{"product_id":"164463","title":"This is how to do competency training ","description":"\u003ccenter\u003e\u003cdiv style=\"text-align:center\"\u003e\u003cimg src=\"https:\/\/tmgdisk01.cafe24.com\/images\/vs\/4172\/sv\/3jYFtwrGvN4MzI4x3lY3SeIRPfYs3l.png?v=1764973570\" style=\"max-width:100%;max-height:10px\"\u003e\u003c\/div\u003e\u003c\/center\u003e\n\u003ccenter\u003e\u003ctable\u003e\u003ctr\u003e\u003ctd style=\"height:10px\"\u003e\u003c\/td\u003e\u003c\/tr\u003e\u003c\/table\u003e\u003c\/center\u003e\n\u003ccenter\u003e\u003ctable\u003e\u003ctr\u003e\u003ctd style=\"height:10px\"\u003e\u003c\/td\u003e\u003c\/tr\u003e\u003c\/table\u003e\u003c\/center\u003e\n\u003ccenter\u003e\n\n\u003cdiv style=\"width:95%\"\u003e\n\n\u003cdiv style=\"text-align:center;font-size:30px;font-weight:bolder;line-height:1.6em\"\u003e This is how to do competency training \u003c\/div\u003e\n\n\u003ccenter\u003e\u003ctable\u003e\u003ctr\u003e\u003ctd style=\"height:10px\"\u003e\u003c\/td\u003e\u003c\/tr\u003e\u003c\/table\u003e\u003c\/center\u003e\n\n\u003ccenter\u003e\u003ctable\u003e\u003ctr\u003e\u003ctd style=\"height:10px\"\u003e\u003c\/td\u003e\u003c\/tr\u003e\u003c\/table\u003e\u003c\/center\u003e\n\n\u003ccenter\u003e\u003ctable\u003e\u003ctr\u003e\u003ctd style=\"height:10px\"\u003e\u003c\/td\u003e\u003c\/tr\u003e\u003c\/table\u003e\u003c\/center\u003e\n\n\u003ccenter\u003e\u003ctable\u003e\u003ctr\u003e\u003ctd style=\"height:10px\"\u003e\u003c\/td\u003e\u003c\/tr\u003e\u003c\/table\u003e\u003c\/center\u003e\n\n\u003cdiv style=\"border-bottom:1px;border-bottom-style:dotted;border-color:;padding-bottom:20px\"\u003e\u003ccenter\u003e\u003ctable align=\"center\" width=\"100%\"\u003e\u003ctbody style=\"border:0px\"\u003e\n\n\u003ctr\u003e\u003ctd align=\"center\" style=\"line-height:1.2em;text-align:center;font-size:18px;color:black;font-weight:bold;padding-bottom:20px;\"\u003e\u003c\/td\u003e\u003c\/tr\u003e\n\n\u003ctr\u003e\u003ctd style=\"text-align:center\"\u003e\u003cimg src=\"https:\/\/image.yes24.com\/goods\/167477927\/XL\" style=\"max-width:100%;height:auto\"\u003e\u003c\/td\u003e\u003c\/tr\u003e\n\n\n\u003c\/tbody\u003e\u003c\/table\u003e\u003c\/center\u003e\u003c\/div\u003e\n\n\u003ccenter\u003e\u003ctable\u003e\u003ctr\u003e\u003ctd style=\"height:10px\"\u003e\u003c\/td\u003e\u003c\/tr\u003e\u003c\/table\u003e\u003c\/center\u003e\n\n\u003ccenter\u003e\u003ctable\u003e\u003ctr\u003e\u003ctd style=\"height:10px\"\u003e\u003c\/td\u003e\u003c\/tr\u003e\u003c\/table\u003e\u003c\/center\u003e\n\n\u003cdiv style=\"width:95%;{split_style6}padding-top:20px;padding-bottom:20px\"\u003e\n\n\u003cdiv style=\"text-align:left;font-size:16px;font-weight:bold;padding-bottom:20px\"\u003e Description \u003c\/div\u003e\n\n\u003cdiv style=\"text-align:left;word-break:break-all;font-size:14px;line-height:1.6em;\"\u003e\n\n\u003cdiv\u003e\u003ch5\u003e \u003cb\u003eBook Introduction\u003c\/b\u003e\n\u003c\/h5\u003e\u003c\/div\u003e\n\u003cdiv\u003e\n\u003cdiv\u003e\u003cdiv\u003e The term \"competency,\" which originated in the 2015 revised curriculum, is still mentioned as an important factor in the 2022 revised curriculum.\u003cbr\u003e However, the true nature of the term 'competence' has not yet been clearly elucidated.\u003cbr\u003e Although it means more than just knowledge or skills, its boundaries are unclear and there is much controversy over how to teach and cultivate it in the educational field, so it is being ignored even by teachers.\u003cbr\u003e\u003cbr\u003e People Who Change Education have been seriously raising this issue since the beginning of the curriculum revision. \u003cbr\u003eHow can competencies be developed? Are they transferable? What are core competencies, and how can they be assessed? Is the view that the goal of school education is to cultivate core competencies valid? Competency is a keyword in education that will require ongoing research and extensive discussion.