This week is all about ACTION!  We will be relating some of the frameworks, concepts and big ideas to what this actually looks like in practice. Some of you have already featured how you are putting deep learning into action by showcasing some amazing learning moments, lessons and units.

Cindy explained that in Studio 4 students have “C.A.R. Time.” (Choose, Act, Reflect)  and that as a result of listening to Brene Brown she wants her students to go deeper.

“My hope is that by learning about these concepts, they will become better humans moving forward into the future. More confident. More courageous. More vulnerable. Failing more. And learning to grow from all of these experiences.”

Simona reflected on giving students leadership roles, authentic learning and fostering creativity as students designed Winter Postcards.

” (Students) created Winter Themed postcards and we advertise per Seesaw to the parents creating online shopping opportunities for the parents before Christmas. The funds were donated to the Angel Tree.” 

Andrea found inspiration, from Cindy’s week 3 blog post and redesigned an upcoming Math unit. 

In an effort to work towards teaching with Deep Learning in mind, I created this Math Unit with lots of inspiration from Cindy’s week 3 blog post while keeping Michael Fullan’s description of Deep Learning Tasks in mind.”

This right here is the power of COETAIL!  Learning and growing from and with one another is what COETAIL’ers do.

Pedagogies in Action

This week we are delving into more acronyms in our bid to think about what deep learning really looks like, feels like and means for our students and ourselves.

Challenge Based Learning (CBL)

This multidisciplinary approach to teaching and learning  encourages students to leverage the technology they use in their daily lives to solve real-world problems. The approach is collaborative and hands-on, asking students to work with other students, their teachers, and experts in their communities and around the world to develop deeper knowledge of the subjects students are studying, accept and solve challenges, take action, share their experience, and enter into a global discussion about important issues.

Project Based Learning (PBL)

Students work on a project over an extended period of time – from a week up to a semester – that engages them in solving a real-world problem or answering a complex question. They demonstrate their knowledge and skills by creating a public product or presentation for a real audience. As a result, students develop deep content knowledge as well as critical thinking, collaboration, creativity, and communication skills.

Augmented/Virtual Reality (AR/VR)

The terms “virtual reality” and “augmented reality” get thrown around a lot these days, thanks to the resurgence of VR headsets  the use of AR apps and games like Pokemon Go. They sound similar, and as the technologies develop, there is certainly some connections. However they are two very different concepts, though, with characteristics that readily distinguish them from one another.

Games Based Learning (GBL)

According to EdTechReviewGame-Based Learning is designed to balance subject matter with gameplay and the ability of the player to retain and apply said subject matter to the real world.

Design Thinking

This approach to learning leans heavily on collaboration, and problem solving. The design process is a structured framework for identifying challenges, gathering information, generating potential solutions, refining ideas, and testing solutions. It can be used a long term project/course/unit tool or for a single learning opportunity or activity.

Blended Learning

This is something that we are very familiar because of COVID-19.  School closures,  working remotely and in person with students has certainly been pretty real to all of us in 2019 and 2020. The Christensen Institute defines it as: 

“A formal education program in which a student learns:

II_disruption_figure_1_v4_matchpdf_newat least in part through online learning, with some element of student control over time, place, path, and/or pace;

at least in part in a supervised brick-and-mortar location away from home;

and the modalities along each student’s learning path within a course or subject are connected to provide an integrated learning experience.”

Phew…that is a lot of different structures and frameworks that you might have heard during professional learning  or in your collaborative conversations with colleagues.  I am sure that you can see that there are some similarities and differences between these approaches, which are all based around the big idea of fostering deep learning.

Some questions that you may want to consider in your reflective blog post are: 

  • How might you assess & measure the impact of deep learning pedagogies?
  • Which effective new pedagogies might you implement in your practice?
  • What might that look like in your context?
  • How do you support students in becoming “independent, autonomous learners able to effectively design, pursue and achieve their own learning goals and personal aspirations as well as master curricular learning goals?”
  • What do learning frameworks and new pedagogies look like in your classroom/school?
  • Which methods have you implemented before?

By the end of this week you should:

  • Have 5 blog posts completed and linked in your gradesheet
  • Have 5 comments linked in your gradesheet
  • Continue working on your Course 4 final project
  • Be thinking about your Course 5 project and how you might get the process started now.


This is your last week of integrated Google for Education Training! What steps do you need to take in order to become a Google Education Trainer? How might we support you?

You should work through Units 6 & 7 of Google for Education’s Certified Trainer Training:  Integrate Google Tools in the Classroom & Deepen your Knowledge of Google for Education. How might you integrate Google tools in your practice to support student learning?