot aoo tost
becoe eveo oe esseot|a|. /|| sta'e|o|oes oat|c|oate |o oeve|oo|o aoo a|ota|o|o t|e
soc|a|-eot|ooa| cootet o |eao|o. T|e ecoo|se aoo ebace t|e oeeo o ao eoat|et|c,
soooot|ve eov|ooeot .|ee eocooaeeot, s|aeo |eaoes||o aoo ooo-ooo|t|ve eeobac'
ae coooo|ace. |ao o t|e teac|es aoo sc|oo| |eaoes .e |otev|e.eo ||||||teo t||s
asoect.
T||s cascao|o ooe| o |eao|o t|oo| oatoes||o eteoos t|oo| stooeots, teac|es aoo
|eaoes a|| |eao|o .|t| aoo o eac| ot|e. \|eo |eaoes ooe| t||s, |t |s oot |eaoes||o
o t|e too, bot |eaoes||o aoo |eao|o o .|t||o. aes 3ooo, t|e o|oc|oa| o |a' |aoo
Sc|oo| |o Cota|o, Caoaoa, oesc|beo |o. ||s teac|es oeve|ooeo t|e oact|ce o |eao|o
toet|e.
I had to take two steps back so teachers and students could take three steps forward.
/ooeas |ee, \C |av|s Sc|oo| ||oc|oa|, Cota|o, Caoaoa
I just tried to create an environment which is a culture of yes. It sounds like a small thing but it is
not. It is huge.
|a.eoce |e |aee, Ceota| |ee| Secoooa Sc|oo|, Cota|o, Caoaoa
Leadership is also changing dramatically leaders roles with teachers are changing. Teachers are
e,c.eeo eo:es oct .ot ce-sze-(ts-o'' ,c(essco' oe.e'c,et te, .ot o .c:e
.e,ce s o teo:e-'eooe , !.'o \e oe (o .o,s tc ,.'' te 'eooes, c.t c(
everybody. Its a partnership, not a dictate.
Co|toes o |eao|o |eaoes||o oste etaoo|oa|| ||| eoectat|oos o teac||o aoo |eao|o.
T|e |e|oveot|o Sc|oo|s Coa||t|oo's .o' |o /|as'a s|o.s t|at .|eo stooeots |ave c|ea|
oeoeo eoectat|oos o |eao|o ac||eveeot, aoo ae t|eo |veo esooos|b|||t o t|e|
o.o |eao|o aoo soooot oo|o t|e oocess, t|e ac||eve s|o|caot| oe |o |ess t|e.

\|eo stooeots set t|e| o.o oa|s o |eao|o, aoo teac|es be|o to see eao|es o .|at
|t |s ooss|b|e o stooeots to ac||eve, |t ta'es t|e ||o o. |o ooe |s boooo b t|e eoectat|oos
oeoeo b t|e oa| co|co|o o .|at s|oo|o be ac||eveo |o a ea's t|e.
Collaborative Cultures
Sc|oo|s aoo sstes t|at oste |||| co||aboat|ve oact|ces aoo ooooseo|| bo||o soc|a|
cao|ta| ae o|aces .|ee oe. oeoao|es t||ve. |o oat|co|a, teac|e |so|at|oo |s t|e eoe |ee.
3ot oot a|| o|aces be|o .|t| ||| |eve|s o co||aboat|oo aoo, |o soc| cases, ooe o t|e c|t|ca|
o|es o |eaoes |s to be|o to oeoostate aoo ooe| co||aboat|ve oact|ces, ta'|o a ooo-
,ooeota| staoce oo |o. ot|es eoae, esoec|a|| at t|e be|oo|o. |o t|e eao|es .e sa. o
oe. oeoao|es soeao|o eect|ve|, teac|es aoo sc|oo| |eaoes .ee eoaeo |o oocesses o
coot|oooos, co||aboat|ve eva|oat|oo o .|at .o'eo aoo |o. to best ac||eve |ooveeot.
8

T|ese oocesses .ee oe||beat|ve| oeve|ooeo aoo t|e be|oo|os .ee oteo ess. 3ot |et os
s|ae .|at cao |aooeo os|o a v|oette o t|e v|oeo o |a' |aoo.
`
So whenever we did staff development [in the past], they were all over the map in terms of
different knowledge and expertise with different high yield strategies. So a big question was
how to have them be comfortable with learning and sharing from each other. Because Im a big
believer that within a school or a system, you have the expertise if you can just connect the
people and have them learn from each other. That was our big focus.
aes 3ooo, ||oc|oa|, |a' |aoo Sc|oo|, Cota|o, Caoaoa
6
6
See oe o t|e |a' |aoo sto at |o||ao 20++, |ot|oo |eaoes||o ||| Se|es, ....|c|ae|o||ao.ca/oota|o-oa'-aoo/
|e|oeozo et al 2008
8
See oe aboot |o. t||s '|oo o co||aboat|ve teac|e |ooo| .o's |o Cota|o at.
....eoo.ov.oo.ca/eo/||teacooeac/|oso|e/eseac|/C3S_Co||aboat|ve_Teac|e_|ooo|.oo
`
Four teachers sat around a table in their shared staff learning center at Park Manor School in
Ontario, Canada. The walls of the room were completely covered with individual student stickies
for every student in the school. Each student page had coloured markers showing that students
success and challenges by subject. Notes from different teachers were included behind each page.
Any teacher could come into the room and have a clear and immediate visual picture of their
students and an ability to see if students who were struggling in their classrooms were having
more success with other teachers. Teachers regularly shared the teaching strategies they were
using with other teachers, discussing what worked to engage a kid, and what didnt.
54 | / ||c| Sea
T|oo| soc| co||aboat|oo, teac|es oeve|oo cooo t|eo|es o oact|ce, s|a|o t|e|
|os||ts aboot state|es t|at |oact |oo|v|ooa| stooeots. / co||aboat|ve c||ate oeceases
teac|e |so|at|oo aoo, at t|e sae t|e, eoab|es eate |s'-ta'|o. |o sc|oo|s aoo sstes
.|t| co||aboat|ve c||ates, t|e |s' o t|o oe. aoooac|es becoes s|aeo. \|eo |eaoes
soooot soc| |s'-ta'|o aoo oe s|o|caot| ebace t|e oact|ce o ta|'|o ooeo| aboot
|sta'es, co||aboat|ve c||ates estab||s| t|e oatteo o |eao|o o |sta'es.
ost as stooeots bo||o |t aoo oeseveaoce t|oo| sto||o .|t| |ao c|a||eoes, so too
oo teac|es aoo |eaoes. \|||e teeoooos| ec|t|o, be|oo|o oe. oeoao|es |s st||| a |ao
c|a||eoe. |atoes||os, eeobac', |eao|o .|||e oo|o a|| t|ese e|eeots aoo| at t|e sc|oo|
aoo sste |eve|, aoo ae a|| sooooteo b co||aboat|ve co|toes. ||oa||, |t |s c|t|ca| to oote t|at
soc| co||aboat|oo |s ocoseo, soec|c, aoo ooooseo|. |t zeoes oo t|e actoa| oe. oeoao t|at
oeeos to be ceateo.
T|ese oos|t|ve oeve|ooeots ae a|| t|e oe coc|a| |o t|e ace o eceot oob|eat|c
oeve|ooeots |o t|e |.S. to.ao eate |ostoct|ooa| |co-aoaeeot. T|e o|e o sc|oo|
|eaoes |s oot to t aoo |ooeoce |ostoct|oo |o a o|ect ooe-to-ooe as||oo bot at|e to eoab|e
aoo |e|o oeve|oo ocoseo co||aboat|ve co|toes-ose t|e ooo to c|aoe t|e ooo, as .e sa.
Capturing the Vision and Building Shared Commitment
Coe o t|e ost |ootaot o|es |eaoes cao o|a |o soeao|o t|e coota|oo o oe. oeoao|es
|s to coot|oooos| oeve|oo, oeoe aoo cooo|cate t|e oe. v|s|oo. T||s |s oot ao |oo|v|ooa| o
a sa|| ooo o |eaoes a'|o oo t|e sto aoo te|||o |t to ot|es, |t |s ooo-stoo oatoe|o
.|t| teac|es, stooeots aoo cooo|t sta'e|o|oes to bo||o a cooo v|s|oo, co||aboat|o to
|oteoa||se t|e cooceots, aoo |oeot||o s|aeo sto|es aoo eao|es t|at ea||se t|e v|s|oo as |t
becoes a ea||t.
S|a|o sto|es aoo eao|es cao o beooo t|e booooa|es o ooe sc|oo| o sste. Soe
sc|oo|s aoo sstes ae oeve|oo|o oo||oe o|atos o boaoe s|a|o o soc| eao|es. /s
oesc|beo above, || Tec| || oses |ae oob||c e||b|t|oos o stooeot .o'. T|ese boaoeo
a.aeoess o .|at |t |s ooss|b|e o stooeots to ac||eve.
The number one thing is having a director or leader at a school who gives you permission to try
things and fail that is most important. When a teacher tries something new, they are scared
that if it doesnt work a parent will call and complain. That teacher needs to know that they will
have someone at their back.
|e||| |t|eeoe, +0t| Caoe Teac|e, St. |ao|'s Sc|oo|, /|abaa, |S/
|o bot| co|toe aoo caoac|t bo||o|o, ao esseot|a| oat o a |eaoe's o|e |s to aoe a sc|oo|
o |eao|o cooo|t's eao|oess o c|aoe. |ve c|assoo, sc|oo| aoo eoocat|oo sste
|s at a o|eeot stae o oeve|ooeot aoo aces |ts o.o oo|ooe cootet.
80
|o a sc|oo| t|at
|as c|a||eoes .|t| stooeot v|o|eoce, t|e aoooo|ate stat|o oo|ot ||t oot be a ocos oo
|s'-ta'|o, bot at|e oo t|e oeve|ooeot o tost, stooeot vo|ce aoo s|aeo esooos|b|||t.
|o sstes .|t| |o. |eve|s o oeoao|ca| caoac|t, oeve|oo|o teac|es |s ||'e| to be t|e st
steo |o t|e oocess. T|e |oeas .e oeseot |ee ae oot |oteooeo as a oo|vesa| oesc|ot|oo,
bot as a ae.o' o .||c| to oeve|oo |oeas. |t |s a ae.o' t|at |eaoes aoo |eao|o
cooo|t|es cao oa. o |o t|e coose o c|aoe eots. /s .e oesc|be be|o., ooo|o se|-
assesseot |s t|e ooooat|oo o eect|ve |o|eeotat|oo. T|oo|oot, |eaoes |o t|e oe. ooe
ost |ave a boao v|s|oo, ooeo| |ov|t|o ot|es to eo|oe oe. ooss|b|||t|es. Soc| |eaoes ae
ooo-,ooeota|. t|e practice t|at |t |s o'a to a'e |sta'es. T|e ||'e teac|es to |eao t|e .a.
/oo as eoe|eoce accoo|ates, t|e |e|o t|e ooo to assess .|at |s .o'|o |o ooe to et
to t|e oet o|ase.
Building Capacities
T|ee toes o caoac|t soooot t|e oe. oeoao|es. +) t|e oatoe aoo ose o oe. easoes,
2) ooo|o oeve|ooeot o t|e oe. oeoao|es, aoo 3) t|e oov|s|oo o ob|oo|toos tec|oo|o.
9"'+:0"5".4 '.& /"'0.*.( ;0)5 4-" <)0=
|o t|e oev|oos sect|oo oo oe. oeoao|es |o oact|ce, .e
o|scosseo |o. teac|es ae oeve|oo|o oe. .as to easoe
oeeo |eao|o t|at ae soec|c to oat|co|a oeeo |eao|o
tas's. /oo .e ||||||teo t|e c|t|ca| oeeo o oe. sstes
o easoes. |ooeeo, new measures should be seen as
essential enabling conditions for the effective implementation
of the new pedagogies. ee .e too to t|e sste-|eve|
|ssoes aoooo easoes t|at ae t|e ooa|o o sc|oo|
aoo sste |eaoes. \e oeeo oe. easoes oot oo| o
stooeots' oeeo |eao|o ootcoes, bot a|so o oeoao|ca|
caoac|t aoo o co|toe aoo sste caoac|t. T|ese easoes .oo|o
|oc|ooe t|e evo|v|o o|es o teac|es aoo |eaoes, t|e co|toa| e|eeots oesc|beo above, t|e
state o eoocatos' ooess|ooa| |eao|o, aoo t|e ovea|| caoac|t|es, esooces aoo a||oeot
o t|e sste (e|oo o oov|oce, state aoo/o cooot). C|ao|o t|e cooteot o .|at |s
easoeo aoo |o. |t |s easoeo |o sc|oo|s aoo sstes cao | soooot t|e eoaos|oo aoo
sosta|oab|||t o oe. oeoao|es, bot soc| easoes ost be caeo|| coostocteo aoo esoooo
to |oca| cootets.
8+