\u003cbr\u003e “A desirable direction for competency education should begin with a correct understanding of what it means to introduce competency into the context of school education, an understanding of the ambiguity and lack of substance of the concept of competency, the criticisms and limitations of competency education, and a correct understanding of the relationship between traditional knowledge-based education and competency-based education.” (Lee Chan-seung, December 2019.\u003cbr\u003e (From the column “The Fourth Way of Education”)\u003cbr\u003e\u003cbr\u003e This book is a global implementation report that presents the specific form of 'competency education' that should be pursued in this context. \u003cbr\u003eThis book, which clearly shows the philosophy and practical implementation methods of 'Deep Learning' proposed by world-renowned education change experts Michael Fullan, Joanne Quinn, and Joanne McEachen, with specific examples, is not a simple teaching method guide, but a strategy book for 'system change' that encompasses students, teachers, schools, regions, and the nation.\u003cbr\u003e\u003cbr\u003e\u003cbr\u003e In a rapidly changing society driven by tremendous technological advancements, current school education systems are failing to fully prepare students for their future lives, and as a result, students naturally lose motivation to engage in their education.\u003cbr\u003e Therefore, 'deep learning' establishes six new future competencies that learners should possess and provides specific examples of how these can be implemented in actual classes and school operations.\u003cbr\u003e \u003cbr\u003eThe numerous examples confirmed through the New Pedagogies for Deep Learning (NPDL) partnership, which targeted 1,200 schools across seven countries with different educational cultures and student sizes, including Canada, the United States, Finland, Australia, New Zealand, the Netherlands, and Uruguay, show that deep learning is not an abstract desk theory, but a model that can be implemented immediately in the classroom.\u003cbr\u003e Students who had lost motivation and become apathetic are now discovering the meaning of learning through project-based collaboration and various digital technologies, setting their own research topics, solving community problems, and finding meaning in their own learning.\u003cbr\u003e Deep learning returns the essence of education to the ability to understand and transform the world, and redefines the standards for future education. \u003cbr\u003eIt offers powerful inspiration to all educators who seek to move beyond traditional knowledge-based instruction, restore student autonomy, and redesign schools as living learning communities.\u003cbr\u003e\n\n\u003c\/div\u003e\u003c\/div\u003e\n\u003cdiv\u003e\u003cul\u003e\u003cli\u003e You can preview some of the book's contents.\u003cbr\u003e \u003cspan\u003ePreview\u003c\/span\u003e\n\n\u003c\/li\u003e\u003c\/ul\u003e\u003c\/div\u003e\n\u003c\/div\u003e\n\u003cbr\u003e\u003cdiv\u003e\u003ch5\u003e \u003cb\u003eindex\u003c\/b\u003e\n\u003c\/h5\u003e\u003c\/div\u003e\n\u003cdiv\u003e\n\u003cdiv\u003e Recommendation\u003cbr\u003e Entering\u003cbr\u003e\u003cbr\u003e \u003cb\u003ePART 1: Join the World's Change\u003c\/b\u003e\u003cbr\u003e\u003cbr\u003e Chapter 1.\u003cbr\u003e Why Deep Learning Now?\u003cbr\u003e Relevance to life\u003cbr\u003e The allure of deep learning\u003cbr\u003e Challenges for the Future\u003cbr\u003e\u003cbr\u003e Chapter 2.\u003cbr\u003e Deep Learning: What's Different?\u003cbr\u003e A new imagination for learning\u003cbr\u003e The essence of deep learning\u003cbr\u003e The need for deep learning\u003cbr\u003e Reestablishing school culture\u003cbr\u003e In conclusion\u003cbr\u003e\u003cbr\u003e Chapter 3.\u003cbr\u003e The changes brought about by deep learning\u003cbr\u003e System innovation and consistency\u003cbr\u003e Building consistency through deep learning\u003cbr\u003e Deep Learning Framework\u003cbr\u003e In conclusion\u003cbr\u003e\u003cbr\u003e \u003cb\u003ePART 2 Living Laboratory\u003c\/b\u003e\u003cbr\u003e\u003cbr\u003e Chapter 4.