Podcast – Michael Fullan part 2

NPDLConnect Podcast series

Michael Fullan – Part II.

In this Podcast Michael Fullan talks about the false signals of educational change. He shares his thoughts on what politicians usually overlook when aiming for equity worldwide. Michael reflects on the relationship between neuroscience and learning, the plasticity of the brain, the future emotional intelligence of robots and a book that stimulated his career.

If you are interested in reading about Michael Fullan, we share a list of his books:


To Listen: Click the podcast below to hear Michael right here and now or

listen in your browser (click here), or download the SoundCloud app from the AppStore or Google Play


Podcast – Michael Fullan part 1

NPDLConnect Podcast series

Michael Fullan is a worldwide authority on educational reform.

Michael “walks the talk” by leading our NPDL Partnership – a global endeavor to shift pedagogy and deepen learning  in over 1000 schools in 7 countries.

A former Dean of the Ontario Institute for Studies in Education (OISE) of the University of Toronto, Michael advises policymakers and local leaders around the world to provide leadership in education, integrating solid academic knowledge and the undeniable (and often under looked) theoretical richness of everyday teacher practice.

Michael received the Order of Canada in December 2012, and holds honorary doctorates from several universities in North America and abroad, and yet, he is a constant learner, a careful listener, a gifted observer and a defiant voice advocating for the moral purpose of all children learning. His perspective on the why and how to shape a meaningful school system for the learners of today pushes the thinking of thousands of change makers around the world.

In this Podcast, Michael talks us though areas such as Whole system change in Finland, why we should not wait for politicians to start changing schools and the  relationship between equity and quality, amongst others!

If you are interested in reading about Michael Fullan, we share a list of his books:


To Listen: Click the podcast below to hear Michael right here and now or

listen in your browser (click here), or download the SoundCloud app from the AppStore or Google Play


Podcast – Joanne Quinn

NPDLConnect Podcast series

Joanne Quinn leads the New Pedagogies for Deep Learning Capacity Building team,  inspiring change through the development of professional capital in 1000+ schools in 7 countries (Australia, Canada, Finland, Netherlands, New Zealand, United States and Uruguay).

Joanne has a coherent, grounded, innovative perspective of change. She has worked and led at every level of numerous educational systems as a teacher, a principal and systems leader. In our second podcast of this series, Joanne talks about making purposeful and meaningful connections, and the essence of the teaching profession.

Information about Joanne’s latest book, Coherence: The Right Drivers in Action for Schools (co-authored with Michael Fullan) is available here

To Listen: Click the podcast below to hear Joanne right here and now or

listen in your browser (click here), or download the SoundCloud app from the AppStore or Google Play


Podcast – Alan November

We’re really pleased to be able to bring to you our

NPDLConnect Podcast series.

Over time, we will feature a variety of Thought Leaders and practitioners from across the globe.

Our aim is to provoke and challenge your thinking, and inform and support your leadership at classroom, school and district levels,

and address both  myths and facts about today´s educational challenges..


Our first podcast features Alan November and is available on SoundCloud 

Alan November thrives on confirming and challenging educators’ thoughts about what’s possible in the world of teaching and learning. More than anything, he is a teacher at heart, with a wealth of experience teaching learners of all ages.

Alan is an international leader in education technology. He began his career as an oceanography teacher and dorm counselor at an island reform school for boys in Boston Harbor. While Alan was a computer science teacher in Lexington, MA, he was probably the first teacher in the world to have a student project on line in 1984, a database for the handicapped. He has been director of an alternative high school, computer coordinator, technology consultant and university lecturer. He has helped schools, governments and industry leaders improve the quality of education through technology. You can learn more about Alan and his work here

To Listen:

Click the podcast below to hear Alan right here and now

listen in your browser (click here),

or download the SoundCloud app from the AppStore or Google Play

Ask the Thought Leaders

Excitement is building for our Deep Learning Lab in Toronto May 1-3

One of the powerful features of this event is to be able to connect, communicate and create new knowledge and understanding with colleagues.

We want to extend that opportunity to anyone who can’t attend the event; here’s your chance!

If you could ask our five DLL Thought Leaders a question, what would it be?