80
|oos|eo et a| 20+0, |a et a| 20++
8+
|o||ao aoo |ao.ot| 20+3
New measures
should be seen
as essential enabling
conditions for the
effective implementation
of the new
pedagogies
56 | / ||c| Sea
/s .e |ave aoeo above aoo e|se.|ee, easoeeot |s a|| too oteo oseo so|e| o
accoootab|||t ooooses at|e t|ao as a too| to soooot |eao|o, taosoaeoc aoo sste
o.t|.
82
Too oc| ocos oo accoootab|||t st|es |ooovat|oo. T|ese |ssoes ae oot aoo ceote
o a|ost a|| eoocat|oo sste |eaoes tooa.
83
o|o att|e |as .|tteo t|at 'v|s|b|e |eao|o'
eaos teac|es aoo sc|oo|s 'oo. t|e |oact o t|e| teac||o state|es oo stooeots.'
8+
Sc|oo|s
aoo sstes oeeo t|e sae |os||t |oto .|at |s .o'|o. T||s |s .|at .e ca|| '|eao|o o t|e
.o'', aoo |t |s etee| c|a||eo|o to oo .|t|oot c|ea .as to easoe .|ee oo ae |o
e|at|oo to oo .|o|e sste v|s|oo aoo |ts oa|s. T|e oeve|ooeot aoo ose o easoes a|so
|ves oat|c|oaots a s|aeo cooo |aooae, .||c| |o toos bo||os eao|o, |e|t|ac aoo
oa| oeoto o t|e c|aoe.
The content of the measures used in accountability systems needs to be updated to align with new
pedagogies practices and deep learning goals. /s Tao C|eo |ee, o|oc|oa| o Cesceot C||s Sc|oo|
|o S|oaooe, sa|o to os, 'assesseot ea|| oeeos to catc| oo ot|e.|se |t |s a |oe c|a||eoe
o t|e teac|es.' Ct|es eoesseo s|||a seot|eots.
|oocat|oo sste |eaoes aoo t|e boaoe oob||c ae s|o.| beco|o a.ae t|at coeot
easoeeot sstes ae ba|es to c|aoe, bot so|ot|oos st||| aooea to be a |oo .a o. T|e
oe. Cooo Coe State Staooaos (CCSS) /ssesseots |o t|e |S s|oa| soe oo|se o
eo|ac|o a ooe| cooteot 'oo.|eoe ocos (esoec|a|| |o e|at|oo to t|e statos ooo), bot ao
ea||se t|e oeeo o aoo|t|ooa| easoes t|at cao bette soooot oeeo |eao|o |o oact|ce.
8S
82
|o||ao 20++
83
|o|ao et al 20+3
8+
att|e 20+2
8S
Coo|e aoo |a||o-aooo 20+3
| t' tot os (o os sto'es test ces te ^C (o.:otc .o't, ^::c.to!'t, C((:e
Ontarios standards assessment) is excellent, but I think that it is having troubling keeping pace
with the new realities of how we approach teaching and learning.
S|aoo |oo||ao, Sooe|oteooeot o Co|co|o |ostoct|oo, |ee| Sc|oo| ||st|ct, Cota|o,
Caoaoa
Teachers are more occupied preparing for national exams than doing what they think is best for
students. It is not easy to innovative because results may not hit national exams immediately.
|o|s |eoaooes, ||ecto, |e|o Sc|oo| C|oste, |otoa|
|eve|oo|o oe. easoes t|at ae a||oeo to t|e v|s|oos aoo oa|s o oe. oeoao|es aoo
oeeo |eao|o ooes oot |ave to be a eco|eao tas', oo ooes |t |ave to be oooe a|ooe. |o t|e
oev|oos sect|oo, .e oot||oeo boao c|aacte|st|cs t|at coo|o oeoe a sste o oe. easoes,
c|aacte|st|cs t|at ae eas|b|e to |o|eeot. T|e |oba|, o|t|-sta'e|o|oe oatoes||o, New
Pedagogies for Deep Learning, t|at .e ae oat o, |s eba'|o oo t||s tas' as oat o |ts eots
to ob|||se .|o|e sstes to.aos oeeo |eao|o. |o t|e .o' o t||s oatoes||o, .e ae
co||aboat|o to oeve|oo oe. easoes |ovo|v|o t|e co||ect|oo aoo aoa|s|s o oeeo |eao|o
tas's aoo stooeots' .o', easoes o stooeot eoaeeot, att|tooes aoo o|soos|t|oos, easoes
o |eao|o cooo|t|oos soc| as teac|es' oeceot|oos aoo oact|ces, aoo sc|oo|s' aoo sstes'
co|toes aoo caoac|t|es. T||s eooeavoo |s baseo oo t|e oooaeota| oe|se t|at easoeeot
s|oo|o be oseo o|a|| to support learning, aoo s|oo|o t|eeoe assess bot| |ooots to, aoo
ootcoes o, t|e |eao|o oocess. ||o eseac| c|ea| s|o.s t|at t|e oatoe aoo ooa||t o
|eao|o act|v|t|es aoo |eao|o eov|ooeots e|ate to |eao|o ootcoes.
86
|ot eve sste
|s at t|e stae .|ee |o|eeot|o .|o|| oe. easoes aoo accoootab|||t sstes |s eas|b|e
o oes|ab|e. \e see a coot|ooo o sste taosoat|oo t|at be|os .|t| e|st|o easoes,
oves to ooa| easoes, aoo o|t|ate| eac|es a stae o easoeeot t|at o|| ebeos aoo
soooots oe. oeoao|es aoo oeeo |eao|o ootcoes.
!"# %"&'()(*7'> ,'1'7*4*"+
|e. easoes a|ooe, |o.eve, .||| oot c|aoe sstes. |e. easoes ost be cob|oeo
.|t| ea| c|aoes |o t|e oes|o aoo oact|ce o teac||o. T|e ooa||t aoo oatoe o ooess|ooa|
|eao|o aoo teac|es aoo |eaoes |s ao esseot|a| e|eeot o eect|ve |o|eeotat|oo. T|ee
ae t.o esseot|a| cooooeots to ooess|ooa| |eao|o. day-to-day learning, aoo t|e oo||c|es
aoo state|es t|at e|ate to t|e teaching profession. T|e oo|c'est .a to coos|oe oa-to-oa
|eao|o |s to as' t|e ooest|oo, '.||c| o t|e o||o.|o t|ee state|es coot|botes ost to
teac|e |eao|o. oa|, eo|soo|c ooess|ooa| oeve|ooeot ooas (||), teac|e aooa|sa|
o co||aboat|ve co|toes`' /s obv|oos ao aos.e as || a see, |t |s oot b |tse| a obost
|eao|o state. Coe o oe || sess|oos .oo't b|o |o|eeotat|oo, eveo | a|| sta atteoo.
|| |s oo| ao |ooot. |t |s .|at |aooeos bet.eeo || sess|oos t|at cooots. Teac|e aooa|sa| |s
eveo .ea'e. o. coo|o t.o o t|ee (at best) eva|oat|oo sess|oos a ea a'e a o|eeoce`
T||s |s a oo|ot t|at |oo|, a|||oe aoo ec' coov|oc|o| a'e |o t|e| eseac| at|c|e The
Case of the Missing Clothes
8
, aoo .||c| ||c|ae| a|so oocoeots o a |eaoe's oesoect|ve |o
t|e oe. boo' The Principal.
88
/s o co||aboat|ve co|toes, .e |ave +0 eas o eseac| s|o.|o
t|at coot|oooos, ocoseo co||aboat|oo ooooces |eao|o sc|oo|-.|oe. /a|o, t||s a'es seose. |
teac|es ae |eao|o toet|e oa |o aoo oa oot (|eao|o |s t|e .o'), |t a'es t|e o|eeoce.
Co cooc|os|oo |s t|at oeve|oo|o |eao|o co|toes |s t|e o|a tas', .|t| ooess|ooa|
oeve|ooeot aoo aooa|sa| as eoab|es, oot o|ves. |oess|ooa| |eao|o s|oo|o be oes|oeo as a
|o||st|c, ooo|o oat|ve eeobac' cc|e .|t| coot|oooos co||aboat|oo at |ts ceote.
86
|ooot et a| 20+0, |T| |eseac| 20++
8
|oo|, a||eoe aoo ec' 20+3
88
|o||ao 20++a
58 | / ||c| Sea
o. |eaoes aoooac|, eoae aoo oatoe |o ooess|ooa| |eao|o |s c|t|ca|. |o t|e cases o
eect|ve ooess|ooa| |eao|o t|at .e |ave seeo, |eaoes to| oo oatoe |o t|e |eao|o
.|t| teac|es, stooeots, oee |eaoes aoo t|e boaoe sta'e|o|oe cooo|t. /oo t|e oste
oat|co|a '|oos o ooess|ooa| |eao|o, ost oteo |ovo|v|o +) co||aboat|ve, soc|a| |eao|o, 2)
e|evaoce to t|e |oca| cootet, aoo 3) aoa|s|s o |oact |o e|at|oo to oes|eo stooeot |eao|o
ootcoes (e.., ooess|ooa| |eao|o |s stoctoeo b c|ea |eao|o oa|s aoo soccess c|te|a).
|oess|ooa| |eao|o |s oact|ce-baseo .|t| a ocos oo aoo||cat|oo at|e t|ao accoootab|||t. |
|t soooos a |ot ||'e |o. t|e oe. oeoao|es .o' to soooot oeeo |eao|o, t|at's becaose |t
|s. T||s .o' a|so bo||os teac|es' oeoao|ca| caoac|t |o tes o eoaoo|o t|e| eoeto|es
o teac||o state|es aoo oeve|oo|o ao |ooo|-baseo aoooac| to teac||o .|ee aoa|s|s
o stooeot .o' aoo ooess |s oseo to oo| teac||o state|es. |t soooots teac|es |o
t|e| ee|o o|es as oesc|beo |o C|aote 2. /|| o t||s eoeseots a oooaeota| s||t |o t|e
teac||o ooess|oo t|at /oo aeaves aoo ||c|ae| aooeo oot |o t|e| boo', Professional
Capital.
8`

Cooot|es soc| as S|oaooe, ||o|aoo aoo Caoaoa |ave oeve|ooeo t|e| teac||o ooess|oos
ove oecaoes |o t|e boao o|ect|oos .e ae ta|'|o aboot, aoo so ae |o a bette oos|t|oo to
oeve|oo t|e ot|e caoac|t|es esseot|a| o oe. oeoao|es. |o t|e |S at |east, t||s |s oot t|e
o|ect|oo o coeot oo||c, .||c| ceotes oo aooa|sa|. \e |ave aoe t|e case t|at t||s .|||
oot bo||o a ooess|oo, |o act |t .||| .ea'eo |t. / s|||a case |s aoe oe cooe|eos|ve|
b a| |e|ta.
`0
e aoes t|at ao eect|ve ooess|oo oeoeoos oo. |) .|o |s oa.o to |t, ||)
.|et|e |t oeve|oos a coo|at|ve 'oo.|eoe base, |||) |o. |t eosoes t|at t|e 'oo.|eoe |s oseo
coos|steot|, aoo |v) |o. t|ese t|ee ae a||oeo .|t| ao oveac||o accoootab|||t sste. e
cooc|ooes t|at t|e tas' |s to ove o a 'boeaocac to a ooess|oo' b ea'|o t|e secto
so t|at |t attacts, eoeates, soooots aoo oooe|s teac|es .|o ae oo|otesseot|a|| oeoao|ca|
ooess|ooa|s, |.e., eoets |o t|e oocess o |eao|o.
|eve|oo|o oeoao|ca| ooess|ooa|s |s oot eas. Co||ees o eoocat|oo .oo|o be a ooo o|ace
to stat. ||st| |oo'a, .|o |s a ooesso aoo V|ce |eao at t|e |o|ves|t o e|s|o'| aoo .|o
stoo|es aoo oeve|oos teac|es' oo|ves|t ta|o|o |o ||o|aoo, sa|o |o oo |otev|e..
Teac|e co||ees oeeo to be|o to ooe| oeeo |eao|o cooeteoc|es |o teac|e ta|o|o
eoe|eoces.
8`
aeaves aoo |o||ao 20+2
`0
|e|ta 20+3b
Teacher education it is very traditional. Teacher training in universities should resemble the kind
of project-based learning and working environment that people have outside of schools. Medical
students are trained in hospitals. Teachers - they dont see how people work today This is a big
problem - the training itself is very didactic. The professors for teachers do lecturing.
||st| |oo'a, |oesso aoo V|ce |eao, |o|ves|t o e|s|o'|, ||o|aoo
\e |ave seeo aoo beeo |ovo|veo |o ooess|ooa| |eao|o t|at oots |oto oact|ce t|e coe |oeas
o t|e oe. oeoao|es aoo oeeo |eao|o. Coe ooess|ooa| |eao|o ooa t|at eboo|es
t|e oe. oeoao|es' cooceots, ooe |o .||c| |a|a |as beeo s|o|caot| |ovo|veo, |s ca||eo 2+st
Ceoto |eao|o |es|o. T||s ooess|ooa| |eao|o ooa eeeo o t|e |ooovat|ve
Teac||o aoo |eao|o |eseac| (|T| |eseac|) oo,ect sooosoeo b ||cosot's |atoes |o
|eao|o, aoo .as oeve|ooeo |o co||aboat|oo .|t| S|| |oteoat|ooa|. 2+st Ceoto |eao|o
|es|o, o '2+C||,' oov|oes sa|| ooos o teac|es .|t| a set o ob|cs o aoa|s|o
|eao|o act|v|t|es (.||c| aoe o tao|t|ooa| |essoo o|aos to t|e '|oos o oeeo |eao|o tas's
oesc|beo above), aoo a coesoooo|o set o ob|cs o aoa|s|o t|e stooeot .o' t|at eso|ts.
|ac| ob|c oov|oes ao eo||c|t oeo|t|oo aoo coocete |oo|catos o ooess oo a soec|c
cooeteoc, soc| as oob|e-so|v|o, 'oo.|eoe coostoct|oo o se|-eo|at|oo. Teac|es st
.o' toet|e |o ooos os|o t|e ob|cs to cooe eao|e |eao|o act|v|t|es aoo stooeot .o'
sao|es. |ac| ooo t|eo oses t|e ob|cs to aoa|se aoo cooe soe o t|e| o.o |eao|o
act|v|t|es, aoo t|eo co||aboat|ve| eoes|o t|ose |eao|o act|v|t|es to ea'e t|e |oto
oo.eo| oeeo |eao|o tas's. Teac|es t|eo test oot t|e oe.|-oes|oeo |eao|o tas's .|t| t|e|
stooeots, aoo etoo to s|ae t|e |oact .|t| t|e ooo. T|e oocess t|eo becoes a cc|e o
eoes|o|o |eao|o tas's t|oo| ooo|o co||aboat|oo, aoo co||ect|ve| aoa|s|o t|e |oact oo
stooeots' |eao|o. 2+C|| t|os oov|oes teac|es .|t| a stoctoeo oat| o |o|eeot|o oeeo
|eao|o tas's.
`+

