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There is an understandable interest in deep-learning, after all, who wants their students to have a superficial understanding of the content. Read the marketing of almost any school and you are likely to find some statement about the deep-learning that is achieved as a result of their excellent teaching and learning platform. Likewise, ask any teach about their philosophy of teaching and you will hear how they engage their students with learning that promotes a deep-understanding.

Our goal might be to support Deep versus Surface Learning, but what does this mean in practical terms. What are the beliefs and dispositions which support teaching for deep learning, and what are the implications of this in terms of the pedagogy we adopt?

With our goal of deep-learning in mind where do we begin and what learning opportunities might result in this? Having clarified our key terms of understanding, learning and deep, we can turn to a set of questions which might be of use as we plan the learning our students will engage in along their way.

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It seems that thanks to COVID19, educators, parents and students are in a rush. It seems the rush started moments after the decision was made to promote social distancing by offering remote learning. From quality learning in classrooms focused on deep learning we shifted into top gear. Packets of work were prepared, online tools rapidly expanded, new options for content delivery were examined and quickly deployed. We wanted to make sure that our students would be kept busy. Parents wanted their children to be busy. - Maybe slow looking is the solution?

Of all the subjects that our students engage in, mathematics is the one most requiring an injection of learner agency. What is it about mathematics that engenders it to modes of teaching that are so heavily teacher-directed? How might this change if we seek to understand the place that learner agency plays in producing learners who will emerge from our classrooms with a love of mathematics and a deep understanding of its beauty?

When we approach this task with key questions in mind, we focus our thinking on how we might plan learning experiences and opportunities that will have the impact we desire.

NASA's Space Launch System rocket carrying the Orion spacecraft launches on the Artemis I flight test, Wednesday, Nov. 16, 2022, from Launch Complex 39B at NASA's Kennedy Space Center in Florida. NASA's Artemis I mission is the first integrated flight test of the agency's deep space exploration systems: the Orion spacecraft, Space Launch System (SLS) rocket, and ground systems. SLS and Orion launched at 1:47am ET from Launch Pad 39B at the Kennedy Space Center. Credits: NASA/Bill Ingalls

What the great philosophers thought about life

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Language has a pivotal role in shaping human thinking and behavioural patterns. Gender-neutral writing language is also known as gender-inclusive language. This is because it encompasses the usage of pronouns, and phrases that do not state gender. Many people today identify their gender outside the binary domains of masculine/feminine. Moreover, gender-neutral language is more inclusive and avoids discrimination based on this aspect. Language has a far-reaching impact on shaping our worldview. It is not a fixed phenomenon, but is instead fluid, and changes over time. The change brought about by language also has a deep impact on how we perceive the world in general.