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Understanding deep learning

 

 

Perhaps the most concise and yet complete definition of deep learning is provided by Dewey (1933):
‘We state emphatically that, upon its intellectual side, education consists in the formation of wide-awake, careful, thorough habits of thinking’.

Of course, intellectual learning includes the amassing and retention of information. But information is an undigested burden unless it is understood. It is knowledge only as its material is comprehended. And understanding, comprehension, means that the various parts of the information acquired are grasped in their relations to one another – a result that is attained only when acquisition is accompanied by constant reflection upon the meaning of what is studied (pp.78-79).

Dewey emphasises the essential components of deep learning:

• differentiating information and knowledge
• focusing on understanding
• seeing reflection as the key process.

The rest of this paper explores the implications of this model.

Defining learning

Before debating the nature of deep learning, it is necessary to differentiate between the various usages of learning. Learning is a highly ambiguous and contested concept. Common usage would include the following:

1. a qualitative increase in information
2. learning as memorising
3. learning as developing skills and techniques
4. learning as creating understanding, seeing relationships and being aware of the processes involved
5. learning as creating new realities, developing wisdom and re-creating knowledge.

Usages 1, 2 and 3 may be characterised as shallow learning, which can be defined as managing and memorising information. The fourth and fifth categories apply to deep and profound learning in which knowledge is created and understood through the use of higher order cognitive skills, for example, analysis, synthesis and application. Profound learning is the extension of deep learning, so that it becomes personal to the learner.

Shallow, deep and profound learning

The broad differences between shallow, deep and profound learning are presented in the following model.

	SHALLOW What?	DEEP How?	PROFOUND Why?
Means	Memorisation	Reflection	Intuition
Outcomes	Information	Knowledge	Wisdom
Evidence	Replication	Understanding	Meaning
Motivation	Extrinsic	Intrinsic	Moral
Attitudes	Compliance	Interpretation	Challenge
Relationships	Dependence	Independence	Interdependence
	(Single Loop)	(Double Loop)	(Triple Loop)

Modes of learning, West-Burnham & Coates, 2005, p.35

The essential characteristics of each mode of learning may be summarised as follows:
‘Shallow learning: focused on the memorisation and replication of information; uncritical acceptance of facts; rote learning; seeing information as unrelated and isolated themes; learners are passive; emphasis on coverage of content; assessment is summative; content is quickly forgotten. Shallow learning is controlled by the teacher with the learner compliant and dependent’.

Deep learning is focused on the creation of knowledge through the demonstration of understanding; the analysis and synthesis of facts to create conceptual models and frameworks; integrating prior learning and cross-referencing to other themes and subjects; learning is active and based in relationships; emphasis on depth; assessment is formative and negotiated; content is remembered and codified. Deep learning is controlled by learner, who understands the learning process with the teacher as facilitator, mentor and co-constructor of knowledge.

Profound learning is the situation where knowledge becomes wisdom, that is, intuitive and fundamental to the identity of the person; the capacity to create new meaning in changing situations and contexts; developing a holistic awareness of the relationship between themes, subjects, principles and practice; assessment is through personal authenticity and integrity. The teacher becomes the guide, inspiration, friend and counsellor.

Profound learning has many manifestations, from learning to talk in childhood to the artistry of the concert pianist; from the skills and compassion of the nurse to the great scientific discovery; from the skill of the joiner to the creativity of the painter.

Shallow learning is playing the notes; deep learning creates the melody; profound learning enables the great performance. Shallow learning gives access to vocabulary and the rules of grammar; deep learning allows conversations; profound learning enables engagement with poetry, ideas and thinking. Profound learning is the characteristic of the F1 driver, the mentor, the highly successful learner and athlete. Profound learning moves us from religious observance to spirituality.

There is not necessarily a causal relationship from shallow to deep and onto profound. There are many examples of people who go directly to deep and profound – some never pass shallow. Equally deep and profound are not homogeneous for all aspects of learning – thus the same person may be shallow with regard to ICT, deep in their understanding of learning and teaching and profound in their interpersonal relationships.

Deep and profound learning are not age-related – witness Mozart. Nor are they linked to models of academic ability or intelligence. It is possible to be shallow, deep or profound in each of Gardner’s intelligences. The chess grand master may lack interpersonal intelligence; the person with high linguistic intelligence may lack spatial and kinaesthetic abilities. Pivotal to deep learning and the foundation of profound learning is understanding:

‘An individual understands a concept, skill, theory, or domain of knowledge to the extent that he or she can apply it. This formulation entails an acid test for understanding: posing to students a topic or theme or demonstration that they have never before encountered, and determining what sense they can make of those phenomena. An individual who possesses relevant understanding will be able to draw on appropriate concepts’.
Gardner 1999, p.119

The indicators of deep and profound learning

• Explanation: the ability to create and share meaning.
• Classification: the ability to analyse and codify.
• Exemplification: the capacity to describe, model and illustrate.
• Transfer: the ability to see and make connection between topics and themes.
• Justification: a tendency to ask ‘why?’ ‘how?’ and ‘what if?’ questions.
• Comparison: the ability to contrast and identify common characteristics.
• Contextualisation: the ability to recognise relationships and differences.
• Generalisation: the ability to formulate hypotheses and patterns.
• Action: the ability to translate theory into practice.
• Meta-cognition: self-awareness and self-direction.

