18 March

After a long absence from DLMOOC, it reached the final week.

Interesting articles were mentioned in C+ community:

Welcome to Learning Deeply, by Robert Rothman and Jal Mehta (Feb2014)

Mentioning different concepts of «deep learning» it challenges participation in the blog:

«But the goal of this blog is not to argue the case for deeper learning. Rather, it is to discuss what it looks like at the practice and policy levels and to challenge one another’s thinking about instructional change. We fully expect the participants in the blog–who will include students (yes, students!), teachers, leaders of school networks, researchers, district and state officials, and representatives of policy organizations–to disagree from time to time, both by virtue of where they sit and because of their experience and understanding of research on student learning and school organization. We hope that bringing together these voices from varied perspectives will enable the kind of discussion across levels and roles that is missing from many discussions in education today. And we sincerely hope that readers will add their voices and perspectives as well.»

What do walls say? by Laura McBain

It focus on the impression of school environment and exhibition of students artifacts, with very nice photos:

«In my work, I have visited schools around the world, from public to private, large to small, and rural to urban. When I walk into each of these situations, the first thing I notice is the walls. What messages do they communicate about teaching and learning? If most of the walls are bare, what does this suggest to students? In the end, what do the artifacts suggest about the school’s attitude toward student thinking? If the main purpose of schooling is to develop critical thinking, shouldn’t the walls of the schools be an entry point to promote and inspire to do just that? Like the eyes to the soul, the school walls act as a lens to the school’s values.»

2 March

Excellent films in «The Future Starts Here»


28 February

An academic article by Carol Dwech et al. «How can we instill productive mindsets at scale?»

Another academic article « Social-Psychological Interventions in Education: They’re not magic»

Social-Psychological Interventions in Education:
They’re Not Magic

27 February

Academic Mindsets? – Our attitudes and beliefs about ourselves in relation
to academic work.

DLMOOC site –

Reviewing resources from previous weeks:

Looking Collaboratively at Student Work – Toolkit

Learning through interests

The Six A’s of Designing Projects

High School Education: multiple pathways & student choice

Seeding the Edge of Career and Technical Education

Individualized Real-World Learning (formação em alternância)

Personalized Learning (brochure)

The importance of designing spaces for learning in current times

23 February

An article in a blog «Bridging the Gap Between Human Learners and eLearning Technology» was published in Google+ community of Deeper Learning MOOC

Bridging the Gap Between Human Learners and eLearning Technology-01

18 February

EdVisions students’ learning environments are personalized to give them tools they need to work on self-directed projects: Deeper Learning Through Personalized Learning Plans


In the weekly materials for the 5th week there’s a link for an Interview of Lisa Delpit and issues addressed in her book «Multiplication is for White People», which raises many up-to-date questions regarding multicultural, race/ethnic origins of pupils, prejudices and middle class beliefs about pupils/students that don’t fit in that middle-class scenario.
Why lower achievers tend to be channeled to learning disabilities and special needs. She refers that there are numerous reasons, «but I think the largest one is the underlying belief system—and not just among white people, among all Americans, often including black people—that African American students are less capable».  She also mentions another book by Beth Harry and Janette Klingner «Why Are So Many Minority Children in Special Education? Understanding Race and Disability in Schools».
I remember a friend of mine who was for several years teaching portuguese in Switzerland saying that portuguese kids who didn’t master the dominant language would be channeled for special needs, labeling them as dumb because they couldn’t speak or write in the local language.
Another issue  focused in the interview regards the blur between learning disorders and behaviour. She points out the fact that the identification of certains problems are not properly stated and the help that a kid may require is not provided:
«…many African American children are labeled “slow learners” or “educable mentally retarded/behavior disordered.” It’s very difficult as a student to see what your strengths are in that context, and many times they don’t get the specific help that they might need. »

15th February

Teaching Channel was included in the resources made available and several videos were highlighted in the weekly resources of this MOOC. I’ve watched some of these videos which are very useful to help teachers in their strategies and practices, namely:

Movies made easy with technology

Strategy: Having a Plan B

Breaking Routine

Illustrating Democracy

Collaborating to design and build stable structures

Learning through teaching – learning between younger and older peers

5 February

Among the resources and bibliography made available in this MOOC there’s a recent study promoted by the Hewlett Foundation «Deeper Learning for Every Student Every Day»

The Hewlett Foundation defines Deeper Learning as a «an umbrella term for the skills and knowledge that students must possess to succeed in 21st century jobs and civic life.»