\u003cbr\u003e Deep Learning in Practice\u003cbr\u003e Changes in the classroom\u003cbr\u003e Discovering new possibilities\u003cbr\u003e Realizing Deep Learning\u003cbr\u003e In conclusion\u003cbr\u003e\u003cbr\u003e Chapter 5.\u003cbr\u003e Deep Learning Design 1 - Learning Partnerships \u003cbr\u003eNew education\u003cbr\u003e Learning Partnership\u003cbr\u003e In conclusion\u003cbr\u003e\u003cbr\u003e Chapter 6.\u003cbr\u003e Deep Learning Design 2 - Learning Environments, Digital Utilization, and Pedagogical Implementation\u003cbr\u003e Design of Learning\u003cbr\u003e learning environment\u003cbr\u003e Digital Utilization\u003cbr\u003e Implementing teaching methods\u003cbr\u003e Integration of four key elements\u003cbr\u003e In conclusion\u003cbr\u003e\u003cbr\u003e Chapter 7.\u003cbr\u003e The Power of Collaboration: Facilitating Deep Learning\u003cbr\u003e The importance of collaboration\u003cbr\u003e collaborative inquiry\u003cbr\u003e Collaborative Design of Learning Experiences\u003cbr\u003e Collaborative Coordination for Student Growth\u003cbr\u003e In conclusion\u003cbr\u003e\u003cbr\u003e Chapter 8.\u003cbr\u003e System-wide changes\u003cbr\u003e Shifting the learning culture\u003cbr\u003e Conditions for promoting deep learning\u003cbr\u003e New power\u003cbr\u003e Practice examples\u003cbr\u003e In conclusion\u003cbr\u003e\u003cbr\u003e Chapter 9.\u003cbr\u003e New Measurement and Evaluation\u003cbr\u003e The need for new tools\u003cbr\u003e Initial measurement results\u003cbr\u003e Global-level coordination\u003cbr\u003e In conclusion\u003cbr\u003e\u003cbr\u003e \u003cb\u003ePART 3: An Unstable Future\u003c\/b\u003e\u003cbr\u003e\u003cbr\u003e Chapter 10.\u003cbr\u003e Destruction or Salvation\u003cbr\u003e Siren\u003cbr\u003e Interesting point\u003cbr\u003e\u003cbr\u003e References\u003cbr\u003e Countries Joining the Deep Learning Journey\u003cbr\u003e\u003cbr\u003e [List of charts]\u003cbr\u003e 〈Figure 2.1〉 Definition of the 6Cs for Deep Learning\u003cbr\u003e Figure 2.2: Example of Deep Learning Progress (Complementary Collaboration Area of ​​Collaborative Competencies) \u003cbr\u003eFigure 2.3: Four Developmental Domains of Well-Being\u003cbr\u003e 〈Figure 3.1〉 Consistency Framework\u003cbr\u003e Figure 3.2: Deep Learning Framework\u003cbr\u003e Figure 4.1: Six Global Competencies of Deep Learning\u003cbr\u003e 〈Figure 4.2〉 Job competencies required in the future society\u003cbr\u003e Figure 5.1: Four Elements of Learning Design\u003cbr\u003e 〈Figure 5.2〉 Learning Partnership\u003cbr\u003e Figure 5.3 Student Learning Model\u003cbr\u003e Figure 5.4: The Teacher's New Role\u003cbr\u003e 〈Figure 6.1〉 Learning Environment\u003cbr\u003e 〈Figure 6.2〉 Digital Utilization\u003cbr\u003e 〈Diagram 6.3〉Practice of Teaching Methods\u003cbr\u003e 〈Figure 6.4〉Fusion of existing teaching methods with newly emerging innovative teaching methods\u003cbr\u003e Figure 6.5: New and Old, Good and Bad Teaching Methods\u003cbr\u003e Figure 6.6: Australian Cluster Template for Deep Learning Design\u003cbr\u003e Figure 7.1 Collaborative inquiry supporting learning design\u003cbr\u003e 〈Diagram 7.2〉 Collaborative Inquiry Process (Reorganized into Four Stages)\u003cbr\u003e Figure 7.3 Deep Learning Global Challenge (UN Convention on the Rights of the Child)\u003cbr\u003e Figure 7.4: Example Prompts for Collaborative Assessment and Coordination \u003cbr\u003eFigure 7.5: Enigma Mission Redesigned with Deep Learning\u003cbr\u003e Figure 8.1: Four Elements for Introducing and Designing Deep Learning\u003cbr\u003e Figure 8.2: Example Deep Learning Conditions Rubric\u003cbr\u003e 〈Figure 8.3〉 New Drivers of Change\u003cbr\u003e Figure 8.4: Pine River High School's Annual Development Plan (2017)\u003cbr\u003e Figure 9.1: Example of Deep Learning Progress (Collaborative Competency)\u003cbr\u003e 〈Figure 9.2〉 Results of the Deep Learning Progress Evaluation by Competency\u003cbr\u003e Figure 9.3: Learning Design Clues Included in the Deep Learning Adventure Case Study\u003cbr\u003e 〈Figure 9.4〉 Assessment Form