T|e 2+C|| ob|cs aoo ooa |ve teac|es a b|oe bet.eeo t|e t|eo aoo oact|ce o
oe. oeoao|es. T|e ooa |s eoaoo|o ao|o| |oteoat|ooa|| o ||o|aoo aoo /osta||a to
Seoea| aoo 3ooe|. |o ooe sc|oo| |o S|oaooe t|at |as aoooteo 2+C||, t|e o|oc|oa| eo|a|oeo.
Ct|e ooess|ooa| |eao|o aoooac|es aoo ooas, soc| as |essoo stoo, oee coac||o,
teac|e eet-oos aoo ooess|ooa| |eao|o cooo|t|es, cao a|| oste t|e '|oo o co||aboat|oo
aoo |eao|o oatoes||os oeeoeo to soooot oe. oeoao|es. T|e 'e |s to o|eot t|e cooteot
aoo stoctoe o soc| ooas to t|e coe cooooeots o oe. oeoao|es aoo oo oeeo
|eao|o ootcoes. /ct|oo eseac| aoo |ooo|-baseo aoooac|es |o oat|co|a cao be eat
ooe|s o t||s '|oo o ooess|ooa| |eao|o.
Teachers are mostly concerned about what is good for the kids. Our teachers saw the need
to get kids work-ready. Not just ready for next stage of schooling. Teachers believed in the
new competencies and deep learning, not just to pass exams. But the tyranny of the urgent
[in schools] always takes over. They all agree with the rationale and the need, so they needed
the support and the time to take these steps. That is where 21CLD was a very powerful tool
it gave them an explicit way to redesign their learning activities; and it was a simple enough
instrument to use.
Tao C|eo |ee, ||oc|oa|, Cesceot C||s Sc|oo|, S|oaooe
`+
See |o. 2+C|| .o's |o act|oo at. |tto.//|t|eseac|.co/|t|-|eao2+
60 | / ||c| Sea
?"7-.)>)(3 @A*B:*43
T|e t||o 'e caoac|t e|eeot oeeoeo o oe. oeoao|es cooceos |o. to ose tec|oo|o |o
t|e sev|ce o oeeo |eao|o o a sc|oo| aoo sste oesoect|ve. Effective implementation o
o||ta| too|s aoo esooces acoss .|o|e sstes |ovo|ves oot ,ost os|o t|e as oat o |eao|o
oatoes||os aoo oeeo |eao|o tas's. Sc|oo| aoo sste |eaoes see'|o to |o|eeot oe.
oeoao|es soccesso|| oeve|oo t|e eoab||o cooo|t|oos oesc|beo above a|oos|oe |ovesteots
|o o||ta| access. \|t|oot t|e boaoe v|s|oo aoo caoac|t|es, |ovesteot |o oev|ces o eveooe
ae| oas o |o tes o |eao|o ootcoes. o.eve, .e |ave seeo soccesso| |oteat|oo o
tec|oo|o |o oob||c|-oooeo sc|oo|s aoo eoocat|oo sstes, aoo .e s|ae |ee soe eao|es
o .|at |aooeos .|eo v|s|oos aoo caoac|t-bo||o|o coe beoe ooc|ases.
\|eo stooeots eac| |ave t|e| o.o oev|ces, o|| access to o||ta| |eao|o aoo||cat|oos aoo
esooces, aoo t|e eeoo to eo|oe aoo ose t|ese e|eeots as oat o .e||-stoctoeo oeeo
|eao|o tas's, |eao|o cao be oaat|ca|| eoaooeo. |o a|o |oact oo stooeot |eao|o,
tec|oo|o |oteat|oo oeeos |ts o.o set o 'eoab|es'. Sstes caooot s|o| bo a oev|ce o
eve stooeot aoo eoect oe. oeoao|es aoo oeeo |eao|o to |o|te. Tec|oo|o |o sc|oo|s
c|aoes t|e cooo|t|oos, bot ooes oot b |tse| s||t oact|ces. |ect|ve tec|oo|o |oteat|oo
eoo|es ao e|eeots. o||ta| esooces t|at a||o .|t| |eao|o aoo co|co|o oa|s,
tec|oo|o ta|o|o o sta as .e|| as ooess|ooa| |eao|o ocoseo oo bo||o|o oeoao|ca|
caoac|t, ||| soeeo |oteoet access, |oteateo assesseot aoo ooess oo|to|o sstes,
eoot|o ec|ao|ss to a||o. eooeot |eao|o o t|e .o', cooo|cat|oos .|t| oaeots
aoo sta'e|o|oes, |oastoctoe t|at |oc|ooes seco|t aoo o|vac ootect|oos, soooot aoo
a|oteoaoce o t|e eoo|oeot, aoo a o||ta| c|t|zeos||o oo||c. T|e costs o t||s .||| be o|scosseo
|o t|e oet sect|oo, bot .e .||| sa |ee t|at .|eo a o|ao |s oooe .e||, t|e etoo oo |ovesteot
cao be |eose.
T|e best eao|es o tec|oo|o |oteateo .|t| ot|e e|eeots o oe. oeoao|es coe
.|eo .|o|e sc|oo|s aoo sstes at|e t|ao |oo|v|ooa| teac|es o c|assoos oooeta'e
t|e |oteat|oo. T|e |ootao sc|oo|s |o t|e /e|cas aoo Soa|o |ave oooe t||s b os|o
tec|oo|o as a too| to soooot |eao|o oatoes||os.
|o sc|oo|s baseo oo t|e |ootao |e|at|ooa| |oocat|oo ooe|, eve stooeot |as a o||ta| oev|ce,
t|oo| .||c| t|e access co|co|a ate|a|s aoo ca oot oeeo |eao|o tas's |oo|v|ooa|| o
.|t| oee ooos. T|oo| t|e sste's oo||oe |oo ||ato, stooeots, oaeots aoo eoocatos
access |eao|o ate|a|s, co||aboate, cooo|cate aoo aoae stooeots' |eao|o o|aos aoo
oo,ects aot|e, o ao.|ee .|t| |oteoet access.
Technology helps the scope of the learning. I am not talking about virtual school. Technology is how
our method works, but it wouldnt work without the personal relationships [between educators
oo ,ees (. c.t .c eo: st.oet s o.o.o'', \e .se te:c'c, tc ,esco'se \|
the student.
|o sc|oo| aoo sste |eaoes t||o'|o aboot ob|oo|toos access, soe o t|e b|est ooest|oos
|ovo|ve oesooa| oev|ces, cooteot |te|o aoo oaeota| acceotaoce. T|e 'b|o oo o.o oev|ce'
o 3YC| oveeot |s ta'|o o |o ao sc|oo|s aoo sstes, a||o.|o stooeots .|o o.o t|e|
o.o |aotoos, sato|ooes o tab|ets to b|o t|e |oto sc|oo|s aoo a'e t|e oat o t|e
|eao|o eoe|eoce. T|ese ooas o coose ace t|e s|o|caot c|a||eoe o stooeot eoo|t, o
a|| stooeots |av|o t|e sae o s|||a |eve|s o access to o||ta| |eao|o esooces. T||s c|a||eoe
|s ||'e| oe o a oob|e |o soc|et|es aoo sc|oo|s t|at |ave ||| |eve|s o ecooo|c |oeooa||t
aoo t|e| stooeot oooo|at|oos, aoo |o soc| cootets, t|e |o|eeotat|oo o a 3YC| oo||c
s|oo|o be ve caeo|| coos|oeeo to eosoe |t ooes oot eacebate t|e c|a||eoes t|at
oooe stooeots ace. Soe sstes be|oo|o t|ese ooas ae aooess|o t||s c|a||eoe b
oov|o|o sc|oo| o sste-oooeo oev|ces to a|| c|||oeo .|o oo oot a|eao o.o a oev|ce.
|o oo o|scoss|oos .|t| |eaoes .|o |ao |o|eeoteo 3YC|, |t becae c|ea t|at o|o
oo.o t||s oat| .as oot ,ost a oo||c aoo esooce oec|s|oo bot a|so a oo.eo| co|toa| c|aoe
stateeot. |o t|e |ee| sc|oo| o|st|ct |o Cota|o, Caoaoa, .|eo t|e |eaoes||o tea aoooooceo
t|e oe. 3YC| oo||c at a eet|o o sc|oo| o|oc|oa|s aoo teac|es, t|ee .as a staoo|o
ovat|oo o t|e aoo|eoce.

Yet .|t| eeoo coes esooos|b|||t. \|eo stooeots a|o access to too|s t|at |ve t|e t|e
ab|||t to access |ooat|oo aoo to cooo|cate t|e| |oeas aoo oo|o|oos |oba||, t|at access
ost be ba|aoceo .|t| t|e oeve|ooeot o et||cs o esooos|b|e ose. /|oos|oe eoo.e|o
stooeots .|t| oev|ces, sc|oo|s oeeo to oeve|oo ooas o o||ta| c|t|zeos||o t|at oov|oe c|ea
o|oe||oes o aoooo|ate ose o t|e tec|oo|o.
`2
Teac|es aoo |eaoes |ave sa|o t|at t|o to
|||t o cooto| access |s |oeect|ve aoo t|at o||ta| c|t|zeos||o |s oe ea||st|c.
The emotion was palpable. It goes back to the co-learning stance that is what you need. You
need a sense of freedom, a sense of optimism, and you need a sense that experimentation is OK
and that is how we learn.
S|aoo |oo||ao, Sooe|oteooeot o Co|co|o |ostoct|oo, |ee| Sc|oo| ||st|ct, Cota|o
`2
eoseo et al 20++
We talk with kids who are using tech inappropriately and guide them to think about that more
:cst.:t.e', c t, tc !'c:' t s ''e t, tc st:' o (e o oo
| o eo.', ('teeo s:cc' e.cet te c,,ct.t, tc :.'t.ote st.oets o,,c,ote .se s
effectively denied. A policy that opens school networks, paired with instruction on appropriate use,
identity protection and safety, would far better enable students to become more conscientious
consumers (and producers) of Web 2.0 content.
eoo|e eoseo et a|, 20++, |ee| Sc|oo| ||st|ct |eoot
62 | / ||c| Sea
||oa||, ao esseot|a| e|eeot o soccesso| |o|t|at|ves |s t|e |oc|os|oo o oaeots. \|t|oot oaeota|
cooseot, oooestaoo|o aoo eo||c|t soooot, o||ta| access ooas oo oot eac| t|e| o||
ooteot|a|. |aeots oeeo to oooestaoo |o. t|e tec|oo|o |s be|o oseo to |oove |eao|o.
Ca|o|o t||s cooseot aoo soooot |s ooe o t|e oe. o|es o sc|oo| aoo sste |eaoes. |ooeeo,
oeve|oo|o oob||c soooot o t|e oe. oeoao|es ooe| as a .|o|e s|oo|o be oat aoo oace|
o tec|oo|o |o|t|at|ves. Coe eao|e .e sa. .as a sove o oaeots |o |ee| Sc|oo| ||st|ct,
to oete|oe oaeots' o|o|t|es o t|e ooa .||c| .ee oe ooess|ooa| |eao|o
o teac|es, eoo|tab|e access, \|-|| aoo oe oaeota| cooo|cat|oos. |o |ao||oe |obets'
sc|oo| |o ||c||ao, t|e |ost oot|| oaeot tec|oo|o o||ts, .|ee oaeots ae |otoooceo
to aoo||cat|oos soc| as T.|tte aoo ae s|o.o |o. |t cao be oseo o |eao|o ooooses. Soc|
ooas |ovo|ve oaeots |o t|e |eao|o oocess aoo eoae t|e as sta'e|o|oes aoo oatoes
|o t|ese oe. |eao|o eoe|eoces.
T|e oe. c|aoe |eaoes||o t|at .e |ave beeo oesc|b|o |o t||s c|aote eoeseots a |oe
c|a||eoe, bot s|os |oo|cate t|at |t |s as attact|ve to oeoo|e as |t |s oaoot|o. T|e tao|t|ooa|
sc|oo| |s be|o bo'eo ooeo aoo oe. oces o |eao|o ae a|ost soootaoeoos| eoot|o. /oo
.e oo oe aoo oe |eaoesstooeots, teac|es aoo ao|o|statos a||'e .|o ecoo|se
aoo ebace t|e oe. ooss|b|||t|es. |||t oo., at t|e ea| staes o t|ese ooa|c oeve|ooeots
t|ee |s a eat oea| o ab|o|t aoo ooceta|ot as to .|ee t||os ||t aoo s|oo|o o. T||s |s
ooa| at t|es o oo|eava|. T|e ooo oe.s |s t|at t||os ae coove|o to ceate t|e o|st|oct
ooss|b|||t t|at a c|t|ca| ass o ao|ca|| oe. |eao|o oact|ces ae ee|o. T|ee |s a ooo
c|aoce t|at t|ese oeve|ooeots coo|o too oot to be t|e oe. oo ooe oa sooo. |eaoes||o
at a|| |eve|s |as oeve beeo oe c|t|ca|. T|e best oe.s |s t|at |eaoes .|o .aot to a'e a
o|eeoce oo. |ave ao ooootoo|t to |ave a |oe |oact.
The New System Economics
|oc| o t||s eoot |as ocoseo oo oov|o|o eate c|a|t, oec|s|oo aoo |os||t |oto .|at oe.
oeoao|es ae, |o. t|e oo oeeo |eao|o, aoo |o. sc|oo|s cao ove to.aos t|e. |o t||s
c|aote, .e too to eoocat|oo oo||c aoo sste |ssoes cooceo|o ovea|| ootcoes aoo costs
o t|e oe. ooe|. \e .||| see t|at .|eo stooeots aoo teac|es oatoe aoo be|o eoes|o|o
|eao|o oact|ces, aoo ose tec|oo|o |o soooot o t|e oe. oact|ces, |eao|o ootcoes cao
oaat|ca|| |oove. \e .||| a|so oosoe a oe|||oa eo|oat|oo |oto t|e ecooo|cs o t|e
oe. oeoao|es ooe|, a'|o t|e case t|at t|e oe. ooe| cao oe||ve oaat|ca|| oe
e|evaot |eao|o ootcoes, aoo cao oo so .|t||o t|e ecooo|c ea||t|es o eoocat|oo sstes
tooa. Co eo||c|t |oteot |s to oov|oe eoocat|oo |eaoes aoo oo||ca'es oot oo| .|t| a
coov|oc|o aoeot o t|e ecooo|c v|ab|||t o t|e oe. oeoao|es ooe|, bot a|so .|t| t|e
ea| oata aoo ooo oo|ots to bac' |t oo.
T|e ecooo|cs o t|e oe. oeoao|es bot| |o tes o costs aoo ootcoes |s oot ao eact
sc|eoce. o.eve, |o t||s sect|oo, .e as|a| cooe|||o ev|oeoce to |a oot t|e case t|at by
investing resources in the capacities and policies needed for the effective implementation of new
pedagogies, there is a strong potential for education systems to achieve twice the learning for the
same price or less, e|at|ve to e|st|o sstes. Soec|c aoo taeteo caoac|t-bo||o|o eots ae
oeeoeo to oeve|oo teac|es' oeoao|ca| caoac|t|es aoo to oov|oe oevas|ve o||ta| esooces
to stooeots. /oo .|o|e-sste ea||oeot o accoootab|||t aoo assesseot easoes ae a|so
oeeoeo. 3 co|tt|o to t|ese |oteoeoeooeot c|aoes, oo eoocat|oo ooe|s cao be|o to
e-eoae stooeots aoo teac|es |o t|e ec|teeot o |eao|o, aoo oo sc|oo|s cao o||| t|e|
|ss|oos to oeoae stooeots o ||e aoo .o' |o t|e oe. ea.
Its just a matter of time until its one device per child. Its madness that were not there already.
Its just a change in the resource model It increases learning, but only if its done right.
Technology without the right conditions is a waste of money.
|ao 3oc'|e, |eoot eao, Sa|tas|.oet Cooo|t Sc|oo|, Coo.a||, |o|aoo
64 | / ||c| Sea
The New Learning Outcomes
||st, |et os a'e t|e case t|at oe. oeoao|es cao oe||ve s|o|caot| |||e |eao|o ootcoes.
T|e aoeot be|os .|t| ev|oeoce oov|oeo o eta-aoa|ses o '||| |e|o' state|es t|at
|ave t|e |||est |oacts oo |eao|o, as o|scosseo |o C|aote 2. |o bot| o|o att|e's eta-
aoa|s|s aoo t|e |oocat|oo |ooo.eot |ooooat|oo Teac||o aoo |eao|o too|'|t
`3
, t|e state|es
at t|e coe o oe. oeoao|es |ave beeo s|o.o to |ave ||| eect s|zes aoo a,o |oacts oo
|eao|o ootcoes.
Table 6: Average Effect Size of New Pedagogies
Teaching and Learning Strategy Hatties
Effect Size on Learning
EEF Toolkit Average
Impact
|ov|o|o oat|ve eva|oat|oo .`0 |ot |oc|ooeo
|eeobac' .S =8 oot|s
|eta-coo|t|ve state|es (Se|-eo|at|oo) .6` =8 oot|s
|ee toto|o .SS = 6 oot|s
Average Effect Size/Average Impact .72 +7.3 months
So t|e 'aveae |oact' o t|e oe. oeoao|es' state|es |o tes o a stooeot's aoo|t|ooa|
oot|s o ooess beooo t|e aveae
`+
, |s ove seveo oot|s.
`S
Soc| |||-|e|o teac||o
state|es eso|t |o s|o|caot| oe |eao|o oe ea o t|e sae |ovesteot. Cve t|e coose
o a stooeot's sc|oo||o, t|e coo|at|ve |oact coo|o be oo|te oaat|c.
/s .e |ave at|co|ateo t|oo|oot t||s oaoe, oe. oeoao|es ae oot as s|o|e as os|o
ao ooe teac||o state |o |so|at|oo. |at|e, t|e as' teac|es aoo stooeots to ta'e a oe.
oatoes||o aoooac| to teac||o aoo |eao|o, .|t| teac|es .o'|o a|oos|oe stooeots
to oeoe aoo ca oot e|evaot oeeo |eao|o tas's t|at ceate aoo ose oe. 'oo.|eoe
|o t|e .o|o. T|oo|oot t|e oocess, teac|es aoo stooeots coot|oooos| oo|to t|e
|eao|o oocess, aoa|s|o .|at oves t|e |eao|o o.ao ost eect|ve|, t|eo eo|o o
c|ao|o state|es to oo .|at .o's best. \|eo t|e teac||o state|es oesc|beo above
ae o|| eoab|eo aoo acce|eateo b tec|oo|o t|at oov|oes +) ob|oo|toos access to cooteot
'oo.|eoe, 2) t|e too|s aoo esooces o ceat|o aoo os|o oe. 'oo.|eoe, aoo 3) |os||t
|oto t|e |eao|o oocess aoo stooeot ooess, t|e ooteot|a| o oaat|c |ooveeots |o
ootcoes o.s eveo stooe. |ost sc|oo|s, sstes aoo eoocat|ooa| tec|oo|o oov|oes ae
at t|e ve ea| staes o |eao|o |o. to eect|ve| |o|eeot tec|oo|o to |oove |eao|o
ootcoes. Tec|oo|o ob|oo|t, .|ee eve stooeot |as a oev|ce (ca||eo + to +), |s st||| a a|t
t|oo|oot ost o t|e .o|o.
`3
|tto.//eoocat|ooeooo.eotooooat|oo.o.o'/too|'|t/
`+
T|e aveae eect s|ze acoss a|| +S0 teac||o state|es eseac|eo |o att|e's .o' .as .+0 aoo, oosoo|s|o|, t|e aveae aoooa| eect s|ze
oo stooeot |eao|o |s .+0 o a stooeot's ea o ooess |o |eao|o. So, oo aveae, a stooeot's |eao|o ooob|es oo|| eve 2.S eas. T|ee
|s |ooeoeooeot aeeeot o t|e .+0 as a easooab|e est|ate o a ea's c|aoe. T|e |e. |eoao|es oves t|at eect s|ze to .2, a|ost
ooob||o t|e aooot o |eao|o ta'|o o|ace |o a ea's t|e
`S
T|ese easoes ae oeseoteo |o tes o t|e state|es' |oact oo tao|t|ooa| |eao|o ootcoes. cooteot 'oo.|eoe aste aoo bas|c s'|||s.
T|e c|at be|o. o t|e |oooeao Sc|oo||et
`6
s|o.s t|e oeceotae o aoe + aoo
8 stooeots |o + to + c|asses |o |oooeao |o|oo cooot|es |o 20++-+2. Co| Soa|o, |o.a
aoo S.eoeo eac| c|ose to 2S o stooeots |o aoe 8 |av|o + to + (t|oo| .e |ave oo
|ooat|oo oo t|e ooa||t o |o|eeotat|oo).
Figure 13: Low Rates of Pervasive Technology in Most Countries
|o o|aces .|ee t|ee |as beeo eect|ve |o|eeotat|oo o oe. oeoao|es t|oo| cob|o|o
a|| t|e coe cooooeots aoo oeve|oo|o t|e ||t cooo|t|oos, t|e sste-|eve| eso|ts ae
aaz|o. T|e |ootao sc|oo|s |o |at|o /e|ca aoo Soa|o (+0,000 stooeots), t|e || Tec|
|| sste |o Ca||oo|a (S,000 stooeots), aoo t|e |ooesv|||e Caoeo Sc|oo| ||st|ct |o
|ot| Cao||oa (S,600 stooeots) a|| s|o. t|at t|ese ooe|s cao be |o|eeoteo, cao ac||eve
s|o|caot| |oceaseo |eao|o ootcoes, aoo cao oo so at ooa| o be|o. aveae esooce
|eve|s. T|e ootcoes o t|e || Tec| || (T) sste
`
soea' o t|ese|ves.
`8 o T's aooates |ave ooe oo to co||ee (as cooaeo .|t| 68 |o t|e |S
oooo|at|oo at |ae), .|t| aooo|ate| S atteoo|o oo-ea ooas soc| as o|os
oo'|os |o|ves|t, |assac|osetts |ost|tote o Tec|oo|o aoo Staooo |o|ves|t.
Cve 30 o T a|oo| eote at| o sc|eoce e|os (vesos a oat|ooa| ate o +).
T's /|cao-/e|cao stooeots ootoeo o|st|ct aoo state-.|oe oees b a .|oe
a|o oo test scoes, t|e oeceotae .|o ta'e c|e|st, o|s|cs aoo aovaoceo at|
(+00), aoo co||ee eot (+00).
T|oo| t|e /caoe|c |oteos||o |oa, T stooeots |ave coo|eteo oe t|ao
+000 |oteos||os |o ove 300 cooo|t bos|oesses aoo aeoc|es.
`6
|oooeao Sc|oo||et 20+3
`
|o oe oo t|e || Tec| || aoooac|, see. ....ootobe.co/.atc|`v=oSz'.ce||c
10%
20%
30%
40%
S
p
a
i
n
N
o
r
w
a
y
S
w
e
d
e
n
E
U
D
e
n
m
a
r
k
C
z
e
c
h

