There is a very important question for us to discuss: when can a\nteacher be said to have successfully taught using the deep learning\napproach (PM)? Is it when the material has been delivered, the class is\norderly, students achieve high scores, or the teacher uses a variety of\nmethods and digital technology? All of these can be part of good\nlearning. However, from the PM perspective, these measures are not\nsufficient. A teacher\u2019s success must primarily be seen from the changes\nin students after experiencing the learning process.<\/p>\n
This is where PM changes the paradigm of teaching success. A teacher\nis no longer judged solely on how well they explain the material, but\nalso on how deeply students learn. The question is not only, \u201cHave I\nfinished teaching the material?\u201d, but rather, \u201cWhat do students truly\nunderstand, what are they able to do, and what do they reflect\nupon?\u201d.<\/p>\n
Fullan, Quinn, and McEachen (2018) position the teacher in deep\nlearning as an activator, a driver who designs experiences so that\nstudents actively build competencies. The first indicator is the\npresence of the three PM principles: conscious, meaningful, and joyful.\nStudents learn consciously when they understand the learning objectives,\nknow why something is important to learn, and are able to manage their\nlearning strategies. They are not merely physically present, but also\nmentally present. A teacher succeeds when learning awareness grows from\nwithin the student, not merely because of commands or grade\npressure.<\/p>\n
Learning must also be meaningful. New knowledge needs to be connected\nto experience, real problems, and knowledge that students already\npossess. If students merely memorise definitions and then forget them\nafter the exam, learning has not been deep. As for being joyful, it does\nnot mean the teacher must constantly joke, but rather that there is a\npositive, safe, challenging, and respectful atmosphere that makes\nstudents brave enough to try, ask questions, and not be afraid of making\nmistakes.<\/p>\n
The second indicator is seen in the learning experience:\nunderstanding, applying, and reflecting. A teacher has not succeeded if\nstudents are only able to repeat information or work on problems\nidentical to the examples. Understanding must move towards the ability\nto connect concepts, explain reasons, and see problems more\nholistically. From that understanding, students use knowledge to solve\nproblems, make decisions, produce work, or explain phenomena in\ndifferent contexts.<\/p>\n
This process needs to be complemented by reflection. Students are\ninvited to look back at what they have understood, the parts that remain\ndifficult, the strategies that were effective, the mistakes that\noccurred, and what needs to be improved. Reflection turns students into\nlearners who recognise their own learning process. Without reflection,\nlearning easily stops as a momentary experience. A successful teacher\nprovides space for students to improve their way of learning.<\/p>\n
The third indicator is the development of the eight dimensions of the\ngraduate profile: faith and devotion to God Almighty, citizenship,\ncritical reasoning, creativity, collaboration, independence, health, and\ncommunication. Not all of them need to appear at once. The teacher\nselects the dimensions relevant to the learning objectives and designs\nactivities to cultivate them. Learning does not only produce students\nwho know, but also those who are able to think, communicate,\ncollaborate, and take responsibility.<\/p>\n
The fourth indicator is seen in the quality of the learning\nframework. PM requires teachers to manage pedagogical practices,\nlearning partnerships, the learning environment, and digital technology.\nTeachers must not be trapped in a single method. Project-based learning,\nproblem-based learning, experiments, discussions, or simulations are\nmerely pedagogical choices. A method is meaningful when it suits the\nobjectives, material, student needs, and helps them learn more\ndeeply.<\/p>\n
The classroom environment must be safe, inclusive, dialogical, and\nrespectful. Partnerships with parents, the community, the world of work,\nuniversities, or other resource persons can enrich the learning\nexperience. Digital technology is not a decoration of modernisation.\nTechnology is used when it expands learning resources, improves\ncollaboration, aids exploration, or deepens understanding. A teacher\u2019s\nsuccess is not in the number of digital devices, but in their\npedagogical added value.<\/p>\n
The fifth indicator is the teacher\u2019s ability to see evidence of the\nimpact of their teaching. Hattie (2012) emphasises the importance of\nteachers seeing learning through the eyes of students and making the\nimpact of teaching visible. Therefore, assessment in PM is not merely\nabout giving a score at the end. Assessment helps teachers know\nstudents\u2019 learning positions, recognise difficulties, provide feedback,\nand determine the next steps. Hattie and Timperley (2007) show that\nfeedback can have a strong effect when it helps students understand the\nobjectives and their improvement steps.<\/p>\n
Thus, the success of PM is not appropriately measured by how busy the\nteacher is teaching or how narrative the class sounds. The important\nmeasure is how significant the change in students is. Are they\nincreasingly aware of the learning objectives? Is their understanding\ndeeper? Are they able to use knowledge in new contexts? Are they brave\nenough to ask questions, collaborate, communicate, accept feedback, and\nreflect on their learning process? These questions are more substantive\nthan merely ensuring that all pages of the book have been read and\ndiscussed.<\/p>\n
Ultimately, a teacher succeeds in PM not when they become the most\nactive speaker in the classroom. A teacher succeeds when intellectual\nactivity shifts to the students. At that point, the teacher becomes a\ndesigner of experiences, an activator of learning, a provider of\nfeedback, and a guardian of a respectful classroom ecosystem. The\nmaterial may not always be more extensive, but understanding becomes\ndeeper. The teacher does not merely finish teaching; students truly\nlearn. Is that not where a teacher\u2019s success lies?<\/p>", "url": "https:\/\/jawawa.id\/newsitem\/when-does-a-teacher-succeed-in-deep-learning-1788216626", "image": "" }, "sponsor": "Okusi Associates", "sponsor_url": "https:\/\/okusiassociates.com" }