for Competency Assessment (Before Class)\u003cbr\u003e 〈Figure 9.5〉 Assessment Form for Competency Assessment (After Class)\u003cbr\u003e Figure 9.6: Example of Linking Deep Learning and Curriculum (Millgrove Public Schools, Canada)\u003cbr\u003e Figure 9.7: Example of Linking Deep Learning and Curriculum (Finland)\u003cbr\u003e [List of Deep Learning Case Studies]\u003cbr\u003e\u003cbr\u003e Case 1.1: A student who did not speak up at school\u003cbr\u003e Case 1.2: A student who submitted a creative application\u003cbr\u003e Case 1.3: A student with no motivation and no energy \u003cbr\u003eCase 4.1: Students Learning About Climate Change Through a New Approach\u003cbr\u003e Case 4.2: Students who set and solved their own challenges\u003cbr\u003e Case 4.3: Students Taking Action to Achieve Their Goals\u003cbr\u003e Case 4.4: Students Leading Deep Learning\u003cbr\u003e Case 4.5: Students who promoted connections with the local community\u003cbr\u003e Case 4.6: Students Who Transformed the School Environment Through Collaboration\u003cbr\u003e Case 4.7: A Student Who Changed His Own Life and the Life of His Community\u003cbr\u003e Case 4.8: A student who awakened his potential through life-related learning.\u003cbr\u003e Case 5.1: Students Developing New Partnerships\u003cbr\u003e Case 5.2: Changes in Learning Partnerships for Teachers\u003cbr\u003e Case 5.3: Students Leading a Local Exhibition to Solve Problems\u003cbr\u003e Case 5.4: Students who learned the necessary skills through actual learning.\u003cbr\u003e Case 5.5: Changes brought about by partnerships with the community\u003cbr\u003e Case 6.1: Students Leading the Small Library Establishment Project \u003cbr\u003eCase 6.2: Students Growing Through Community Contributions\u003cbr\u003e Case 6.3: Students Developing Creativity Through Failure\u003cbr\u003e Case 6.4: Students Who Turned Their Curiosity into a Challenging Task\u003cbr\u003e Case 6.5: Students who took on the challenge of solving everyday problems\u003cbr\u003e Case 6.6 Students Discovering and Putting into Practice the Meaning of Donation\u003cbr\u003e Case 6.7: Students Discovering the Meaning of Fair Trade Through Chocolate\u003cbr\u003e Case 8.1: Teachers Who Led School Change\u003cbr\u003e Case 8.2: The Office of Education Leading Regional Change\u003cbr\u003e Case 8.3 Leaders Who Drive System Change\u003c\/div\u003e\n\u003cdiv\u003e\u003c\/div\u003e\n\u003c\/div\u003e\n\u003cbr\u003e\u003cdiv\u003e\u003ch5\u003e \u003cb\u003eInto the book\u003c\/b\u003e\n\u003c\/h5\u003e\u003c\/div\u003e\n\u003cdiv\u003e\n\u003cdiv\u003e\n\u003cdiv\u003e Deep learning focuses learning on problems that are meaningful to individual students or communities, and delves deeply into the causes and solutions of those problems. \u003cbr\u003eThis learning fundamentally changes the roles of everyone involved in education—students, teachers, parents—and impacts all constituents, leading to system-wide reform and innovation.\u003cbr\u003e --- p.15\u003cbr\u003e\u003cbr\u003e This book presents a comprehensive model of deep learning, drawing on real-world examples of progress made in numerous public schools across seven countries.\u003cbr\u003e As in the case of Uruguay, we can also find cases where new software and devices have had a positive effect on many vulnerable learners.\u003cbr\u003e We have been working intensively on system changes.\u003cbr\u003e Our approach is to partner with large systems units to drive significant change, learn from it to better execute the next step, and then feed back into theory, improving both theory and practice—\"practice that drives theory.\"\u003cbr\u003e\u003cbr\u003e --- p.18\u003cbr\u003e \u003cbr\u003eThere are some huge barriers that need to be addressed first.\u003cbr\u003e It's a combination of flawed policies, inadequate testing systems, inequalities perpetuated and exacerbated by those in power, and inadequate and uneven investment in public education.