Shallow learning allows the child to develop a bank of knowledge through memorisation and replication of facts normally delivered by the teacher, whilst deep learning affords the child an understanding of the meaning and therefore impact of the delivered content. Deep learners are able to absorb knowledge and reflect on it and their method of learning. The teacher must engage in discussion with the learner to ensure that the conclusion drawn (and understanding) is correct e.g. can the child explain, justify and contextualise facts. Profound learning allows the child to begin the development of a sense of self as a unique entity capable of self-influence as a growth mechanism (similarity to Maslow’s theory of self-actualization can be drawn here). Profound learning gives perception of potential for achievement and constructive evaluation of success and failure. In this regard the teacher should teach about morality and strive to develop an immeasurable level of self-confidence, delivered in a way which serves to provide maximum benefit for each child.
As the youth of today experiences a wide cultural and social influence it is necessary to teach skills beyond shallow learning which allow the adult (as a product of their childhood experience) to be adaptable and responsive to a wide number of people with a wide number of beliefs i.e. as the consensus of societal opinion widens, children need to develop a greater level of complexity of thought which allows them to be flexible to the beliefs and behaviours of others as a product of their culture (Relates to Q18). For this reason, it is appropriate to encourage inclusion in our schools, where teachers inspire the value of others as a role model.
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