R
e
p
u
b
l
i
c
S
l
o
v
a
k
i
a
L
a
t
v
i
a
C
r
o
a
t
i
a
P
o
l
a
n
d
C
y
p
r
u
s
I
r
e
l
a
n
d
R
o
m
a
n
i
a
H
u
n
g
a
r
y
F
r
a
n
c
e
B
e
l
g
i
u
m
E
s
t
o
n
i
a
G
r
e
e
c
e
P
o
r
t
u
g
a
l
I
t
a
l
y
S
l
o
v
e
n
i
a
B
u
l
g
a
r
i
a
A
u
s
t
r
i
a
L
i
t
h
u
a
n
i
a
M
a
l
t
a
F
i
n
l
a
n
d
Grade 8
Grade 4
66 | / ||c| Sea
T ac||eves t||s .|t| a s|o|caot oooo|at|oo o stooeots o |oo|t ooos aoo at cost
o oo|| $6,000 a ea oe stooeot, s|o|caot| be|o. t|e |S oat|ooa| aveae o $++,83+
oe oob||c sc|oo| stooeot.
`8
|ob||c sc|oo|s |o Co|ob|a t|at aoooteo t|e |ootao |e|at|ooa|
|oocat|oo ooe| oveo o ooo o eo|o to sooe|o oeoaoce oo oat|ooa|
ea|oat|oos acoss a|| sob,ects |o t.o to t|ee eas. T|e oat|ooa| sc|oo| ooooot ate |o
Co|ob|a |s 30, |o |ootao sc|oo|s |t |s 0.. T|e ac||eveo t||s .|||e acce|eat|o stooeots'
coo|et|oo o eoo|eo co|co|o b +0 aoo soeoo|o t|e sae oe ooo|| as ot|e oob||c
sc|oo|s. Soc| acce|eateo |eao|o a||o.s eoocatos to co||aboate .|t| stooeots, |oteat|o
aso|at|oos aoo |oteests .|t| |eao|o oa|s, at|e t|ao be|o coosta|oeo to staooao|seo
co|co|o oe||ve. T|e |ooesv|||e Caoeo Sc|oo| ||st|ct |o |ot| Cao||oa, oeso|te ao'|o
aoo t|e |o.est ooo|o |eve|s oe ooo|| |o t|e state, eaoeo t|e t||o |||est aooat|oo ates
aoo secooo best test scoes |oov|o cooos|te ac||eveeot scoes o 3 |o 200-
2008 to 8` |o 20++-20+2. \|at |s oe|aos ost ec|t|o |o |ooesv|||e |s t|at t|e stooest
ac||eveeot a|os .ee aoe b o|saovaotaeo stooeots, soc| as stooeots .|t| soec|a| oeeos,
|o||s| |aooae |eaoes aoo |oo|t|es. |o eac| o t|ese t|ee sstes, eve stooeot |as t|e|
o.o o||ta| oev|ce, aoo t|e ocos |s oo |eao|o t|oo| oe. oeoao|es st aoo t|eo oo t|e
state|c ose o tec|oo|o to bo||o |eao|o oatoes||os, to eoo.e stooeots as t|e oo oeeo
|eao|o tas's, aoo to acce|eate t|e |eao|o. |a' |aoo |o |||a, Cota|o a eo|a oob||c
sc|oo| |o a |ae sste eoe|eoceo a |oe |ocease |o too .|t|o ooc|eoc o +2 to
83 b |oteat|o oeoao, tec|oo|o aoo c|aoe 'oo.|eoe.
/oo t|e o|ctoe |s st||| oot coo|ete. T|e aoeot o s|o|caot| |ooveo ootcoes e||es
oot oo| oo |ooveeots |o tao|t|ooa| ootcoe easoes. /s o|scosseo oev|oos|, t|e eect
o oe. oeoao|es oo oeeo |eao|o |s oot et coos|steot| easoeo |o t|e sstes oesc|beo
above. \e oo oot et 'oo. t|e eect o oe. oeoao|es oo t|e oeeo |eao|o cooeteoc|es o
ceat|o aoo os|o oe. 'oo.|eoe |o t|e .o|o. Soe ea| eseac| oo oeeo |eao|o oov|oes
|o|t|a| ev|oeoce t|at, .|eo |eao|o |s eo||c|t| oes|oeo to oste oeeo |eao|o, stooeots oo
oeve|oo t|ese cooeteoc|es. T|e |T| |eseac|
``
oo,ect |s ooe o t|e e. t|at |as ssteat|ca||
stoo|eo aoo easoeo stooeots' oeve|ooeot o '2+st ceoto s'|||s'. /coss seveo cooot|es |o
20+0-20++, |T| eseac| teas at|eeo teac|es' |eao|o act|v|t|es aoo t|e stooeot .o' t|at
eso|teo. T|e teas t|eo cooeo t|ese os|o ob|cs t|at eo||c|t| oeoeo |eve|s o s'|||s soc| as
oob|e-so|v|o, 'oo.|eoe coostoct|oo aoo se|-eo|at|oo, ass|o|o |||e scoes to act|v|t|es
aoo stooeot .o' t|at ca||eo o o oeoostateo |||e s'|||s. T|e c|at be|o. s|o.s t|e
eso|ts o t|e aoa|s|s o `6 |eao|o act|v|t|es aoo 3,36 eao|es o stooeot .o' t|at
.ee cooeo.
`8
|e. Yo' T|es 20+3, Ca||oo 20+3c
``
|T| |eseac| 20++
Figure 14: Learning Activity Scores Predict Student Work Scores
Source: ITL Research, 2011, based on Analysis by SRI International
T|e c|ea oos|t|ve coe|at|oo bet.eeo |eao|o act|v|t scoes aoo stooeot .o' scoes s|o.s
t|at, .|eo |eao|o tas's ae oes|oeo |o .as t|at |oteot|ooa|| oeve|oo s'|||s (a 3 o a + oo
t|e |eao|o act|v|t scoe), stooeot .o' oeoostates stooeots' oeve|ooeot o t|ese s'|||s.
o.eve, as .e see, t|ee ae ve e. eao|es o act|v|t|es aoo .o' t|at ac||eve a 3 o a +.
T|e |T| eoot soa|ses.
1
1 2 3 4
2
3
4
Learning Assignment Score
S
t
u
d
e
n
t

W
o
r
k

S
c
o
r
e
e (os oe :'eo ?-" 7-'0'74"0*+4*7+ ); '. '++*(."& >"'0.*.( '74*8*43 +40).(>3 10"&*74 4-"
+=*>>+ &"5).+40'4"& *. +4:&".4 #)0=. We found a strong association between learning activity
scores and corresponding student work scores. This suggests that students are much more likely
to build and exhibit 21st century skills if the learning activities in which they engage as part of a
class ask them to demonstrate those skills.
68 | / ||c| Sea
|et os be c|ea t|at .e ae oot ao|o o t|e teac||o aoo |eao|o o 'eoe|c' oeeo |eao|o
s'|||s |.e. teac||o 'co||aboat|oo' o ''oo.|eoe coostoct|oo' oots|oe a cooteot ooa|o. \e
ae sa|o t|at .|eo t|e |eao|o oocess |s oes|oeo |o a .a t|at eoo|es cooteot aste
|o ooe o stooeots to ceate aoo ose oe. 'oo.|eoe, bot| stooeots' cooteot 'oo.|eoe
and t|e| oeeo |eao|o s'|||s ae oeve|ooeo. Yoo ooo't oeve|oo co||aboat|oo s'|||s b ta|'|o
aboot co||aboat|oo |o t|e abstact, oo oeve|oo t|e b co||aboat|o oo |ssoes aoo oob|es
o sobstaoce t|at eoo|e cooteot 'oo.|eoe. att|e's eseac| s|o.s t|at oeve|oo|o oeeo
|eao|o s'|||s .|t|oot oooo|o t|e |o ea| cooteot .||| oot .o'. /s oe easoes o oeeo
|eao|o ae oeve|ooeo aoo |o|eeoteo, .e .||| |ave oe ev|oeoce oo |o. t|e cob|oat|oo
o s'|||s aoo cooteot aste |oact ootcoes o bot|.
So t|e oe. oeoao|es |ave t|e ooteot|a| to oe a oo.eo| oe. eoocat|oo ooe| t|at cao
oe||ve oaat|c oe. ootcoes. 3ot | t|ese oeoao|es ae |o|eeoteo |oeect|ve|, t|e|
eect .||| be b|ooteo. |o C|aote S .e oesc|beo eect|ve vesos vs. |oeect|ve ves|oos o oe.
oeoao|es, aoo |o C|aote 6 .e o|scosseo t|e co|toa| aoo caoac|t cooo|t|oos t|at eoab|e t|e
eect|ve |o|eeotat|oo o oe. oeoao|es acoss sc|oo|s aoo sstes. ee .e too to t|e
|ootaot ooest|oo o t|e |ovesteots oeeoeo.
The Cost Balance of Ubiquitous Technology
T|e actoa| cost o oov|o|o tec|oo|o ob|oo|t o eve teac|e aoo eve stooeot |o a
sste |s co|o oo.o eve oa as o|ce oo|ots o oev|ces oecease, oe ||| ooa||t
|eao|o esooces becoe ava||ab|e oo||oe, aoo as teac|es aoo stooeots oatoa|| becoe
oe o||ta|| soo||st|cateo |o t|e| eveoa ||ves. Tec|oo|o |tse| .||| o|t|ate| oot be a
a,o eoeose. \e aee .|t| |a' |o.aos, sooe|oteooeot o t|e |ooesv|||e o|st|ct .|o
|as .|tteo, '.ooo|o o||ta| cooves|oo |s ost| aboot o|o|t|s|o aoo eoooos|o, oot aboot
oo|o oe. o oe oo|es.'
+00
Co ose o t|e te 'ob|oo|toos tec|oo|o' eaos + to +
ao |oteoet-coooecteo oev|ce o eve c|||o bot| |os|oe aoo oots|oe o sc|oo|. T|ee ae sevea|
|ootaot sob-cateo|es o costs oooe||o ob|oo|toos tec|oo|o. oev|ces, |oastoctoe,
|oteoet access, cooteot aoo |eao|o aoo||cat|oos, stooeot |ooat|oo sstes, tec|oo|o
ta|o|o (seoaate o t|e ovea|| ooess|ooa| |eao|o o oeoao|ca| caoac|t)
aoo tec|oo|o a|oteoaoce aoo soooot. Co aoeot c|a|s t|e ooteot|a| o 't.|ce t|e
|eao|o o t|e sae o|ce o |ess.' /bove, .e |ave oot||oeo |o. oe. oeoao|es coo|o
ooteot|a|| oe||ve t.|ce t|e |eao|o. So t|e ooest|oo oo. becoes .|et|e t|e soec|c cost
oot|as o oov|o|o ob|oo|toos tec|oo|o ae eas|b|e, |veo t|e e|st|o sca| ea||t|es o
eoocat|oo sstes.
+00
|o.aos 20+3
T|e cost ooe| .e oeseot |ee |s baseo oo t|e oe.est costs o tec|oo|o |o t|e |o|teo
States. T|e ooe|'s costs, assoot|oos aoo at|os .||| va b cooot aoo e|oo, bot t|e ovea||
ooe| cao oov|oe a oseo| too| o oo||ca'es as t|e coos|oe t|e b| o|ctoe o t|ese
|ovesteots. \e oeve|ooeo t|e cost aoo sav|os ooe| baseo oo aoa|s|s o coeot oev|ce
costs as .e|| as t|oo| o|scoss|oos .|t| tec|oo|o oov|oes aoo sc|oo| o|st|ct tec|oo|o
aoaes.
+0+
S|o.o be|o. oo t|e |et s|oe o t|e tab|e ae t|e bas|c cateo|es o costs o
oov|o|o tec|oo|o ob|oo|t o eve stooeot, os|o oe stooeot oe ea cost est|ates.
|t |oc|ooes t|e |oastoctoe aoo soooots oeeoeo to a'e t|e tec|oo|o ooct|oo .e|| o
|eao|o (bot oot t|e ot|e costs assoc|ateo .|t| eect|ve |o|eeotat|oo o t|e .|o|e oe.
oeoao|es ooe| oesc|beo above). Co t|e ||t s|oe o t|e tab|e ae a,o cateo|es o cost
sav|os aoo ooteot|a| sav|os. 3e|o. t|e tab|e |s a oesc|ot|oo o eac| o t|e cost aoo sav|os
cateo|es, eo|a|o|o t|e assoot|oos be||oo eac| aooot oeseoteo.
Table 7: Financial Model for Cost Balance of Providing Ubiquitous Technology
Cost categories per
student per year
Amount
in USD
Cost savings and offsets
per student per year
Amount
in USD
|ev|ce 8S.00 3YC|/|aeot Coot|bot|oo S0.00
|oastoctoe 2S.00 |eooceo o|ot|o S0.00
/ccess 30.00 |ac|||t|es eoooos|o 30.00
Cooteot aoo |eao|o
/oo||cat|oos
+0.00 Sav|os o oo||oe || +0.00
|a|oteoaoce aoo Soooot 3S.00 |eooceo tave|/oostae/
o|ooe
+0.00
Tec|oo|o Ta|o|o S.00 |eooceo tetboo's 0.00
Total Cost $220.00 Total Savings/Offsets $220.00