\u003cbr\u003e Another barrier is the complexity of proving that the new concept of deep learning is on the right track and can deliver results in a short period of time.\u003cbr\u003e --- p.21\u003cbr\u003e\u003cbr\u003e Deep learning benefits everyone, but it has a particularly powerful effect on those who have been marginalized by traditional education systems.\u003cbr\u003e Achieving excellence through equity is a challenge facing our society, and deep learning can play a key role in solving it.\u003cbr\u003e Deep learning can not only combine equity and excellence for all, but also reduce the learning gap caused by socioeconomic inequality. \u003cbr\u003eThis is not simply a moral imperative; it is a matter of urgency and necessity for the survival and prosperity of humanity.\u003cbr\u003e\u003cbr\u003e --- p.23\u003cbr\u003e\u003cbr\u003e Another factor that makes traditional school education feel meaningless, a 'pushing' factor, is the nature of the future world of work.\u003cbr\u003e The future job market is not only difficult to predict, but the number of jobs is also decreasing due to factors such as the increase in robots.\u003cbr\u003e Compared to older generations, for whom a diploma was a sufficient motivation to attend school to secure a good future, the current generation finds it difficult to even imagine how they can achieve a desirable future.\u003cbr\u003e This uncertainty is even more acute for students from low-income and minority communities.\u003cbr\u003e I feel a sense of despair, not to mention a sense of belonging or solidarity with the school, and not even being able to receive protection. \u003cbr\u003eTo cut to the chase, for most students, traditional schooling has no reason to be taken seriously.\u003cbr\u003e\u003cbr\u003e --- p.28\u003cbr\u003e\u003cbr\u003e Of course, not all schools and all regions showed such rapid spread.\u003cbr\u003e Although it is said that beginning is half the battle, it cannot be said with certainty that a great transformation will occur automatically just by starting deep learning.\u003cbr\u003e This is because there are forces that resist change and seek to maintain the status quo, and many resistances that seek to suppress innovation even when it begins.\u003cbr\u003e --- p.40\u003cbr\u003e\u003cbr\u003e In schools where deep learning is taking place, systems play an important role.\u003cbr\u003e While classrooms and schools can innovate on their own and develop deep learning, they face limitations if the systems are not supportive. \u003cbr\u003eWhen teachers and principals who were passionate about innovation leave and a new principal takes over, they tend to be more focused on maintaining the current activities rather than on development or improvement.\u003cbr\u003e Conversely, in schools where deep learning is well-established, the system plays a strategic role.\u003cbr\u003e\u003cbr\u003e --- p.48\u003cbr\u003e\u003cbr\u003e The important implication of this for educators is that brain development is deeply influenced not only by cognitive stimulation but also by the social and emotional environment.\u003cbr\u003e In other words, authentic learning with opportunities for choice, along with emotionally stable relationships and environments, promote brain development, which leads to deep learning.\u003cbr\u003e\u003cbr\u003e --- p.60~61\u003cbr\u003e\u003cbr\u003e The lesson here is clear.\u003cbr\u003e The focus of change is not on the form or structure of learning, but on the culture, and what we need to change is the culture of learning itself.\u003cbr\u003e Policy or administrative guidelines alone cannot bring about change. \u003cbr\u003eReal change can only happen by fostering new learning processes and engaging members voluntarily.\u003cbr\u003e\u003cbr\u003e --- p.68\u003cbr\u003e\u003cbr\u003e The challenge Soledad and Claudia set for themselves was to create a robot that could solve humanity's problems by connecting it to green technology.\u003cbr\u003e Some kids, after studying about war, created a robot that detects landmines.