Deep Learning
Deep learning is a student-centered approach to teaching and learning that transforms and develops students’ thinking while leading to improved learning outcomes. Rather than simply acquiring information, students actively construct knowledge, make meaningful connections, and develop a deeper understanding of concepts. Research also suggests that deep learning strengthens neural connections in the brain, supporting long-term retention and cognitive development.
Deep learning occurs when students integrate and connect information from a variety of sources, collaborate with peers and teachers, and share ideas and expertise within the wider school and community. It involves applying knowledge and skills in new or creative contexts while critically evaluating arguments and evidence. Students are encouraged to ask questions, investigate issues from multiple perspectives, and develop informed conclusions based on evidence.
An essential characteristic of deep learning is active engagement. Active learning and effective learning are interdependent; one cannot occur without the other. When students are actively engaged, they become motivated learners who accept responsibility for their own learning. They work collaboratively to achieve shared goals, listen respectfully to the ideas of others, and support one another through challenges. The benefits of active learning extend beyond academic achievement to include students’ social, emotional, and personal development.
Surface Learning
Surface learning represents a more traditional, teacher-directed approach in which knowledge is transmitted from teacher to student. In this setting, the teacher is viewed as the primary authority who determines what students should learn and how they should learn it. Consequently, students often assume a passive role in the learning process, resulting in lower levels of engagement and motivation.
Surface learning focuses primarily on memorization and repetition. While these approaches provide students with essential foundational knowledge, learning frequently remains at a superficial level. Information is temporarily stored in short-term memory without being fully consolidated into long-term memory. As a result, students may recall facts for assessments but struggle to apply their knowledge in unfamiliar situations. Surface learning also develops simpler neural networks compared with the more complex connections formed through deep learning.
Furthermore, surface learning emphasizes recalling and reproducing information rather than analysing, evaluating, or creating new knowledge. It is centred on finding the one correct answer instead of exploring multiple perspectives or developing critical thinking skills.
My Professional Understanding of Deep Learning
My understanding of the nature of deep learning and its differences from surface learning has changed significantly over time. This shift occurred through continuous reflection on my own teaching practice and by familiarising myself with evidence-based research on effective teaching and learning.
The transition from surface to deep learning did not happen overnight. It was a gradual process of professional growth. Before implementing deep learning strategies with my students, I first applied them to my own learning. Whenever I explored a new topic, I deliberately asked questions that extended my thinking, examined the topic from different perspectives, conducted independent research, consulted diverse sources of information, and developed conclusions supported by evidence. This personal experience convinced me of the effectiveness of deep learning and gave me the confidence to apply similar strategies in my classroom.
Classroom Example: A Deep Learning Approach to COVID-19 Vaccination
One example of deep learning in practice involved a classroom project on COVID-19 vaccination. Students held differing opinions on the topic. Some were strongly opposed to vaccination, largely influenced by information shared on social media, while others supported vaccination. A few students even believed that COVID-19 did not exist and that it had been invented to manipulate the public.
To encourage critical thinking rather than simply presenting facts, I divided the class into two groups. Each group was asked to create a mind map in the shape of a daisy and write five arguments either supporting or opposing vaccination. Students were given ten minutes to complete the activity.
Not every student completed the task successfully. Some identified only two or three arguments instead of the required five. This revealed that many opinions had not been formed through careful investigation but were based on limited information.
The activity was followed by a structured classroom debate. Students began questioning one another by asking “Why?” and “Why not?” In order to justify their opinions, they searched for reliable evidence using the classroom smartboard. They consulted medical journals, interviews with healthcare professionals, official public health announcements reporting infection rates, photographs from intensive care units, and YouTube videos in which people who had recovered from COVID-19 described their personal experiences.
As students explored these diverse sources, their curiosity increased. They became more engaged, asked increasingly thoughtful questions, and evaluated the reliability of the information they encountered. By the end of the lesson, many students concluded that the absence of direct personal experience does not mean that something does not exist. One student referred to Alexander Fleming and explained that although people cannot see bacteria or antibiotics with the naked eye, Fleming’s discovery of penicillin has saved millions of lives that would otherwise have been lost to infection.
This lesson successfully developed students’ critical thinking, collaboration, communication, and research skills. More importantly, students learned that complex issues cannot always be reduced to simple black-and-white answers. They discovered that most real-world issues involve multiple perspectives and varying shades of understanding.
Incorporating Deep Learning into My Teaching Practice
I incorporate deep learning processes only after ensuring that my students have developed a solid foundation of background knowledge. Once this foundation is established, students are prepared to analyse, evaluate, apply, and create new knowledge rather than merely recall information.
The outcomes have exceeded my expectations. Student attendance has improved, discipline problems have virtually disappeared, and incidents of verbal, physical, or digital bullying have significantly decreased. Students demonstrate respect for one another, collaborate effectively, and feel confident expressing their own opinions. They have become increasingly responsible for their own learning, and I believe these experiences are preparing them to become lifelong learners and responsible citizens.
For me, witnessing students develop intellectually, socially, and personally is the greatest reward of being a teacher.