T||s ooe| s|o.s t|at t|e costs o oov|o|o ob|oo|toos tec|oo|o |ave oaat|ca|| oec||oeo,
aoo t|e osets aoo sav|os t|at occo .|eo tec|oo|o |s |o|eeoteo state|ca|| cao cove
t|ese ovea|| costs. |s|o t|e |atest o|c|o aoo assoot|oos, tota| costs ae oc| |ess t|ao ooe
||t |ave seeo eveo t.o o t|ee eas ao. T|e tab|e s|o.s t|at eoocat|oo sstes cao
|o|eeot oevas|ve o||ta| too|s .|t|oot soeoo|o oe. /oo |o t|e baa|o, as .e |ave seeo,
et a eate |eao|o eso|ts.
+0+
\e .oo|o ||'e to t|ao' |a' |eat|o, t|e C|C o |ee| ||st|ct Sc|oo| 3oao |o Cota|o, Caoaoa, aoo |ob |eo, Sooe|oteooeot, |eoea| \a
Sc|oo| ||st|ct, \as||otoo, |S/ o t|e| ev|e.s aoo va||oat|oo o t|e est|ates oov|oeo |ee.
70 | / ||c| Sea
,)+4 ,'4"()0*"+
|ev|ce. t|e ooc|ase o t|e tec|oo|o oev|ce |s t|e |aest cost cateo. T||s est|ate
o $8S oe oev|ce assoes a t|ee-ea ||ecc|e, aoo |s baseo oo t|e coeot o|c|o o
eoocat|ooa| tab|ets at oo|| $2S0, t|oo| s|||a costs ae ooss|b|e o stooeot |aotoos.
\e ae be|oo|o to see tab|ets as |o. as $200. T||s aooot coves ooc|ase o |eas|o o
oev|ces, .||c| |as eceot| beco|o ao oot|oo (oat o t|e ovea|| s||t to.ao tec|oo|o
as a sev|ce cost at|e t|ao a cao|ta| eoeoo|toe). T|e ooo oe.s |s t|at .|eo ooc|aseo
o |easeo |o |ae ooaot|t|es at t|e o|st|ct, state o cooot |eve|, oev|ce costs cao be eooceo
ot|e, aoo t|ee |s a ||| ||'e|||ooo t|at o|ces .||| coot|ooe to oec||oe.
Tec|oo|o |oastoctoe. To a'e oev|ces oot|a|| oseo| |eao|o too|s, t|e ost be
|oteateo at t|e sc|oo| aoo sste |eve| .|t| co||aboat|oo aoo ooooct|v|t o|atos,
|eao|o aoaeeot sstes, stooeot |ooat|oo sstes, cooteot aoaeeot sstes,
stooeot ooto||os, aoo o|vac aoo seco|t aoaeeot. T||s |oastoctoe |as beeo
tao|t|ooa|| aoaeo t|oo| oos|te seves t|at eoo|e s|o|caot cao|ta| eoeoo|toes aoo
|T sta. Tooa, oe o t|ese costs cao be oveo to c|ooo-baseo sev|ces .||c| ae oe
aooab|e to |o|eeot, aoae, soooot aoo |oteate |oto c|assoos. |oastoctoe costs
a|so becoe ooeat|ooa| eoeoo|toes at|e t|ao cao|ta| ooes. / b|eooeo aoooac| o oo-
oe|ses aoo c|ooo a be a oeeeo oot|oo |o ceta|o oats o t|e .o|o, |veo oo||c|es t|at
eoo|e |oca| stoae o stooeot oata o o|vac easoos.
/ccess. T||s cost cateo |oc|ooes ||| soeeo |oteoet as .e|| as \|-|| .|t||o sc|oo|s. 3ot|
o t|ese ae oecessa 'o|ob|o' to eoab|e t|e o|| ooteot|a| o tec|oo|o to oe||ve |||
ooa||t |eao|o esooces aoo to save costs |o ot|e aeas. /s .|t| oev|ces, .|eo access ates
ae oeot|ateo oo a |ae sca|e, eoocat|ooa| sstes cao eooce costs o t||s cateo ot|e.
|ates o access .||| va coos|oeab| b cooot aoo |ocat|oo, aoo t||s |s a cost cateo
.|ee oveoeots ae oov|o|o ooas to eooce costs (see t|e e|ate ooa |o t|e
|S). oe access o stooeots |s oot coveeo |ee. o.eve, eoab||o stooeot access at |oe
s|oo|o be a 'e oo||c o|ve at a boaoe oveoeot |eve| to eosoe eoo|tab|e access to
|eao|o o a|| 2+/. |t s|oo|o a|so be ooteo t|at t|e cost o oov|o|o access |s |||e | |t |s
t|e st t|e access |s |o|eeoteo aoo aoo|t|ooa| .||o, etc. |s oeeoeo.
Cooteot aoo /oo||cat|oos. Coe o t|e ost va|oab|e asoects o ob|oo|toos tec|oo|o o a
|eao|o oesoect|ve |s t|e access |t oov|oes to a|ost |||t|ess |eao|o esooces aoo too|s,
o coateo ate|a|s soec|c to sob,ect ooa|os, to ceat|ve aoo co||aboat|ve too|s oseo
|o ooeo oao|sat|oos, to aes, oesooa||seo cooteot aoo s|o|at|oos t|at cao aoaot to
|oo|v|ooa| |eaoes' |oteests aoo |eve|s o ooess. T|ese esooces ae ava||ab|e t|oo| ooeo
eoocat|ooa| esooces t|at ae oece|veo b teac|e aoo stooeots as be|o oo oa |o ooa||t
.|t| oa|o esooces.
+02
|| ooa||t aoo co|co|a-a||oeo ate|a|s ae |o ao cases .e||
.ot| t|e |ovesteot, bot soc| |ovesteots .||| be c|a||eoeo b co.o-sooc|o o o||ta|
cooteot aoo costs ot|e eooceo b coocoeot access ||ceos|o. |ve sc|oo| aoo sste
.||| oeeo to oete|oe t|e |eve| at .||c| t|e .|s| to |ovest |o t|ese toes o ate|a|s, bot a
state o |oc|oo|o t|e s|oo|o be oat o t|e ovea|| costs.
+02
3||ss et al 20+3
|a|oteoaoce aoo Soooot. T||s |s oot a cateo .|ee oooe|ovesteot |s a ooo |oea. |ao
tec|oo|o |o|eeotat|oos |o eoocat|oo |ave a||eo becaose o |ac' o aoeooate soooot to
'eeo oev|ces, |oastoctoe, access aoo cooteot o.|o soot||. o.eve, t|ee ae .as to
oot||se t|e |ovesteot, soc| as |av|o stooeot tec| teas t|at |e|o a|ota|o aoo soooot
oev|ces aoo sstes, .||c| |as ooveo to be ao |oceo|b|e sooce o steot|eo|o aoo
eoaoo|o oev|ce soooot, esoec|a|| | stooeots ae .e|| oao|seo aoo ta|oeo b ooess|ooa|
sta aoo |ave oo||oe soooot esooces.
Sta Tec|oo|o Ta|o|o. \e seoaate t|e cost o tec|oo|o ta|o|o o t|e boaoe
ooess|ooa| |eao|o oeeoeo to taoso teac||o aoo |eao|o oesc|beo above. T|e
costs |o t|e tab|e above eoeseot ooe| tec|o|ca| ta|o|o. Soc| ta|o|o |s oecessa, aoo
|s |oceas|o| oov|oeo as oat o ooc|ases. /oo|t|ooa||, teac|es ae |oceas|o| o||ta||
soo||st|cateo, aoo oeeo oo| |oeas, eao|es aoo s|ot ta|o|o t|at cao be oov|oeo oo||oe.
/a|o, t||s |s oot ao aea to oooe-|ovest, bot t|e tota| cost o t||s toe o ta|o|o |s a|||o
s|o|caot|.
|o eac| o t|e cost cateo|es oesc|beo above, o|st|ct, state o oov|oce, aoo oat|ooa|
oveoeot sobs|o|es ae beco|o ava||ab|e to |e|o |oo|v|ooa| sc|oo|s aoae costs.
,)+4 C;;+"4+ '.& 2'8*.(+
BYOD (3|o Yoo C.o |ev|ce) or Parent Contributions. |oocat|oo sstes ae a'|o
tec|oo|o ob|oo|t aooab|e b, o eao|e, a||o.|o stooeots to b|o t|e| o.o oev|ces
|oto t|e |eao|o oocess, oe|o oo||oe access to |eao|o esooces, aoo as'|o oaeots to
coot|bote. T|e |ssoe o eoo|t eoso|o a|| stooeots |ave t|e sae o eoo|va|eot |eve|s o
access |s oaaooot |o t|ese o|scoss|oos. av|o s||o|o-sca|e coot|bot|oos a||oeo .|t| a||
|ocoes |s ooe .a to aooess t||s, as .as |o|eeoteo oat|ooa|| |o |otoa| t|oo| t|e
|ae||ao |o|t|at|ve. |ov|o|o o|| eoo|ooeo oev|ces o t|ose stooeots .|o oo oot |ave t|e|
o.o |s aoot|e .a sstes aooess t|e eoo|t |ssoe. 3ot| .as cao oaat|ca|| eooce
t|e cost o t|e oev|ce to eoocat|oo sstes, aoo a|so |ocease t|e |eve| o osc|o|o|ca|
|ovesteot |o ooas b a|||es. o.eve, |o oo ooe|, eveo | 3YC| |s oot oseo, t|e
ovea|| cost oe stooeot |s oo|| 220 |S|. Ct|e eaos o co||ect|o ooos ||t be v|a
oooet ta |ev|es |o t|e o o a Tec|oo|o |ev.
Reduced Printing. |o ost sc|oo|s o|ot|o, coo|o aoo t|e ose o oaoe-baseo ate|a|s |s a
coos|oeab|e eoeose. / oe c|||o oe ea cost o S0 |S| |s |o act a coosevat|ve est|ate,
coos|oe|o t|at |o ao sc|oo|s stooeots ece|ve 3 to S oe. oaoes eac| oa, as .e|| as
cooo|cat|oos to oaeots, aoo coo|e a|oteoaoce. Tec|oo|o ob|oo|t a||o.s soc| costs to
be oaat|ca|| eooceo | oot a|toet|e e|||oateo, aoo a||o.s cooo|cat|oo |eve|s to a||
sta'e|o|oes to s|o|caot| |ocease.
72 | / ||c| Sea
Facilities Repurposing. |ao sc|oo|s a|eao |ave cooote |abs o aeas oevoteo to seat|o
|ae oobes o |Cs. \|eo ob|oo|toos tec|oo|o |s |o|eeoteo aoo eve stooeot |as a
ootab|e oev|ce, t|ese aeas cao be eooooseo |oto soaces soc| as c|assoos o eet|o
oos. |eoeoo|o oo .|et|e a sc|oo| |as aoo|t|ooa| soace oeeos, t||s cao save s|o|caot
cao|ta| eoeose. o.eve, t|ee |s oo o oebate oo .|et|e oe. oeoao|es beoet o
o|eeot toes o ac|||t|es .|t| o|eeot soace aaoeeots t|ao tao|t|ooa| c|assoo-baseo
sc|oo|s. |a,o c|aoes to ac|||t|es oes|o .oo|o o coose |oco aoo|t|ooa| eoeose. (|o oo
v|e. oe. ac|||t|es ae o|ce, bot oot a eoo|eeot o eect|ve |o|eeotat|oo o t|e oe.
oeoao|es ooe|.)
Savings from Online Professional Learning. Tao|t|ooa| ooess|ooa| oeve|ooeot oteo
|ovo|ves .o's|oos, .||c| |oco ees o eve teac|e as .e|| as t|e t|e aoo tave| eoeoses
o atteoo|o. /s oesc|beo |o C|aote 6, t|e toe o ebeooeo ooess|ooa| |eao|o oeeoeo
o oe. oeoao|es ta'es o|ace coot|oooos| .|t||o t|e sc|oo|, aoo cao be sooooteo b
oo||oe eeo|as aoo co||aboat|oo, ooteot|a|| eooc|o t|e ovea|| cost o ooess|ooa|
|eao|o. |o ao cooot|es, t|e cost o teac|e tave| to ooess|ooa| oeve|ooeot |s
coos|oeab|e, so sc|oo|-baseo co||aboat|oo .|t| oo||oe soooot cao be s|o|caot| |ess
eoeos|ve.
Reduced travel/postage/phone. \|t| oo||oe co||aboat|oo, coss-o|st|ct aoo e|ooa| eet|os,
tave| costs oecease. Co||oe cooo|cat|oos cao a|so oecease t|e ovea|| cost o oaeot aoo
cooo|t cooo|cat|oos. |ostae o seoo|o oot stooeot aoes o assesseots |s saveo,
as oaeots cao access t|e oo||oe.
Reduced Textbooks. \|eo a sc|oo| o sste oec|oes to |ovest |o tec|oo|o ob|oo|t, |t
|ovests |o |eao|o ate|a|s aoo esooces t|at oeate t|e oeeo o tetboo' ooc|as|o (t|e
soeoo|o oves to o||ta| |eao|o esooces). T|e aveae o|ce o ooe ||| sc|oo| tetboo'
|s $80, so t||s cost oset |s coosevat|ve| stateo.
T||s ooe| s|o.s t|at eveo .|t| a|| o t|e eoeoo|toe oeeoeo to a'e tec|oo|o ob|oo|t
eect|ve, |ovesteot cao ooteot|a|| be ecoveeo t|oo| cost sav|os |o ot|e aeas. \|||e t|e
eact aooots .||| o|e b cooot aoo e|oo, t||s ooe| cao be oseo b sste |eaoes to
coos|oe t|e taoe-os aoo sceoa|os t|at ||t .o' |o t|e| cootets. |o,ect |eo coooocteo
|o-oeot| oat|ooa| eseac| oo t|e ecooo|cs o oov|o|o tec|oo|o ob|oo|t |o t|e |S. T|e|
cooc|os|oo.
'.!stoto' e.oe:e sc.s tot te:c'c, os o ,cst.e (o:o' ,o:t !.t (c !est
results, schools need to invest in the re-engineering of schools, not just technology itself. Properly
implemented educational technology can be revenue-positive at all levelsfederal, state,
and local. Project RED respondents report that technology contributes to cost reductions and
productivity improvementsthe richer the technology implementation, the more positive the
impact.
103
.
+03
|o,ect |eo 20+3
T|ese oo|os ||||||t t|e oeeo o tec|oo|o |ovesteots to be o|| aoo state|ca|| o|aooeo
beoe ooc|ases ae aoe, as .e oesc|beo |o C|aote 6. |o tec|oo|o ob|oo|t to socceeo |o
ac||ev|o |ts ooteot|a|, a|| t|e coe cooooeots o oe. oeoao|es aoo t|e| eoab||o cooo|t|oos
oeeo to be |o|eeoteo |o ao a||oeo aoo co|eeot state.
||oa||, |o. ooss|b|e |s |t to a'e t|ese 'o||ta| cooves|oo' |ovesteots .|t||o t|e ovea||
ecooo|cs o eoocat|oo` |eao|ess o .|et|e t|e oa| cost |s oet oeota|, eoocat|oo sste
|eaoes .||| oeeo to oot aoeots to oaeots, to cooo|t|es aoo to oo||t|ca| oec|s|oo-a'es
|o tes o t|e b|e o|ctoe. T|e cost ooe| above s|o.s ao ovea|| cost o tec|oo|o
ob|oo|t o $220 oe ea oe stooeot, o |ess t|ao 2 o t|e aveae $++,83+ oe stooeot oe
ea soeot oo eoocat|oo at t|e o|a aoo secoooa |eve| |o t|e |S. o.eve, t|e |S soeoos
s|o|caot| oe oe ooo|| t|ao ost ot|e cooot|es. T|e C|C| aveae soeoo|o oe stooeot
|s $8,S`S oe ea. |veo |o cooot|es t|at soeoo coos|oeab| |ess oe stooeot, tec|oo|o
ob|oo|t |s oo. .e|| .|t||o t|e aoe o eas|b|||t. Cooot|es soc| as |e|co, |otoa| aoo To'e
oooestaoo t||s, aoo ae a'|o soe o t|e ost ab|t|oos eots |o t|e .o|o to oov|oe
tec|oo|o to a|| t|e| stooeots ||t oo.. \|eo t|e cost sav|os oesc|beo above ae ta'eo |oto
accooot, t|ee |s ||tea|| oo ecooo|c easoo o |t oot to becoe a ea||t |o t|e ve oea
otoe. T|e ooest|oo |s ooe o |o. state|ca|| t|ese |ovesteots .||| be aoe, |o. .e|| t|e
tec|oo|o .||| be |oteateo .|t| t|e ot|e cooooeots o oe. oeoao|es aoo .|et|e t|e
oocess .||| be sooooteo .|t| t|e eoab||o cooo|t|oos o to| eect|ve |o|eeotat|oo t|at
a||o. t|e oe. ootcoes to be ac||eveo.
Whole System Realignment
T|e soeao aoo eect|ve |o|eeotat|oo o oe. oeoao|es acoss .|o|e eoocat|oo sstes |s
oeoeooeot oo t|e oo||c cootet aoo sste |eves beooo ao ooe sc|oo|. |o oev|oos .o',
S| ||c|ae| 3abe, ||c|ae| |o||ao aoo co||eaoes |ave .|tteo eteos|ve| oo .|o|e-sste
eo aoo c|aoe |eaoes||o.
+0+
/|| o t|e o|oc|o|es aoo o|ves at|co|ateo |o t|at boo o
.o' ae eooa|| e|evaot |o |ooeoc|o co|toe aoo bo||o|o caoac|t o oe. oeoao|es.
Sste-|eve| ea||oeot o oooose, |oao esooces aoo ooess|ooa| |eao|o state|es,
oe. assesseots aoo accoootab|||t easoes, co||aboat|ve oet.o'|o, oaoc|a| esooces aoo
oe. o|es o eveooe .||| a|| b|o oo.eo| sste |eves to t|e c|aoe oocess. |a||e, .e
oesc|beo a oe. cooceot o .|o|e-sste c|aoe t|at .e ca|| '|o|eeot c|aoe', .||c| ees to
t|e ease aoo soeeo o c|aoe to.aos oe. oeoao|es o 'oos|t|ve coota|oo' oooe t|e ||t
set o cooo|t|oos. 3ot, ,ost as oe. oeoao|es t|ese|ves ae coeot| ao|est |o oe aoo |ess
eect|ve ves|oos, .|o|e-sste c|aoe to.aos oe. oeoao|es coes |o stooe aoo .ea'e
ves|oos. |et os be c|ea. o oo o|scoss|oos .|t| teac|es, sc|oo| |eaoes, eoocat|oo sste
|ooeoces aoo oo||ca'es, |t |s c|ea ost o t|e be||eve t|at system elements are currently
the strongest barriers to change.
+0+
|o||ao 20+0, |o||ao 20++, 3abe, ||zv| aoo |oooe|| 20+2
74 | / ||c| Sea
|ect|ve .|o|e-sste ea||oeot stats .|t| a oeeo |eao|o ocos at t|e coe. |o ao, | oot
ost, o t|e cases .e |ave seeo, oe. oeoao|es ae soeao|o .|t|oot be|o o|| a||oeo .|t|