\u003cbr\u003e Soon after, the students began to think about using robots to solve problems around them.\u003cbr\u003e A year ago, five people, including a 10-year-old boy, were struck by lightning and killed on a Montevideo beach.\u003cbr\u003e Students tried to create a warning device that would sound an alarm to warn people when lightning was about to strike, and they succeeded.\u003cbr\u003e\u003cbr\u003e --- p.95~96\u003cbr\u003e\u003cbr\u003e Students who have experienced deep learning have a sense of global citizenship. \u003cbr\u003eThese students, we've experienced, are deeply engaged in global issues, grounded in a deep understanding of diverse values ​​and worldviews. They demonstrate an interest and passion for solving complex, real-world problems that impact the sustainability of humanity and the environment.\u003cbr\u003e At the same time, they develop personal qualities such as determination, perseverance, patience, empathy, compassion, and resilience, and develop the ability to integrate learning into their lives.\u003cbr\u003e\u003cbr\u003e --- p.101\u003cbr\u003e\u003cbr\u003e The deep learning tasks presented in this class were: \u003cbr\u003eEach student would choose an elite athlete and create a nutritional supplement from natural ingredients by exploring essential nutrients to help that athlete recover and prepare for intense competition. They would also host a marketing forum where they would invite industry experts to the class to promote their nutritional supplement and receive feedback.\u003cbr\u003e Community members, including a former professional ice hockey player, a CrossFit gym owner, a recent marathon finisher, and a personal trainer for elite swimmers, participated to review the products and ask the students a variety of questions.\u003cbr\u003e\u003cbr\u003e --- p.110\u003cbr\u003e\u003cbr\u003e This class was a truly hands-on project that involved creatively designing and building a new school playground.\u003cbr\u003e Students formed departments and met weekly to design and inspect the construction. \u003cbr\u003eThe task also included contacting local experts to develop specifications for the bid.\u003cbr\u003e The students divided up the work and sent emails to various companies and experts, but after several days, not a single response came.\u003cbr\u003e The teacher assumed that the students would be adept at this form of communication because they frequently handled and used digital devices, but realized that this was a preconceived notion.\u003cbr\u003e Students needed to develop persuasive writing and message crafting skills.\u003cbr\u003e After learning the basic skills for basic communication and partnership, the project gained momentum and progressed smoothly.\u003cbr\u003e Community professionals who initially did not respond to emails gradually became more involved in the work.\u003cbr\u003e --- p.145~146\u003cbr\u003e\u003cbr\u003e Innovative learning environments are emerging around the world. \u003cbr\u003eCoachella Valley Unified School District in the United States deployed Wi-Fi-equipped buses to high-poverty areas to improve digital accessibility and usability.\u003cbr\u003e Australia's Derrimut Public School has divided its learning space into three types: a space for thinking (the cave), a space for sharing information (the spring), and a space for learning (the campfire).\u003cbr\u003e Although it is a traditional learning space, there are cases where creativity and vision are added to create innovative and rigorous learning.\u003cbr\u003e Of course, there are schools that only have expensive digital equipment and lack an approach that takes teaching methods into account.\u003cbr\u003e\u003cbr\u003e --- p.155\u003cbr\u003e\u003cbr\u003e Teachers must develop the capacity to utilize a variety of learning models to prepare students to be lifelong learners.