What might you ask

  • Michael Fullan?

  • Daan Roosegarde?

  • Joanne Quinn

  • Alan November?

  • Joanne McEachen?

Post your questions as comments on our  Facebook Page (remember to tag who they are for) an we will attempt to ask as many as possible to our thought leaders over the 3 days in Toronto.

These conversations, and many more, will be broadcast as podcasts here at our Blog.

For more information and opportunities to interact, follow us on twitter @Newpedagogies and #NPDL

NPDL Global Report

NPDL is happy to share our first Global Report, detailing early findings, key areas of learning, and insights to inform the future direction of our global partnership.
The work of teachers, school leaders, and other NPDL participants in Clusters across the globe is already making a difference for learners.

Teachers have measured the impact of NPDL tools and processes in developing the 6Cs, and are designing deep learning experiences that are meaningful to students, their families, and the world.

Download the report below, and see how teachers and other NPDL leaders are finding success using NPDL tools to develop deep learning outcomes on a global scale.

Download the report here: globalreportbit.ly/NPDLglobalreport


Find your own Finland!

Having just spent a few (extraordinary) days in Helsinki with the new Finland #NPDL Leads it became immediately obvious that there is a powerful education reform in motion there. The Finnish commitment to excellence, developing more that academic proficiencies is a clear reality, and a hot conversation topic, globally.fincurric

Working with the Leads made it immediately clear that the NPDL tools and processes have the potential to add the “How” to the “Why” and the “What” of edu reform.

As Michael Fullan speaks to us through the blog linked below, simply transplanting any model of education shift is prone to contextual and nuanced challenges, So, acknowledging and recognising our Finnish colleagues work, aspirations, standards, achievements and drive; take heart, ideas and inspirations; seek and find your own Finland!


Michael’s blog post

Education Development Trust Global Dialogue.

On 1 November at 9pm UK time, 5pm Canada time and on 2 November at 8am in Australia and 10am in New Zealand an invited audience of school leaders will again be connecting together across continents in our second live Global Dialogue event.
Global Dialogue brings together schools who are collaborating together to bring about truly school-led improvement programmes. In this event, the schools share what works for them in their local context with others from diverse communities across three continents. Their commentary will be facilitated by leading educationalists Michael Fullan, Tony McKay, John Hattie, Vivianne Robinson and Steve Munby.
globaldialogueAfter the event, a recording will be available to view on this page:

This event will focus on some of the key themes that emerged from the last event, including:
Outcomes focused collaboration
Leadership capability for a network system
The power and potential of middle leaders
We are also privileged to hear from practitioners working in schools, in the UK, Canada, Australia and New Zealand who will join the event and will reflect on these themes and their own experiences of working in collaboration and will respond to the dialogue as it unfolds.

More information


Deeper Learning and Project Based work

Today we share a piece from our colleagues in Washington State. The NWESD 189 District is beginning it’s journey implementing NPDL, and it’s great to read their reflections and connections between existing and next practice.

The article below is reposted with permission from https://www.nwesd.org/edtalks/blog/deeper-learning


Did you know that currently one-third of American workers are engaged in some kind of freelance or project-based work?  And because the internet can reach much larger audiences than ever before, almost anyone can download an app and start a business (examples: Uber99designsTaskRabbitEtsy). It is estimated that by the year 2020, four out of every ten Americas will be engaged in project-based work.  These changes in our economy lead us to believe that we need to re-imagine how we teach our students.DeeperLearning-EdTalks

The Deeper Learning initiative at NWESD is helping districts look at new pedagogical practices that are a combination of (1) a deeper understanding of core academic content, (2) the ability to transfer that understanding to novel problems and situations, and (3) the development of core competencies that prepare each student to be a transforming influence in the world. 

These core competencies include critical thinking, communication, collaboration, creativity, citizenship, and character traits such as persistence and grit.  Michael Fullan (2014) defines the ‘new pedagogies’ not just as instructional strategies, but as powerful models of teaching and learning, enabled by digital tools and resources, taking place in learning environments that support deep learning throughout the entire education system.