See Perkins, D. 1998, Smart schools

Supporting the deep and profound learner

There appear to be a range of strategies that support the development of deep and profound learning. In no particular order of priority, these might include:

• a clear understanding of learning styles, aptitudes, dispositions and motivation supported by regular review and the development of strategies to enhance and sustain personal learning effectiveness
• access to a portfolio of cognitive strategies – analysis, synthesis, causality and cognitive skills, for example, memorising
• teaching which is based on challenge (possibly using the Csikszentmaihalyi model of flow), problem-solving and relevant decision-making
• teachers who work using constructivist approaches; the widespread use of coaching and mentoring and the facilitation of small group and team-based strategies
• the development of sophisticated interpersonal relationships and high emphasis on the social dimensions of learning.
• the development of emotional literacy across the school
• the use of personalised learning pathways with negotiated learning outcomes and assessment for learning strategies to ensure relevance and potential application.
• the curriculum as a personal construct
• a focus on the ‘whole’ learner, recognising the role of the family and community in supporting access to effective learning
• systematic review and reflection.

On the basis of these propositions, it is possible to identify the characteristics of the learner and teacher engaged in deep and profound learning:

‘The effective learner knows how to learn and has a disposition to do so. She can identify, on her own, and /or with others, a problem, analyse its components and then marshal the resources, human and non-human, to solve it.

She continuously questions herself and others as to whether she is employing the best methods. She can explain the processes of her learning and its outcomes to her peers and others, when such a demonstration is required.

She is able to organise information and, through understanding, convert it into knowledge. She is sensitive to her personal portfolio of intelligences and continually reviews her development as a learner.

She knows when it is best to work alone, when with a mentor and when in a team, and knows how to contribute to, and gain from, teamwork. She sustains a sharp curiosity and takes infinite pains in all she does.

Above all, she has that security in self, built through a wide and deep set of relationships and through her own feelings of worth fostered in part by others, to be at ease with doubt, and to welcome questioning and probing of all aspects of her knowledge’.
(This definition was originally developed by Christopher Bowring-Carr)

The effective teacher has a deep understanding of the neurological, cognitive, emotional and social aspects of learning. She balances this knowledge with the ability to access subject information and the strategies to convert it into personal knowledge.

She works through challenges, posing problems and setting questions ensuring that they are appropriate to the individual learner and that the learner has the skills to respond to them. She creates a sense of emotional security by building trust and confidence and working in an interdependent manner. She has a deep respect for the identity and integrity of every learner.

The effective teacher works primarily as a facilitator and mentor. She is skilled in negotiating learning strategies, understanding the learner’s motivation and has a passionate belief in the potential of every learner. She recognises, reinforces and celebrates achievement and ensures that there are abundant opportunities for the learner to experience valid and appropriate success. She is highly sensitive to the student’s social context.

Above all, she models learning, reviewing her own practice with her mentor, deepening her understanding of the learning process and engaging in networks with other teachers.

Conclusion

In summary, deep and profound learning is the result of:

• seeing learning as a process rather than an outcome
• developing a cognitive ‘toolkit’ – a repertoire of learning strategies and techniques
• ensuring that mentoring is a basic component of all learning activities
• providing opportunities to demonstrate understanding through formative and negotiated assessment
• focusing on learning through challenge.

Deep learning involves the shared creation of understanding – the basis for shared meaning and informed action. It is the basis of all significant human activity.

‘It is the obligation of any society in which we would choose to live to maintain the openness and to facilitate the routes to new insights and new understandings. We oppose those psychological and educational approaches that threaten that openness or presume to deny its importance and even its existence.’
Gardner, 2006, p. 212

References

Dewey, J. How we think. 1933.  Boston MA: Houghton Mifflin Company.
Gardner, H. The disciplined mind. 1999. New York: Simon & Schuster.
Gardner, H. The development and education of the mind. 2006. Abingdon: Routledge.
West-Burnham, J & Coates, M. Personalizing learning. 2005.Stafford: Network Educational Press

ABOUT THE AUTHOR

Professor John West-Burnham works as a teacher and consultant in leadership development. He is Senior Research Adviser at the National College for School Leadership, in England, in the UK. He was Director of Professional Research and Development at the London Leadership Centre, Institute of Education, University of London, and was previously Professor of Educational Leadership, International Leadership Centre, at the University of Hull. Professor West-Burnham worked in schools, further and adult education for fifteen years before moving into higher education. He was a part-time Open University tutor for fifteen years. He has worked at Crewe and Alsager College, the University of Leicester and the University of Lincolnshire and Humberside. He was also Development Officer for Teacher Performance for Cheshire Local Education Authority. Professor West-Burnham is author of Managing quality in schools, co-author of Effective learning in schools, Leadership and professional development in schools and co-editor of Performance management in schools and Educational leadership and the community, The handbook of educational leadership and management and 12 other books and over 30 articles and chapters.

Professor West-Burnham has worked in Australia, the Czech Republic, Estonia, Germany, Israel, New Zealand, the Republic of Ireland, Singapore, South Africa, Thailand, UAE and the USA. He is coordinator of the European School Leadership Project. His current research and writing interests include transformational leadership, leadership learning and development and educational leadership in the community. He is Honorary Professor at the International Leadership Centre, University of Hull; Senior Visiting Research Fellow, Faculty of Education, University of Manchester; Visiting Professor at Liverpool Hope University College and Visiting Professorial Associate at the Regional Training Unit, Northern Ireland.

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