\u003cbr\u003e Learning is not a one-time event, but an ongoing process, and now occurs in a variety of ways, including through community activities, personal networks, and work-related tasks. \u003cbr\u003eThe use of technology is changing our brains or making our neural networks more efficient, and many processes previously considered learning theory (especially cognitive information processing) are now implemented by technology or can be aided by technology.\u003cbr\u003e Learning styles are constantly evolving, and teachers need to have a broad and robust repertoire of practices to adapt.\u003cbr\u003e\u003cbr\u003e --- p.163\u003cbr\u003e\u003cbr\u003e Upon entering the school, you'll see students using their personal devices to collaborate and use the space in ways that are conducive to movement.\u003cbr\u003e The project involves filming a video using the green walls located throughout the building and adding background and audio later.\u003cbr\u003e The walls are filled with students' work and artwork.\u003cbr\u003e Classrooms are filled with a vibrant, engaged learning environment, and students taking responsibility for their own learning is a common sight. \u003cbr\u003eIt's not just students who are learning in new ways.\u003cbr\u003e Teaching and learning activities take place openly and collaboratively throughout the school.\u003cbr\u003e Teachers work in teams across grade levels or subjects to design lessons together and assess students' learning levels and outcomes.\u003cbr\u003e A teacher's learning goes beyond simply lesson planning.\u003cbr\u003e Throughout the classroom, teachers can be seen exploring unfamiliar concepts, digital devices, and materials with their students, sometimes even learning directly from them.\u003cbr\u003e\u003cbr\u003e --- p.237\u003cbr\u003e\u003cbr\u003e I wonder if there has ever been a time when humanity was so aware of the dangers and opportunities it faces, and so uncertain about what to do about them and what decisions to make.\u003cbr\u003e Now is the time for Paulo Freire (2000, p.\u003cbr\u003e 32) It is time to seriously consider the advice he left about the role of education. \u003cbr\u003e“To transform the world, and through that transformation, to move both individuals and communities toward new possibilities for a richer and more complete life.” Perhaps no definition of deep learning more clearly captures the purpose of deep learning.\u003cbr\u003e\u003cbr\u003e --- p.279\u003cbr\u003e\u003cbr\u003e There are two external factors that slow down the progress of deep learning.\u003cbr\u003e One is the rapidly increasing social inequality, and the other is the rapidly accelerating digital future.\u003cbr\u003e Gordon Moore, an engineer and co-founder of Intel, coined \"Moore's Law,\" which predicts that computer processing power and the pace of technological advancement will double every 18 to 24 months. However, the digital world is evolving so rapidly that even this forecast seems conservative.\u003cbr\u003e\u003cbr\u003e --- p.283\u003cbr\u003e\u003cbr\u003e There has never been a time when awake learners needed to collaborate with one another and stay connected to the larger currents of the world.\u003cbr\u003e Of course, all of this could go wrong. \u003cbr\u003eBut it is clear that learners who have the 6C competencies can live much better lives in any situation.\u003cbr\u003e The best hope we can all hope for is that the future world will be inherited by deep learners.\u003cbr\u003e\n\n\u003c\/div\u003e\n\u003cdiv\u003e --- p.289\u003c\/div\u003e\n\u003c\/div\u003e\n\u003cdiv\u003e\u003c\/div\u003e\n\u003c\/div\u003e\n\u003cbr\u003e\u003cdiv\u003e\u003ch5\u003e \u003cb\u003ePublisher's Review\u003c\/b\u003e\n\u003c\/h5\u003e\u003c\/div\u003e\n\u003cdiv\u003e\n\u003cdiv\u003e The world is changing every day.\u003cbr\u003e New technologies evolve at a pace and scale that is difficult to gauge, and these changes are shaking up not only industrial sites but also our daily lives and education.\u003cbr\u003e The world that children will face as adults will operate under a completely different order and rules than the world we live in today.\u003cbr\u003e The problem is that current school education is already lagging behind that change, and the gap will only widen in the future.