Educators, and policymakers around the world are increasingly keen that students of all levels (school and university alike) develop 'deep learning’. But, what counts as deep learning and what does it look like in different disciplines?
This book examines the issue of students developing ‘deep learning’ in different disciplines including mathematics, science, English, geography, history, religious education, and foreign languages. Each chapter of this essential resource focuses on a particular discipline, clearly articulate its own perspective on deep learning, and discuss a concept or approach that is considered important for deep learning in the particular discipline but whose place in typical teaching practice and/or policy debate tends not to reflect that importance.
A commentary chapter draws out and highlights unifying cross-disciplinary aspects of deep learning making this a must read for all researchers, teacher educators and policy makers interested in deep learning across the disciplines.