One pedagogical approach to Deeper Learning is project based learning.  Some districts have adopted the concept-based curriculum design as their pedagogical approach. (offered at NWESD October 24-25), while other districts are incorporating problem-based curriculum design. (offered at NWESD on November 14-15). This article, “Preparing Students for A Project-Based World”, describes why and how all students would benefit from project-based learning and how you can get started.


Preparing Students for a Project-Based World http://gettingsmart.com/publication/preparing-students-project-based-world/

Fullan, M. & Langworthy, M. (2014) A Rich Seam: How New Pedagogies Find Deep Learning, London: Pearson.


Learning Momentum

Today we continue to feature contributors from our global partnership.

patmillerPatrick Miller is the Principal of Innovation with the Simcoe County District School Board in Ontario, Canada. He leads a team of Program and Innovation Instructional Resource Teachers who support innovative learning and teaching strategies across the district K-12. He works to connect learners to each other and to education thinkers around the globe. Patrick also serves as a support to the Canadian Cluster of New Pedagogies for Deep Learning. You can connect with Pat on twitter via @millerpEDU

Pat shares his thoughts about engagement, empowerment and life long learning.

I was speaking to a group of teacher candidates recently, and asked them to finish the sentence, patcloud “I want the students in my class to be…”. I captured their responses in this word cloud. No surprise that engaged was by far the most popular answer (as well as one person who just wanted them to be alive).

Generally, people agree that it is a good thing that students are engaged while they are with us. But not every busy student or quiet class is engaged. Sometimes, engagement is just compliance with a smile. When we talk about engagement, we are often describing students thinking about and acting upon our ideas, our curriculum, our world. In that sense, engagement isn’t good enough! When pressed for what is it that is more impactful than engagement, we usually come to empowerment. Empowerment happens when students think about and act upon their ideas, their interests, their world.

patideasHowever, empowerment, like so many things, is determined by the receiver, not the giver. You may think you have empowered students, but if they don’t feel it, then they aren’t really empowered. I wrote a post about this called Staff Empowerment and Other Superpowers where I talked about staff empowerment, but I believe the statement below holds true for student empowerment as well.

“Not only do you need to set the conditions and culture for empowerment, you also need to help them believe they are empowered. It doesn’t work if you don’t have both. A staff whose leader would gladly have them demonstrate initiative but never communicates that to them is left disenfranchised. A staff who believe they are empowered but don’t have any real self-determination is delusional.”

Empowerment requires genuine learning partnerships between and among students, staff and the wider school community.
These partnerships enable and support all the benefits of co-authoring of the pedagogical practices, co-construction of the learning environment and co-curating of the digital tools which can accelerate student learning and make student thinking visible. While co-ownership of the learning is the goal, it should be made clear that real learner agency comes with all the perks and responsibility of ownership. Learners are responsible to their peers, staff, community and most importantly, themselves to be motivated, autonomous learners and contributing global citizens.

We have our students for a relatively short time in their overall life. What happens when they leave us? There is a long and hallowed tradition of wanting to prepare our students for the future and to impart the “truth”. The trouble is that in 5 years, 2 years or even next month, that truth and its context may have changed and these young people will not be equipped to discover the new truth. patmomentumWhile we can’t fully prepare our students for some unknown future or impart an unchanging and definitive truth, we can set in motion a life of learning. Our role is to generate learning momentum so when students leave our classrooms at the end of the day, our schools at the end of the year, and districts at the end of grade 12, they carry on learning.

We all need that learning momentum. As educators, the learning never stops. To me, best practices suggests an end point. We need to be sure to stop and celebrate these practices and success or people will complain that you keep moving the bar. But then, we must press on. When people say “We just learned that, now you want us to learn this? Make up your mind.” I think, “This is our best new thinking. How can you learn something new about your practice and not use it? This video, Better Starts Now is a great example of what we could miss out on if people see best practice or success as an end and not a beginning of something better. We keep iterating – not because we are not good enough, but because we can be even better. Who doesn’t want to be better for our students?

One of my favorite interview questions is “What is your best new learning?” You get a good sense of the candidate as a learner from how they respond. If you ever get asked that question, please don’t start your response with, “Last year I attended a …”