7. Deep Teaching

Deep teaching is not conceived as a linear path from simplest to most complex, since what is a simple task for one student may not be for another. 

The deep teacher ponders a great deal, and plans in response to the impulses coming from students.  She outlines a framework for general action within which she leaves the group plenty of latitude for decisions in which to adapt. She changes her means or strategy of interaction while also respecting broadly the negotiated curriculum.

The Deep Approach thus assimilates some principles of inquiry-based teaching. Through their inquiries, students meet a number of task requirements to develop their projects. The projects involve a balance of tasks specific to the various language domains.

Deep language learning
 

Deep learning is organized through clear guidelines for a given project that are negotiated in instructional contracts. 

When applied, such educative projects lead the student to build cognitive, socioaffective and interpersonal enactments of the contents, which develop reflection, proficiency and experience in a socializing context.  

Deep language teaching
 
Deep pedagogy is aimed at developing proficiency through its expression in an action.  It teaches students to think while handling complex situations that are usual when dealing with native speakers in another speech community. 
 
The teacher is interactively adapting lesson plans to the changing realities of the classroom context.  Deep teaching functions on the basis of instructional organizers. 
Instructional organizers focus on input rather than outcomes. They define processes rather than products. Nonetheless, they are compatible with clear expectations that can be summarized in a rubric, for example.  The rubrics could be adapted to specific projects.  
 
A few instructional organizers are given prime time for a while and become the pivots of learning units. They are the strategic organizers. But this may not last: other important organizers may pop up and take the lead to fulfill the global project. 

Meaningful life projects are ways to develop language proficiency. Such an approach will help move society out of the current nonsensical situation in which people are used as objects and money has become the main and leading—if not the only—value.  

Deep pedagogy uses the best aspects of previous trends, and it adds one key dimension, which is a transdisciplinary, overarching philosophy. This philosophy must NOT be reduced to any particular, exclusive way of thinking. Additionally, different definitions of depth can be valid as long as the humane dimension is present, and they involve respect for other ways of knowing. 

The transdisciplinary aim is the icing on the cake of methods; it changes their methods’ appearances and meanings and gives a sense of completeness that goes far beyond utilitarianism and social reconstructionism. 

Deep language teaching

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