Proposes six competencies:



A diagram in portuguese


The study includes 20 school cases (or school networks) where deeper learning happens, for instance:

Envision Schools network

Anson New Technology High School

Bate Middle School

2 February

One of the videos introduced in the Google+ discussion was a conference of 2013 in Harvard School of Education by Pasi Sahlberg, where he speaks about Finland’s progress in the Education System and the country as a whole:

Some highlights from the slides he presents, the correlation between high level of performance of the education system and the distribution of wealth in a country


He reports also different paradigms of education policies between Finland and the USA


1 Fevereiro

Discussions keep on going about problem-based projects and a few have taken my curiosity, such as a high-school project «Tiny House» –

Another curious project was from Hawaii, students studying and visiting the prison site of japanese in Honolulu after the Pearl Harbour attack in WWII and the government decision to put japanese in prison camps as natioal enemies.

A set of videos in VIMEO about an interesting experience «Expeditionary Learning, buy a teacher (Ron Berger) from who «demonstrates the transformational power of models, critique, and descriptive feedback to improve student work. Here he tells the story of Austin’s Butterfly. 1st grade students at ANSER Charter School in Boise, ID, helped Austin take a scientific illustration of a butterfly through multiple drafts toward a high-quality final product.»

Change the Subject: Making the Case for Project Based Learning (article in Edutopia)

24 January 2014

Deeper Learning MOOC has started and a lot of discussion and groups were constituted in Google+

A zeemap was constituted to locate participants all over the world but most people are from USA.

Videoconferences happened with panels of people to approach Deeper Learning topics –

An interesting link to is in the blog hub –

A TED Talk by Jeff Raikes ( Gates Foundation) about Growth of Mindsets

Among the resources, some articles recommended in the weekly materials, an infographic on Deeper Learning was presented



One of the articles from Eduardo Briceño «Mindsets and Student Agency» starts by stating:

«Deeper learning requires students to think, question, pursue, and create—to take agency and ownership of their learning. When they do, they acquire deeper understanding and skills, and most important, they become more competent learners in and out of school. They become better prepared to succeed in academics, but also in 21st century careers and in life.

We can’t force students to develop agency and drive their own learning. It must come from within. Deeper learning instructional practices, such as using student-centered and self-directed learning methods, encouraging collaboration, and incorporating real-world projects, interviews, case studies and explorations, result in prolific learning when students are ready to drive their own learning. But using these practices is not always sufficient for students to truly take the reins. So what else do they need in order to get in the driver’s seat, take agency, and dive deep? And how do we help them do so?»

The free democratic model schools have known and experienced this viewpoint since the first decades of the 20th century, A.S. Neill, Freinet and many other educators have put into practice student centered approaches.

The article refers to the 4 learning mindsets, studed by Prof. Carol Dweck from Stanford:

Mindset #1: A Growth Mindset: “I can change my intelligence and abilities through effort.” Among these beliefs, the most foundational and critical for us to focus on is the growth mindset, first identified and studied by Stanford professor Carol Dweck, Ph.D. Students with a growth mindset realize that their abilities to think and do are a result of their past behaviors. They see effort as what makes people smart, they are motivated to focus on continued growth, and they persist in the face of setbacks. On the other hand, when students see intelligence or abilities as fixed, they see effort as something only incapable people need, they shy away from challenge, and they disengage when things get hard (Mueller & Dweck, 1998).

Mindset #2: Self-Efficacy: “I can succeed.” Related to the growth mindset is the belief that one can succeed (Bandura, 1986). Students must believe that they can achieve their goals, however they define those goals. If students think they need help or resources, they must see a path they can take in order to obtain the required help or resources. The stronger their growth mindset, the more students will seek ways to overcome adversities and search for alternate strategies to achieve their goals.

Mindset #3:  Sense of Belonging: “I belong in this learning community.” When students feel they belong to a learning community, they become engaged in learning (Harvey & Schroder, 1963; Oyserman, Bybee, & Terry, 2006). When they feel they belong to a community of peers that values going beyond one’s comfort zone and learning about the world, students connect learning activities and objectives with social rewards they value.

Mindset #4: Relevance: “This work has value and purpose for me.” As many deeper learning educators know, students engage in learning much more energetically and deeply when they value the knowledge and skills that they’re working to acquire, or find them relevant or interesting (Eccles et al., 1983). That leads them to think deeply, question, pursue, and put their full selves into their work. Project-based learning and real-world connections are ways to foster relevance and help students explore passions, goals, and applications of learning. We can also have students reflect on and write about the relevance of their work, or about a learning experience they’re about to embark on.

Change the Subject: Making the Case for Project Based Learning (article in Edutopia)

The Effort Effect (Stanford Magazine)

Teaching Adolescents to become Learners (publication Univ. Chicago) – about noncognitive factors that impact on academic performance


Assessment criteria for Growth Mindset – highschoolmiddle school primary school


26 December

Deeper Learning MOOC promoted by P2P University, January 2014.

Team –
Youtube channel of DLMOOC –

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