oa| co|co|o, assesseot aoo accoootab|||t stoctoes. T||s oots teac|es aoo stooeots
at ooos .|t| t|e oa|s o t|e sste. T|e sste .o's as a ba|e to |ooovat|oo. |osteao, |o
sstes .|ee .e see eect|ve |o|eeotat|oo o oe. oeoao|es, a|| cooo|t|oos ae ea||oeo
acoss t|e .|o|e sste to oo.eo|| eoab|e c|aoe. |eaoes |o t|ese sstes |ovest |o t|e
||t o|ves a c|ea v|s|oo aoo ocos oo oeeo |eao|o st, t|eo co||aboat|ve |eao|o co|toes,
oeoao|ca| caoac|t bo||o|o, tec|oo|o ob|oo|t aoo t|e ot|e eoab||o cooo|t|oos oesc|beo
above. T|ese e|eeots |o cob|oat|oo ae t|e stooest ves|oos .|ee |o|eeot c|aoe
sees ost oao|c aoo oatoa|. 3ot as t||s o|scoss|oo |as evea|eo, |o soc| cases t|ee |s a |ot
o|o oo beoeat| t|e soace.
|oocat|oo oo||ca'es |o t|ese sstes ta'e o|eeot aoooac|es, aoo c|aoe |s ao|esteo |o
o|eeot oatteos |o o|eeot cooot|es. |o Tasao|a, /osta||a, t|e sste |s eoab||o t|e ao|o
soeao o oe. oeoao|es acoss t|e .|o|e sste t|oo| t|e cata|st o ooess|ooa| |eao|o.
|eaoes ae oov|o|o t|e ocos t|oo| a state-.|oe 2+C|| |o|t|at|ve to |e|o a|| teac|es coss
t|e b|oe to oe. oeoao|es.
|o ot|e eao|es, t|e eot|e eoocat|oo ooe| |as beeo o |s be|o estoctoeo to soooot
t|e sste-.|oe soeao o oe. oeoao|es. |o cases soc| as || Tec| ||, t|e |ootao sc|oo|s
aoo |ee| Sc|oo| ||st|ct, t|e sste-|eve| ae.o', oo||c|es aoo ooas ae a|| a||oeo to
|oteate oe. |eao|o oatoes||os, oeeo |eao|o tas's aoo t|e ose o tec|oo|o to eoab|e
aoo acce|eate oeeo |eao|o.
/s .e ta|' aboot oe. ecooo|es, |et os oote t|at b a t|e b|est oe. esooce o a|| as
oe. '|c| seas' ae ooeoeo aoo |oeo |s |o. the learning time of students and teachers |s
oooooo| ||beateo aoo e-ocoseo oo bette aoo oeeoe |eao|o - oot ,ost oo|o t|e sc|oo|
oa bot access|o |eao|o 2+/. T|e b|est .aste o a|| |s t|e |oos, oas, eas aoo oecaoes
sooaooeeo oo boeoo aoo a||eoat|oo. | t|e |s ooe, .e |ave t|e ooootoo|t to becoe
b||||ooa|es |o |eao|o.
\ot s :'eo tc e , .c' .t s:cc's tot oe ett to:tc te cst s(:ot
investment is time to support professional development and capacity building around the new
pedagogies. The thinking and the work around this is more important than anything else.
|a |o, |oess|ooa| |eao|o |eaoe, |eoateot o |oocat|oo Tasao|a, /osta||a
|ob|||s|o .|o|e sstes to.aos oe. oeoao|es |s oot a sa|| oooeta'|o. |t eoo|es oot||o
|ess t|ao aooess|o t|e oooaeota| c|a||eoes aoo oe. ooteot|a| o eoocat|oo sstes |o oo
ae. \e oe |eaoes aoo sstes to oot eba' oo t|ese ooests a|ooe. Co||aboat|ve sc|oo|,
state aoo sste oet.o's ae ee|o .|t||o aoo acoss ao cooot|es, soc| as t|e New
Pedagogies for Deep Learning |oba| oatoes||o t|at .e ae a oat o. T|e ooo oe.s |s t|at t|e
|o|eeot sstes ooa|cs o t|e ooe| ae so oo.eo| t|at, to os, t|e see oostoooab|e. T|e
.|se |eaoe |eveaes t|ese avooab|e cooo|t|oos. \|at coo|o be bette t|ao eveooe o
stooeots to teac|es to |eaoes to .|o|e cooo|t|es oo|o t|e .o' t|at |s ost va|oab|e, |o
oatoes||o` /oo t|e best oe.s |s t|at .e cao aoe eat beoets o t|ese oact|ces at a
easooab|e costetao|o|ca||, t.|ce t|e |eao|o o |a| t|e o|ce.
76 | / ||c| Sea
Rich Futures
\|t| cooot|es ac|o oot| ooeo|oeot ao|o o ++ to ove S0, aoo .|t| |ocoe
aos |oceas|o, |t ||t see absoo to cooteo|ate |c| otoes. 3ot t|at |s eact| .| .e
s|oo|o. |e. |eao|o, as .e |ave ootaeo |t, eoeseots t|e b|est so|ot|oo o a||. T|e ooe|s
aoo oact|ces o oo eoocat|oo sstes ae c|ao|o aoooo t|e .o|o. o. oo|c'| t|ese
c|aoes occo, .|et|e t|e .||| |eao to sobstaot|ve |ooveeots |o |eao|o ootcoes oe
e|evaot o t|e oo|s||o o oo stooeots aoo oo soc|et|es, ea|os to be seeo. T||s eoot
|as soo|t to c|a| a oe. v|s|oo aoo ooe| o eoocat|oo. |t |as oov|oeo eao|es aoo
|os||ts |oto .|at t|e coe e|eeots o t|e oe. ooe| ae aoo |o. t|e cao be eect|ve|
|o|eeoteo acoss .|o|e sstes. T|e ea| ev|oeoce t|at .e |ave oeseoteo |ee, as .e|| as
t|e oa|oab|e ec|teeot o t|e stooeots, teac|es aoo a|| t|ose |ovo|veo |o |o|eeot|o t|ese
v|s|oos, soests t|e teeoooos ooteot|a| o oe. oeoao|es to oo oeeo |eao|o.
|e. |eao|o oatoes||os bet.eeo teac|es aoo stooeots ae t|e esseot|a| ooooat|oos o
eect|ve oe. oeoao|es. T|ese oatoes||os ae be|oo|o to eee oatoa|| as o||ta| access
ooeos t|e ooo to boaoe aoo oe va|eo sooces o cooteot 'oo.|eoe. /s boeo stooeots
aoo a||eoateo teac|es see' eeoe oastoes, t|e oe. |eao|o |s a oatoa| attact|oo. Stooeots
be|o to ta'e oat |o oeo|o |eao|o oa|s, coooect|o t|e |eao|o to t|e| o.o |oteests aoo
aso|at|oos aoo beco|o oe act|ve obseves aoo o|oes to t|e| o.o aoo to t|e| oees'
|eao|o aoo ooess. |eeo |eao|o tas's bo||o oooo t|e ooooat|oo o t|e oe. |eao|o
oatoes||os. T|e c|a||eoe stooeots to coostoct 'oo.|eoe aoo be|o to ose t|e| |oeas |o t|e
ea| .o|o. |o t|e oocess, t|e oeve|oo 'e s'|||s aoo t|e eoe|eoce o oo|o ''oo.|eoe .o''
|o .as t|at oeve|oo teoac|t, |t, aoo t|e ooact|ve o|soos|t|oos t|at oave t|e .a to
oo|s||o otoes.
To eoaoo t|ese oeoao|es to oe sosta|oab|e, .|oesoeao oact|ces t|at |ave easoab|e
|oact oo |eao|o, .e ost .o' toet|e to ot|e oeve|oo aoo eoe t|ese |os||ts aboot
.|at t|ese oe. oeoao|es ae |o oact|ce aoo t|e| |o||cat|oos o t|e o|es o teac|es,
stooeots, |eaoes aoo oo||c a'es. Sstes ooo't c|aoe becaose oo| ooe oat ta'es act|oo.
\|eo e|eeots o va|oos coost|toeoc|es becoe oeeo| o|ssat|seo .|t| t|e statos ooo, .|eo
t|e ta'e act|oo, oe|aos |ooeoeooeot| at st, aoo above a|| .|eo t|e be|o to coovee, c|aoe
soa's aoo |o|te. T|os a|| o os |ave a sta'e |o |o|t|at|o t|e oet stae o eoooe t|at
oo|ses to be as ao|ca| as ao .e |ave seeo s|oce t|e aoveot o oob||c sc|oo||o |o t|e +800s.
\e ae at t|e ea| staes o a |eao|o evo|ot|oo t|at .||| oeoe |o soec|c tes t|e c|t|zeo o
t|e otoe as a 'oo.|o, oo|o oesoo .|o cao ooct|oo ooooct|ve| |o a coo|e .o|o.
|veooe s|oo|o .o' oo |e o ||s o.o act|oo ||st. \e oov|oe |ee soe stat|o oo|ots o
eac| o|e.
8
Students
|oeot| |eao|o oatoes aoo eotos aoo oo oees, teac|es aoo cooo|t|es, aoo
a'e soe t|e 'oo. oo aso|at|oos aoo |oteests.
|eect oo oo o.o |eao|o ooess, as' tosteo |eao|o oatoes o eeobac' aoo |ve
eeobac' to t|e |o etoo, eoae |o teac||o .|t| aoo |eao|o o oo oees.
3e|o to oeoe oo o.o |eao|o oa|s, coooect|o oo |eao|o to oo oesooa| aso|at|oos
aoo |oteests, aoo t|eo be|o to ac||eve t|ose oa|s.
|os| oo teac|es aoo e||o. stooeots to be e||o. |eao|o oatoes |o t|e ooso|t o oeeo
|eao|o.
Teachers
3e|o to oact|ce a oatoe|o aoooac| to |eao o aoo .|t| oo stooeots.
|a'e soe oo 'oo. oo stooeots' aso|at|oos aoo |oteests.
|oeot| t|e oeeo |eao|o tas's t|at ae ta'|o o|ace |o oo sc|oo| o boaoe cooo|t.
3e|o to eoeoe oo |eao|o tas's o aoo .|t| oo stooeots, bo||o|o |o oe
ooootoo|t|es o 'oo.|eoe coostoct|oo, oob|e-so|v|o aoo |o|eeotat|oo |o t|e ea|
.o|o, aoo coooect|o t|e tas's to stooeots' aso|at|oos.
Co||aboate .|t| ot|e teac|es aoo sta'e|o|oes oo .|at |s .o'|o to eoae aoo aovaoce
stooeot |eao|o.
|os| oo co||eaoes aoo t|e o|oc|oa| |o t|e o|ect|oo o t|e oe. oeoao|es ||o'eo to oeeo
|eao|o.
School Leaders
3e|o to oact|ce a oatoe|o aoooac| to |eao o aoo .|t| oo teac|es.
|oeot| oeeo |eao|o tas' eao|es .|t||o oo sc|oo|, s|ae aoo aoa|se t|ese tas's .|t|
ot|e teac|es ocos|o oo |o. stooeots ae eoa|o aoo .|at ae t|e eso|ts.
|eve|oo ooo|o |t|s o co||aboat|oo .|t| stooeots, teac|es, oaeots, ot|e sc|oo|
|eaoes aoo sste |eaoes, a|| ocoseo oo oeo|o, oeve|oo|o aoo |o|eeot|o |oeas to
ac||eve oeeo |eao|o oa|s.
|oeot| aoo oeve|oo oe. .as o easo|o stooeot, teac|e aoo sc|oo| soccess t|at a|| a||o
.|t| oeeo |eao|o oa|s aoo t|e |o|eeotat|oo o oe. oeoao|es.
|atoe .|t| ot|e sc|oo|s aoo t|e o|st|ct o e|oo o ceat|o a sste-.|oe eooeavoo
|oto oe. oeoao|es aoo oeeo |eao|o.
78 | / ||c| Sea
Policy Makers
||ace bo||o|o t|e oeoao|ca| caoac|t|es o teac|es at t|e ceote o a|| oo||c|es aoo o|o|t|es.
|oeot| aoo oeve|oo oe. .as o easo|o stooeot, teac|e aoo sc|oo| soccess t|at a||
a||o .|t| oeeo |eao|o oa|s aoo t|e |o|eeotat|oo o oe. oeoao|es, |osoe t|ese oe.
sstes o easoes ae oseo o|a|| to soooot |eao|o ooess at a|| |eve|s.
\|t| oeeo |eao|o aoo oe. oeoao|es as t|e o|ves, oeve|oo aoo soooot |o||st|c o||ta|
access ooas.
|eooce oeat|ve accoootab|||t |o avoo o bo||o|o caoac|t aoooo t|e oe. oeoao|es
||o'eo to oeeo |eao|o.
T|e above stat|o oo|ots s|oo|o be o||o.eo b coot|ooeo eseac| |oto aoo |eao|o o t|e
.o' o |o|eeotat|oo. \e ost t||o' aboot aoo stoo |o. oe. |eao|o oatoes||os at a||
|eve|s cao oste t|e |ateot, |o|eeot c|aoe t|at |s .a|t|o to |aooeo. \e ost oeve|oo a .|o|e
oe. .a to oeoe aoo easoe t|e soccess o oo eoocat|oo sstes baseo oo a o|eeot
o|eotat|oo to.aos t|e| a|s. Soc| easoes s|oo|o s||t assesseot to.aos easo|o t|e
'e e|eeots o oeeo |eao|o. aste o t|e |eao|o oocess, 'oo.|eoe coostoct|oo, aoo t|e
ooact|ve 'oo|o' o|soos|t|oos t|at .e |ave oesc|beo. /oo .e ost stoo ceote|o |eao|o oo| oo
cove|o aooateo co|co|a to oeoae o eas t|at seve t|e sste at|e t|ao t|e stooeot.
Co eoocat|oo sste oo||c|es aoo ecooo|cs ost a|so be ea||oeo. 3o||o|o t|e pedagogical
capacities o oo teac|es to eect|ve| oact|ce oe. oeoao|es t|at o|ve oeeo |eao|o
ootcoes s|oo|o be t|e oe. oca| oo|ot o eoocat|oo oo||c. Soc| caoac|t|es ae t|e |oc|o|o o
t|e eect|veoess o t|e oe. ooe|. /oo as .e |ave s|o.o, sca| coosta|ots ae oo |ooe ao
ecose to oe|a ob|oo|toos tec|oo|o |o oo sc|oo|s. |evas|ve o||ta| too|s aoo esooces cao
be oov|oeo o e|st|o |eve|s o ooo|o. |t |s oe a atte o oo||t|ca| .||| t|ao o ecooo|cs.
|sto s|o.s os t|at .|at .e cao |a|oe, .e cao a'e ooss|b|e. To eect|ve| aoo sosta|oab|
|o|eeot t|e '|oo o |eao|o ooe| oesc|beo |o t||s eoot, .e oeeo sosta|oeo co||aboat|ve
eots to ob|||se .|o|e sstes to |eao toet|e. T|ee oe. ocesoe. oeoao|es, oe.
c|aoe |eaoes||o aoo oe. sste ecooo|csae coove|o .|t| boaoe soc|a|, ecooo|c,
tec|oo|o|ca| aoo oao|sat|ooa| cootets |o a aooe t|at oeseots t|e ost avooab|e
cooo|t|oos o taosoat|oo |o ove a ceoto. T|e t|e |as coe to ta'e aovaotae o t||s
ooce-|o-a-eoeat|oo ooootoo|t. \|o|e sste c|aoe |as oeve beeo oe ac||evab|e.
T|e o|t|ate oa| |s |oteoeoeooeot |eaoes .|o |ave t|e ab|||t|es, o|soos|t|oos aoo eoe|eoces
to to| a'e t|e ost o t|e etaoo|oa .o|o o |ooat|oo, |oeas, ceat|v|t aoo
coooect|oo t|at o||ta| access ooeos oo. Yooo oeoo|e aoo aoo|ts a||'e |ave t|e oatoa| |ost|oct
to |eao aoo to ceate. T||s |s .|at oe. oeoao|es cao oo|eas|. 3ot .e |ave a|so seeo t|at t||s
oo|eas||o s|oo|o oot be oostoctoeo. Co sc|oo|s aoo oo oeoao|es oeeo to |oso|e aoo to
eosoe t|at all stooeots ae caoab|e o |ooeoeooeot |eao|o aoo ooooseo| act|oo |o t|e .o|o,
aoo |ave oot oo| t|e ooooat|oo, bot a|so t|e oact|ca| eoe|eoces aoo tec|o|ca| s'|||s to ceate
va|oab|e otoes o t|ese|ves aoo t|e| soc|et|es.
T|e oe. oeoao|es ooe| oo|ses to o|ve oot o oo sc|oo|s t|e boeoo aoo a||eoat|oo
o stooeots aoo teac|esao |oceo|b|e .aste .|eo t|ee |s so oc| to |eao. T|e oet oecaoe
coo|o be t|e ost taosoat|ve o ao s|oce t|e ceat|oo o acto-ooe| sc|oo|s +S0 eas
ao. |a|oe a otoe .ee stooeots aoo teac|es cao't .a|t to et to t|e |eao|o .|ee
|ooeeo sc|oo| oeve ea|| |eaves t|e becaose t|e ae a|.as |eao|o. \e see t|e o|ect|ooa|
v|s|oo. \e oetect e|eeots o |t |o ea||t. \e cao taste t|e ooss|b|||t|es. |t |s a otoe t|at |s
o|st|oct| ooss|b|e to ea||se. |t .||| ta'e t|e |eao|o |oeoo|t o t|e ao. |t |s a |c| sea
.ot| ooeo|o.
80 | / ||c| Sea
Bibliography
3aoc|eo, S. (20+3). 'Teac|e Ta|o|o's |o. Caoe', Wall Street Journal, ooe +8, 20+3
|tto.//oo||oe..s,.co/at|c|e/S3+000++2++288323836S0+S8SS+`0++63S+3S8.
|t|òo=\S__|||||||etto\|ats|e.s|ot|. /ccesseo ooe +8, 20+3.
3abe, |. (+``). The Learning Game: Arguments for an Education Revolution. |ooooo. Co||aocz.
3abe, |., |ot, /., |||o, |. (20+0). Deliverology 101: A Field Guide For Educational Leaders.
|ooooo. Co.|o.
3abe, |., ||zv|, S., 8 |oooe||, |. (20+2). C:eos c( |c.otc e ^t'ot: te |o:(: C'c!o'
Leadership and the Future of Education. |e. Yo'. |eoo|o.
3abe, |., |oooe||, |., ||zv|, S. (20+3). An Avalanche is Coming: Higher Education and the
Revolution Ahead. |ooooo. |ost|tote o |ob||c |o||c |eseac|.
3||ss, T.., |ob|osoo, T., ||too, ., aoo \||e, |. (20+3). '/o C|| CC||. Co||ee Teac|e aoo
Stooeot |eceot|oos o Coeo |oocat|ooa| |esooces.' Journal of Interactive Media in Education.
So|o. |et|eveo o. |tto.//,|e.ooeo.ac.o'/20+3/0+
3aosoo, ., 3o.o, /., aoo Coc'|o, |. |os. (2000). How People Learn: Brain, Mind, Experience and
School. \as||otoo, |C. |at|ooa| /caoe |ess.
3oo's, |. (20+2). The Social Animal: The Hidden Sources of Love, Character and Achievement.
|e. Yo'. |aooo oose.