\u003cbr\u003e Attending school faithfully does not guarantee a stable life, and ‘imparting knowledge’ alone is no longer enough to prepare children for the future. \u003cbr\u003eSo what should today's schools teach and how?\u003cbr\u003e\u003cbr\u003e The authors provide a clear answer to this question.\u003cbr\u003e We need to redefine the very purpose of education and redesign the entire education system around the six core competencies that will be required in the future: creativity, critical thinking, collaboration, communication, citizenship, and character.\u003cbr\u003e This book goes beyond simple declarations and provides step-by-step guidance on how to implement them in actual school settings.\u003cbr\u003e Through a variety of real-world examples, you can vividly see how competency education works and how students change.\u003cbr\u003e\u003cbr\u003e A particularly striking point was the authors' emphasis on the 'equity hypothesis', namely, that deep learning is of great help in achieving equity. \u003cbr\u003eChildren who are marginalized in learning, students who are considered \"losers\" in traditional school systems, grow most rapidly and dramatically through projects, collaborations, and problem-solving experiences connected to the real world.\u003cbr\u003e This has very real implications for the reality of Korean education: the learning gap, apathetic students, and an overly entrance exam-focused culture.\u003cbr\u003e This book shows everyone involved in education how to make changes that can begin right now.\u003cbr\u003e This book will be a great inspiration to everyone considering competency education. \u003cbr\u003e\n\n\u003c\/div\u003e\n\u003cdiv\u003e\u003c\/div\u003e\n\u003c\/div\u003e\n\u003c\/div\u003e\n\n\n\u003c\/div\u003e\n\n\u003ccenter\u003e\u003ctable\u003e\u003ctr\u003e\u003ctd style=\"height:10px\"\u003e\u003c\/td\u003e\u003c\/tr\u003e\u003c\/table\u003e\u003c\/center\u003e\n\n\u003ccenter\u003e\u003ctable\u003e\u003ctr\u003e\u003ctd style=\"height:10px\"\u003e\u003c\/td\u003e\u003c\/tr\u003e\u003c\/table\u003e\u003c\/center\u003e\n\n\u003cdiv style=\"width:95%;padding-top:20px;padding-bottom:20px\"\u003e\n\n\u003cdiv style=\"text-align:left;font-size:16px;font-weight:bold;padding-bottom:20px\"\u003e GOODS SPECIFICS \u003c\/div\u003e\n\n\u003cdiv style=\"text-align:left;font-size:14px;line-height:1.6em;\"\u003e\n\n\u003cdiv style=\"width:100%;margin-bottom:5px;line-height:1.6em;font-size:14px\"\u003e - \u003cstrong\u003eDate of issue:\u003c\/strong\u003e November 25, 2025\u003c\/div\u003e\n\n\u003cdiv style=\"width:100%;margin-bottom:5px;line-height:1.6em;font-size:14px\"\u003e - \u003cstrong\u003ePage count, weight, size:\u003c\/strong\u003e 304 pages | 152*225*30mm\u003c\/div\u003e\n\n\u003cdiv style=\"width:100%;margin-bottom:5px;line-height:1.6em;font-size:14px\"\u003e - \u003cstrong\u003eISBN13:\u003c\/strong\u003e 9788997724420\u003c\/div\u003e\n\n\u003cdiv style=\"width:100%;margin-bottom:5px;line-height:1.6em;font-size:14px\"\u003e - \u003cstrong\u003eISBN10:\u003c\/strong\u003e 8997724428 \u003c\/div\u003e\n\n\n\u003c\/div\u003e\n\n\n\u003c\/div\u003e\n\n\n\u003c\/div\u003e\n\n\u003ccenter\u003e\n\n\u003ccenter\u003e\u003ctable\u003e\u003ctr\u003e\u003ctd style=\"height:10px\"\u003e\u003c\/td\u003e\u003c\/tr\u003e\u003c\/table\u003e\u003c\/center\u003e\n\n\u003ccenter\u003e\u003ctable\u003e\u003ctr\u003e\u003ctd style=\"height:10px\"\u003e\u003c\/td\u003e\u003c\/tr\u003e\u003c\/table\u003e\u003c\/center\u003e\n\n\u003cspan\u003e\u003c\/span\u003e\n\n\u003c\/center\u003e\n\n\n\u003c\/center\u003e","brand":"LIBRAIRIE COREENNE","offers":[{"title":"Default Title","offer_id":43891328385066,"sku":"164463","price":36.0,"currency_code":"EUR","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0683\/2750\/5962\/files\/2c03a108f6b7d4c948384dbbf8883c43.jpg?v=1765322943","url":"https:\/\/librairie.coreenne.fr\/en\/products\/164463","provider":"LIBRAIRIE COREENNE","version":"1.0","type":"link"}