Welcome to NPDLConnect!

maxdrummyIt is with a great deal of pleasure that we welcome you to NPDLConnect. As the name of this blog suggests, our intent is to bring together ways of thinking and working, conversations, processes and assets so that we can further support the great work that is happening in New Pedagogies for Deep Learning schools globally.
The blog will feature content available in the public domain, and also links to members-only content (signified by this symbol MO) hosted on our Deep Learning Hub.

Today we are also excited to launch a number of new and revised tools in our Capacity Building section of the Deep Learning Hub ( MO). Among these are 6 Capacity Building Modules, a Parent Engagement activity, and leading Learning Conversations – a document to help school leaders have focussed deep learning design conversation with teachers. We will host short webinar workshops to unpack these, and other new documents over the coming weeks.

First and foremost, however, this blog is about YOU and your learners!

We would love to hear your stories, your ideas, your triumphs and challenges, and come together to create a powerful collaborative dialogue about all things NPDL.

So our first prompt: What are the three most powerful ideas, enablers or actions that you have engaged in to bring NPDL to life for your learners?boxmodel

Post a response below or feel free to email me with further thinking: [email protected]

If you would like to contribute a longer article, contribution guidelines are available here.

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Let’s go deep!



7 replies
  1. Deborah McCallum
    Deborah McCallum says:

    Just 3?!? The Four most powerful enablers that I have engaged in, include:
    1. The Big Ideas- thinking in terms of the Big Ideas means that we can cluster expectations from more than one curriculum area, and use a lens of cross-curricular learning. The Big Ideas are important.
    2. Feedback- Feedback is much more than information attached to assessment. It is very social, and something that I believe students can be taught to engage in meaningfully each day.
    3. Critical literacy- more than critical thinking, critical literacy is about engaging in different kinds of texts to move the learning forward. We do not need to remain cognizant of traditional texts. Students are empowered when they can learn about multiple texts critically.
    4. Infuse First Nations, Metis & Inuit frameworks. Recognition and restitution are important, as is striving to decolonize the curriculum and make it accessible for FNMI learners and all learners alike.


      LISA OLEARY says:

      Understanding the enduring learning you wish your students to gain must guide all lesson planning. This is the big ideas and ensures you are always looking at the pedagogical practices engaged to ensure the learning are directly linked to gaining enduring understanding linked to curriculum and learning outcomes.
      I have seen teachers facilitate lessons and not ask students at the end of the lesson what they feel they have learnt, nor direct key questions which guide and understanding of student learning.

    • Rebecca
      Rebecca says:

      HI Deborah,

      Thank you for adding your fourth enabler – ‘infusing First Nations’.

      I’m in Australia and one of our cross-curriculum priorities is ‘Aboriginal and Torres Strait Islander Perspectives’.
      It is so essential, if we are to move forward in any way at all.

      Thanks again,

  2. Patrick Miller
    Patrick Miller says:

    Three powerful ideas, enablers or actions supporting our learners through NPDL are;
    1. Permission: staff and students have the autonomy to follow their passions
    2. Purpose: student tasks and new learning have authentic and meaningful purposes
    3. Audience: student learning has access to, and is supported by local and global audiences

    • maxdrummy
      maxdrummy says:

      Thanks Pat, that first point is so complex; it’s about culture, climate, leadership and trust. When you mention audience, the dual idea of not only access to audiences outside the classroom walls, but also support (collaborative, intentional and mutually beneficial) is significant.

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