Cevooe, 3., Cos|ao, |. (20+3). Teac|es at \o'. S| |eo|as o |veoa |act|ce.
|et|eveo o. |tto.//....stooeotsatt|eceote.o/s|tes/sc|.o|-oev.co/|es/e|o_attac|_|e/
|ec_Cevooe26Cos|ao_0323+2.oo
C||steoseo, C., oo, 3., aoo o|osoo, C. (2008). Disrupting Class: How Disruptive Innovation Will
Change the Way the World Learns. |e. Yo'. |cCa. |||.
C|atoo, C. (20+3). 'Sc|oo| as ao |o|ste|c /ooeot|ces||o. T|e Case o 3o||o|o |eao|o
|o.e.' 32oo Veooo-\a|| |ectoe. The Education Section of the British Psychological Society.
|e|eceste. T|e 3|t|s| |sc|o|o|ca| Soc|et.

Coo|e, |., |a||o-aooo, |. (20+3). Creating Systems of Assessment for Deeper Learning.
Staooo, C/. Staooo Ceote o Coootoo|t |o||c |o |oocat|oo.
Cobao, |. (20+3). Inside the black box of classroom practice. Cab|oe, |/. avao |oocat|oo
|ess.
|a, C., Saoos, |. , |e|t|.ooo, |., oo'|os, |., Co, ., 3o.o, |., /|ta|ooo, |. (20++).
Successful School Leadership: Linking with Learning. |ooooo. Coeo |o|ves|t |ess.

|eao, C. obbe||, |., ||t|e, ., Stooe, 3. (20+2). C|assoo |ostoct|oo t|at \o's.
eseac|-baseo state|es o |oceas|o stooeot ac||eveeot. 3ostoo. |easoo.

|e|oeozo, |., 3att|oo, \., Sc|e|be, |., aoo Ca|o, 3. (2008). Delivering on the Promise: The
Education Revolution. |e. Yo'. So|ot|oo Tee.
|oc'.ot|, /. (20+3). 'T|e 'e to soccess` C|t.' T||. |oeas \ot| Soeao|o. |et|eveo o.
|tto.//....teo.co/ta|'s/aoe|a_|ee_ooc'.ot|_t|e_'e_to_soccess_|t.|t|
|ooot, , |stace, |, aoo 3eoav|oes, |., eos. (20+0). The Nature of Learning: Using Research to
Inspire Practice. |a|s. C|C| |ob||s||o.
|.ec', Cao|. (200S). 'o. Cao Teac|es |eve|oo Stooeots' |ot|vat|oo - aoo Soccess`'
|otev|e. b Ca oo'|os |o Education World. |et|eveo o. |tto.//....eoocat|oo.o|o.
co/a_|ssoes/c|at/c|at0+0.s|t|

|cooo|st. (20+3a). 'To.aos t|e |oo o |ovet.' The Economist. ooe +, 20+3. |et|eveo o.
|tto.//....ecooo|st.co/oe.s/|eaoes/2+S866S-oea|-+-b||||oo-oeoo|e-|ave-beeo-ta'eo-
oot-etee-oovet-20-eas-.o|o-s|oo|o-a|

|cooo|st. (20+3b). 'Catc||o oo at |ast.' 3|eo oo |oocat|oo Tec|oo|o. The Economist.
ooe 2`t|, 20+3.

|o.aos, |./. (20+3). Every Child, Every Day: A Digital Conversion Model for Student Achievement.
|ooe Saoo|e ||ve, |e. ese. |easoo.

|oooeao Sc|oo| |et. (20+3). 'Coe |aotoo oe c|||o |o |oooe. |o. oea ae .e`' Observatory.
3|eo |aoes, |ssoe |o. 2, |a 20+3.
|o''|o', |., Tavecc||o, |. (20+0). '|ects o V|oeo |oteact|oo Co|oaoce oo |a| C|||o|ooo
Teac|es.' Teaching and Teacher Education: An International Journal of Research and Studies. 20+0-
|ov. ||sev|e.
|o||ao, |. (20+0). All Systems Go: The Change Imperative for Whole System Reform.
T|oosaoo Ca's. Co.|o.
82 | / ||c| Sea
|o||ao, |. (20++). Choosing the Wrong Drivers for Whole System Reform. Ceote o State|c
|oocat|oo, Se|oa Se|es 20+.
|o||ao, |. (20+3a). Great to Excellent: Launching the Next Stage of Ontarios Education Agenda.
|et|eveo o. |tto.//....eoo.ov.oo.ca/eo/oocoeot/eoots/|o||ao|eoot_||_0.oo

|o||ao, |. (20+3b). Stratosphere: Integrating Technology, Pedagogy, and Change Knowledge.
Toooto. |easoo.
|o||ao, |. (20++). The Principal: Three Keys to Maximizing Impact. Sao |aoc|sco. osse-3ass.

|o||ao, |., |oooe||, |. (20+3) Alive in the swamp: Assessing digital innovations. |ooooo. |esta,
Ca'|aoo,C/.. |e. sc|oo|s veotoe ooos.

