The OCSB Deep Learning Framework
The OCSB has introduced a Deep Learning Framework in all of our schools to help our students achieve the highest levels of student success.
Deep learning is defined as, creating and using new knowledge in the world, going beyond the mastery of existing content knowledge.* It is characterised by exploration, connectedness, and broader, real-world purposes. By promoting our Deep Learning Framework in OCSB schools, our Catholic graduates will develop the competencies and dispositions that will prepare them to be creative, connected, and collaborative life-long problem solvers. *Adapted from A Rich Seam by Fullan & Langworthy, 2014
As technology continues to develop, our economy shifts towards a growing demand for a workforce that is able to undertake complex analytic and interpersonal tasks. The education that we provide must embrace a culture of innovation that will engage our students in critical thinking so they will be equipped to solve complex problems. We strive to ensure our students are healthy, holistic human beings who not only contribute to but also create the common good in today’s knowledge-based, creative, interdependent world.
Deep Learning Elements
Our educators are looking for ways to cultivate partnerships between and among students, teachers, families, parishes and the wider community. Classes within a school often worked together, with the older students mentoring the younger ones. A number of partnerships have developed between high schools and elementary schools, where the high school classes would make periodic visits to the elementary school to read to the students or work on long-term projects.
Pedagogical practices are research-evidenced best teaching practices that are used to design, monitor, and assess learning. Effective pedagogical practices are engaging for students, and are differentiated to meet all students’ needs. For example, a sound practice would have multiple points and types of assessment (both teacher assessment and student self-assessment, both verbal and written feedback) throughout a project.
Physical and digital learning environments affect the way in which students work and learn. Our educators are re-examining their classrooms, looking for ways to foster community and collaboration, while creating opportunities to personalize learning based on the needs and interests of their students. This includes setting up areas for small group work, access to technology, flexible seating, makerspaces, and non-permanent work surfaces such as white boards.
Access to digital tools enables us to go beyond using technology as a direct substitute for traditional tools. Technology accelerates access to knowledge beyond the classroom and cultivates student-driven learning. While technology makes many learning functions more efficient, it also enables teachers to redesign tasks to deepen learning or to create new tasks that were previously impossible within a classroom setting.
“I also want to encourage you, educators, to seek new, unconventional forms of education so as to comply with the needs of places, times and people. Always go a step ‘further’ and never be satisfied with conventional things.”Pope Francis
Working interdependently and synergistically in teams with strong interpersonal and team‐related skills including effective management of team dynamics and challenges, respecting the dignity and rights and contributions of others, making substantive decisions together, and learning from and contributing to the learning of others.
Having an ‘entrepreneurial eye’ for economic and social opportunities, asking the right inquiry questions to create and adapt novel ideas, evaluating them with an informed moral conscience and leadership to make responsible decisions and turn them into action.
Reflecting as a discerning believer, critically evaluating information and arguments, seeing patterns and connections, constructing meaningful knowledge and apply it in the real world in light of the common good.
Giving witness to Catholic social teaching by promoting peace, justice and the sacredness of human life, considering global issues based on a deep understanding of diverse values and worldviews, and with a genuine interest and ability to solve ambiguous and complex real‐world problems that impact human and environmental sustainability.
Developing and demonstrating their God-given potential as a self-directed, responsible lifelong learner, formed in the Catholic faith community and armed with the essential character traits of grit, tenacity, perseverance, resilience and hope.
Communicating effectively, honestly and with sensitivity to others, using a variety of styles, modes and tools (including digital), and able to respond critically in light of gospel values.