learning that includes development of all our human capabilities (cognitive, affective and practical, including ethical and social capabilities) and the capacity for critical thinking, as well as a sense of autonomy and belonging.
Learn more form the EFFeCT paper:
"Different views of the nature and purpose of learning can be taken. How learning is viewed influences what is seen as good practice in collaborative teacher learning. If learning - both by teachers and students - is not be narrowed to meet test-led or performative conceptions of learning, it is important to articulate a more expansive view. This is what the conception of deep learning does. Such learning enhances self-awareness, critical thinking, autonomy and the process of becoming a person in the sense of ‘developing the virtues, values and capacity for reason that enable us to live the “good life” and to take our places in the public sphere’ (Frost and Roberts 2011: 68). It can be seen as encompassing holistic learning that involves the development of all our human capabilities - cognitive, affective and practical, including ethical, social, spiritual, aesthetic and physical capabilities (Woods and Roberts 2018).
Deep learning encapsulates the wide range of dimensions that constitute teachers’ professional learning. Professional learning includes learning what it means to be a member of the teaching profession (socialisation); enhancing capabilities (for collaborative teacher learning and co-leading innovation, for example); developing critical thinking; reflecting on values such as social justice, integrity, trust and respect; and understanding educational policy and issues such as sustainability (see Forde et al 2015 for example)."