|o||ao, |., |ao.ot|, |. (20+3) To.aos a |e. |oo. |e. |eoao|es o |eeo |eao|o.
|et|eveo o |tto.//....oe.oeoao|es.o/
Ca||oo. (20+3a). '2+st Ceoto S'|||s aoo t|e \o'o|ace. a 20+3 ||cosot-|easoo |ooooat|oo
Stoo oo 2+st Ceoto S'|||s aoo t|e \o'o|ace.' |et|eveo o. |tto.//t|ea||oob|o.a||oo.
co/20+3/0S/.|at-.o's-|o-sc|oo|s-|s-ea|-.o'_30.|t|
Ca||oo. (20+3b). '||os Ce to Save |cooo, /e|ca Sas |o T|ao's.' The Gallup Blog.
Cctobe +, 20+3. |et|eveo o. |tto.//t|ea||oob|o.a||oo.co/20+3/+0/'|os-oe-to-save-
ecooo-ae|ca-sas.|t|
Ca||oo. (20+3c). 'C|/, S/T, /CT.|||' T|e Ca||oo 3|o, o| `, 20+3. |et|eveo o.
|tto.//t|ea||oob|o.a||oo.co/20+3/0/oa-sat-act|o.|t

Co, . aoo |ooza, C. (2008). '/ |ae.o' o /ooess|o C|a||eoes to C|assoo
Tec|oo|o |se.' Association for the Advancement of Computing in Education Journal, 16,1, 2008.
aeaves, /., |o||ao, |.(20+2). Professional Capital: Transforming Teaching in Every School.
|e. Yo'. Teac|es Co||ee |ess, aoo Toooto. Cota|o ||oc|o|es' Coooc||.

att|e. . (200`). Visible Learning: A Synthesis of over 800 Meta-Analyses Relating to Achievement.
|ooooo. |oot|eoe.

att|e, . (20+2). Visible Learning for Teachers: Maximizing Impact on Learning. |e. Yo'. |oot|eoe.
e.|ett |ooooat|oo. (20+2). |eeoe |eao|o. State|c ||ao Soa. T|e \||||a aoo
||oa e.|ett |ooooat|oo. |et|eveo o |tto.//....|e.|ett.o/oo|oaos/oocoeots/
|oocat|oo|oa_|eeoe_|eao|o_State.oo
||os, S., |ao, Z. aoo |ats|oata'|, |. (20+2) 'T|e |oact o |||ta| Tec|oo|o oo |eao|o. /
Soa o t|e |oocat|oo |ooo.eot |ooooat|oo.' |o|a. |o|a |o|ves|t.

|oteoat|ooa| Te|ecooo|cat|oo |o|oo. (20+3). |T| \o|o Te|ecooo|cat|oo /|CT |oo|catos
oatabase. Ceoeva, S.|tze|aoo. |et|eveo o. |tto.//....|to.|ot/eo/|T|-|/Stat|st|cs/
|ocoeots/acts/|CT|acts||oes20+3.oo

|T| |eseac|. (20++). Innovative Teaching and Learning Research: 2011 Findings and Implications.
|et|eveo o |tto.//....|t|eseac|.co/eseac|-a-eoots/20++-|t|-eseac|-oo|os
eo'|os, |. (20+3). Permission to Forget. +0t| eo|t|oo. |||.ao'ee. \|. /e|cao Soc|et o
oa||t |ess.
eoseo, ., Ta|o, |., ||s|e, S. (20++). |ec|s|oos aoo ||ect|oos. |ev|e. aoo |eoot o |oocat|ooa|
Tec|oo|o |o|eeotat|oo aoo |se |o t|e |ee| ||st|ct Sc|oo| 3oao. Cota|o, Caoaoa.
S|aeo b oe|ss|oo o t|e |ee| Sc|oo| 3oao.
|a, |., Ceeo||||, V. (20+3). The Leaders Guide to 21st Century Education: 7 Steps for Schools and
Districts. 3ostoo. |easoo.
||sc|oe, |. aoo vao |e|eoboe, . (20+3). |o |eaoes ea|| 'oo. best` |bao |eeoos |o
eoocat|oo. Education Psychologist. Vo|. 83, |o. 3, oo. +6`-+83.

|ao|||ao, |. (20+2). Teaching as Design Science. |ooooo. |oot|eoe.

|ev|o, . (20++). 'T|e |t|||t aoo |eeo o |ocoooat|o |oo-Coo|t|ve S'|||s |oto |ae Sca|e
|oocat|ooa| /ssesseots.' |eseoteo at |TS |ov|tat|ooa| Cooeeoce oo |oteoat|ooa| |ae-
Sca|e /ssesseot aoo to be oob||s|eo b |oocat|ooa| Test|o Sev|ce. |a 20++ |ev|seo.

|oez, |. (20+3). '\|at |a'es a |||T`' C|C|'s Education Today. |et|eveo o.
|tto.//oecoeoocat|ootooa.b|osoot./20+3/0S/.|at-a'es-oeet.|t|

|oo'a, |. 8 |etooeo, |. (20+2). o. to a'e a |ectoe coose ao eoa|o |eao|o
eoe|eoce` Studies for the Learning Society, 2, 63-+. |tto.//ves|ta.etaoess.co/
cooteot/660+26306320662/o||tet.oo

|oeoz, |. (+`2). '|eo|ctab|||t. |oes t|e ||ao o a 3otte's \|os |o 3az|| Set C a Tooaoo
|o Teas`' |eseoteo beoe t|e /e|cao /ssoc|at|oo o t|e /ovaoceeot o Sc|eoce,
|ecebe 2`, +`2. |ete|veo o. |tto.//....sc|bo.co/ooc/+30`+`8++/|eo|ctab|||t-
|oes-t|e-||ao-o-a-3otte|280``s-\|os-|o-3az||-Set-C-a-Tooaoo-|o-Teas
|ovat, T., |a||, |., C|eeot, |., Tooe, |. (20++). Va|oes |eoao aoo Teac|e |oocat|oo.
|e-cooce|v|o t|e |ooooat|oos. Australian Journal of Teacher Education. Vo| 36, . |et|eveo o.
|tto.//....e|c.eo.ov/|||S/|`36``6.oo
84 | / ||c| Sea
|oc'|o, |., 3|||, 3., |ooc|es, /., /|os.ot|, S., Coo', C., 8 |oss, |. (20+2). Decoding Learning: The
Proof, Promise and Potential of Digital Education. |ooooo. |esta. |et|eveo o |tto.//....
oesta.o.o'/||ba/oocoeots/|ecoo|o|eao|o|eoot_v+2.oo
|e|ta, ., Sc|.atz, |. 3., 8 ess, |. |. (20+2). The Futures of School Reform. Cab|oe. avao
|oocat|oo |ess.
|e|ta, . (20+3a). The Allure of Order: High Hopes, Dashed Expectations, and the Troubled Quest to
Remake Schooling. Toob|eo oest to |ea'e /e|cao Sc|oo||o. |e. Yo'. Coo
|o|ves|t |ess.
|e|ta, . (20+3b). '|o 3oeaocac to |oess|oo. |ea'|o t|e |oocat|ooa| Secto o t|e
T.eot-||st Ceoto.' Harvard Educational Review. Vo|. 83 |o. 3 |a|| 20+3.
|||aoov|c, 3. (20++). Worlds Apart: Measuring International and Global Inequality. |e. Yo'.
||ocetoo |o|ves|t |ess.
|oos|eo, |., C||oez|,C., aoo 3abe, |. (20+0). o. t|e .o|o's ost |ooveo sc|oo|s
sstes 'eeo ett|o bette. |ooooo. |c||ose aoo Cooao.
|oos|eo, |., |ae||, |., 3atoo, |. (20+2). |oocat|oo to |o|oeot. |es|o|o a Sste t|at
\o's. |c||ose. |et|eveo o. |tto.//c'|oseoosoc|et.co/too|cs/eoocat|oo/

|o|ao, C., |ott|c', |. aoo 3ea'soea, S. (20+3). '|o Cooo |oteot|oos to |ea| |oact.
|et||o'|o t|e o|e o ev|oeoce |o eoocat|oo bos|oesses' |ooooo. |easoo.
|oo|, ., a||eoe, |., ec', |. (20+3). '|eao|o v|a Teac|e |va|oat|oo. T|e Case o t|e ||ss|o
C|ot|es`' Educational Researcher. |et|eveo o. |tto.//eo.saeoob.co/cooteot/+2/6/3+`
|oa, C., C|cese, |. (20++). 'Teac||o aoo |eao|o .|t| |oaos, |eao o |ot`' TechTrends.
|ovebe/|ecebe 20++.
|C|S. (20+3). The Condition of Education 2013. |S |eoateot o |oocat|oo. |at|ooa| Ceote
o |oocat|oo Stat|st|cs.

|at|ooa| |eseac| Coooc||. (20+2). Education for life and work: Developing transferable knowledge
and skills in the 21st century. |at|ooa| /caoe|es |ess.

|e. Yo' T|es, |o|to|a| 3oao. (20+3). 'T|e Toob|e .|t| Test|o |ao|a.' The New York Times,
o| +3, 20+3. |tto.//....ot|es.co/20+3/0/++/oo|o|oo/soooa/t|e-toob|e-.|t|-test|o-
ao|a.|t|`sc=ec

|e.oot, C. (20+2). So good they cant ignore you. |e. Yo'. 3os|oess ||os.
C|C|. (20+2). Education at a Glance 2012: OECD Indicators. C|C| |ob||s||o.
|tto.//o.oo|.o/+0.+8/ea-20+2-eo
|eo, |. (200`). T|e oe. |||eoo|o |eaoes. C|a||eo|o oo v|e.s oo |ct aoo |eao|o.
|et|eveo o |tto.//....oeco.o/eoo/ce|/383S83S`.oo

||c'et, |., aoo \||'|osoo, |. (20++). The Spirit Level: Why Greater Equality Makes Societies Stronger.
3|oosbo |ess, 2oo |o|t|oo.
||o', |. (200`). Drive: the surprising truth about what motivates us. |e. Yo'. |eoo|o 3oo's.

||o'e, S. (20++). T|e 3ette /oe|s o Co |atoe. \| V|o|eoce as |ec||oeo. |e. Yo'.
|eoo|o 3oo's.

|o,ect |eo. (20+3). Project RED: The Research. |tto.//oo,ecteo.o/aboot/eseac|-ovev|e./
oo|os.|t|#t.o
oa||a |ost|tote o Stooeot /so|at|oos. (20+3). 'Yooosto.o C|t Sc|oo| ||st|ct |oact
|eoot Yea Coe 20+2-20+3.' S|aeo b oe|ss|oo.
|eoec'e, C., o|aooesseo, C. (20+3). 'C|ao|o /ssesseot To.aos a |e. /ssesseot
|aao| |s|o |CT.' European Journal of Education, Vo|. +8, |o.+, 20+3.
||c|aosoo, \. (20+2). Why School: How Education Must Change when Learning and Information
are Everywhere. Teo Cooeeoces.
||c|aosoo, \. (20+3). 'Stooeots st, oot sto.' Educational Leadership. V.0, |o. 6, oo.+0-++
||ocoo-Ca||aoo, S., ||oe, |. (20+2). 'Taoso|o Teac||o aoo |eao|o T|oo| Soc|a|
|oveeot |o |e|cao |ob||c ||oo|e Sc|oo|s.' avao |oocat|ooa| |ev|e., Vo|. 82, |o. +.
\|ote 20+2.
||o|e, |. (200`) Taosoat|ooa| cooote-baseo test|o, |o. |. Sc|eoeaoo 8 . 3,oossoo
(|os) T|e Taos|t|oo to Cooote-3aseo /ssesseot (|oeboo. Cce o Cc|a|
|ob||cat|oos o t|e |oooeao Cooo|t|es).
|ob|osoo, |. (200`). The Element: How Finding Your Passion Changes Everything. |e. Yo'. |eoo|o.
|ob|osoo, |. (20+3). Finding Your Element: How to Discover Your Talents and Passions and Transform
Your Life. |e. Yo'. |eoo|o.

|oes, |. (+`62). Diffusion of Innovations. |e. Yo'. |ee |ess.

86 | / ||c| Sea
S|ec|tao, |., |e3ae, /., |oos|e, C., |os|e, S., aoo Yaoa||, |. (20+3). |oot|o C|t, Teoac|t,
aoo |eseveaoce. C|t|ca| |actos o Soccess |o t|e 2+st Ceoto. |S |eoateot o
|oocat|oo, Cce o |oocat|ooa| Tec|oo|o. |ete|veo o. |tto.//....eo.ov/eob|os/
tec|oo|o/|es/20+3/02/C|T-|at-C|t-|eoot-2-+-+3.oo

S|ea, |. (20+3). '|ooovat|ve Teac||o aoo |eao|o (|T|) eseac|. / |oba| |oo' at oeoao|es o
2+st ceoto s'|||s' |CT|o |oocat|oo. |||SCC 3ao'o'. |ete|veo o. |tto.//....ooescob''.
o/eoocat|oo/|ct/oo||oe-esooces/oatabases/|ct-|o-eoocat|oo-oatabase/|te/at|c|e/|ooovat|ve-
teac||o-aoo-|eao|o-|t|-eseac|-a-|oba|-|oo'-at-oeoao|es-o-2+st-ceoto-s'|||s/
Steo|eo, |., Co|obe, |. (20+3). |c('e e: èt.c' t.oet-Ceteeo !eo
Action. |e|||e |ae |oocat|oo |ooooat|oo.
St|||tz, . (20+2). The Price of Inequality: How Todays Divided Society Endangers Our Future.
|e. Yo'. \\ |otoo aoo Cooao.
Too|, |. (20+2). How children succeed: Grit, curiosity, and the hidden power of character.
|e. Yo'. oo|too |||o acoot.
\|||a, |., 3|ac', |. (200S). |nside the Black Box: v. 1: Raising Standards Through Classroom
Assessment. |ooooo. |||| |e|soo.

\|||a, |. (20+0). 'T|e o|e o oat|ve assesseot |o eect|ve |eao|o eov|ooeots.'
C|aote 6 |o The Nature of Learning: Using Research to Inspire Practice. |a|s. C|C| |ob||s||o.
\a||ace, T.|., 3ooo|c', |., oa||a, |. (20+3). '/oo||o a |ec|ao|s-3aseo |ae.o' to t|e
|o|e o Stooeot Vo|ce |o Stooeot |eve|ooeot aoo Sc|oo| |ooveeot. / T|eoet|ca|
|ev|e..'
\|||s, |., ||eseo, S., aoo |||too, |. (200`). What did you do in School Today? Transforming
classrooms through social, academic and intellectual engagement. Toooto. Caoao|ao |oocat|oo
/ssoc|at|oo.

Y/|C Yea Coe |oact |eoot (20+3). oa||a |ost|tote o Stooeot /so|at|oos. S|aeo b t|e
/ot|os.
Three new forcesnew pedagogies, new change leadership and new
system economicsare converging with broader social, economic,
technological and organisational contexts in a manner that presents
the most favorable conditions for transformation in over a century.

A Rich Seam

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

A Rich Seam

Uploaded by

Copyright:

Available Formats

A Rich Seam

How New Pedagogies Find Deep Learning

eo'|os 20+3, \|||s et a| 200`

/|| |o a||, .|||e a e. oe. o|ect|oos ae be|oo|o to

You might also like