Intellectual Rigour 

 

What is Deep Knowledge?

Occurs when the knowledge being addressed is focused on a number of key concepts identified from the syllabus and most importantly on the relationships that exist between and among these concepts.

Knowledge is deep when it concerns the central ideas or concepts of a topic, subject or KLA and when the knowledge is judged to be crucial to the topic, subject or KLA. Deep knowledge is evident when either the teacher or the students provide information, reasoning or arguments that address ‘big picture’ or complexity of the key concept or idea, or when complex connections are established with other related concepts.

Knowledge is shallow when it does not concern significant concepts or key ideas of a topic, subject or KLA, or when concepts or ideas are fragmented and disconnected from a central focus. Knowledge is also shallow when important ideas are treated superficially by the teacher or students, or when there is no clear focus on an important idea or concept. This superficiality can arise from trying to cover large quantities of fragmented information that results in the content covered remaining unconnected to central ideas or concepts.

 

Deep knowledge - Statements of success (lowest to highest)

1. Almost all of the content knowledge of the lesson is shallow because it does not deal with significant concepts or ideas.

2. Some key concepts and ideas are mentioned or covered by the teacher or students, but only at a superficial level.

3. Knowledge is treated unevenly during instruction. A significant idea may be addressed as part of the lesson, but in general the focus on key concepts and ideas is not sustained throughout the lesson.

4. Most of the content knowledge of the lesson is deep. Sustained focus on central concepts or ideas is occasionally interrupted by superficial or unrelated ideas or concepts.

5. Knowledge is deep because focus is sustained on key ideas or concepts throughout the lesson.  

 

Considerations:

1. The essential difference between deep knowledge and deep understanding is that deep knowledge is about how content is presented in a lesson, while deep understanding is about the learning students demonstrate. NOTE: It is possible for deep knowledge to be presented but for students to demonstrate only superficial understanding, or vice versa.

2. In curriculum debates, a strong distinction is often made between depth and breadth of knowledge, which at times pits one against the other. It is important to recognise that substantial syllabus content coverage (some breadth) is necessary in order to achieve depth of knowledge. Consequently, depth cannot be achieved simply by focusing on “less” content.

3. The main issue related to deep knowledge is one of quality. Deep knowledge requires relevant syllabus content to be organised and taught in such a way that a small number of ideas or concepts are clearly established as the focus of the lesson. Depth is present if the content of a lesson is structured such that the central focus brings coherence and purpose to the lesson.

 

Implications and applications for classrooms:

• Identify and review students’ prior knowledge as a starting place for addressing deep knowledge.

• Identify significant concepts in syllabuses by reviewing objectives, outcomes, content (e.g. learn about and learn to statements) and stage statements. Reflect on how the syllabus content can explicitly illustrate the concepts.

• Identify the key concepts and relationships to be addressed by asking the questions: What do I want the students to learn? and Why does that learning matter?

• Check that you have identified the key concept or relationship by asking the question: How well does the concept or relationship draw the content together?

• Map outcomes and content during unit planning so that each lesson focuses on illustrating significant concepts while addressing manageable amounts of content.

• Connect key concepts being addressed from lesson to lesson.

• Use learning tools in both planning and teaching to connect, identify and clarify knowledge, e.g. concept maps which explain relationships within a complex issue or topic.

• Select specialised resources carefully to build deep knowledge. These could include field experts, the local community and services, the Internet, multimedia and out- of-school visits.

• Provide unit or module overviews for students so that they can see how the concepts fit into the overall picture.

 

 

What is Deep Understanding?

Students demonstrate a profound and meaningful understanding of key concepts and the relationships between and among those concepts.

Deep understanding is evident when students demonstrate their grasp of central ideas and concepts. Students demonstrate deep understanding when they explore relationships, solve problems, construct explanations and draw conclusions in relatively systematic, integrated or complex ways.

Understanding is shallow or superficial when students present ideas in a limited or narrow way. Shallow understanding is evident when students present misinformation, repeat fragmented pieces of information or routine tasks, or provide limited interpretations without making clear distinctions or demonstrating complex understandings.

 

 

Deep understanding - Statements of success (lowest to highest)

1.   Students demonstrate only shallow understanding.

2.   For most students, understanding is shallow during most of the lesson, with one or two minor exceptions.

3.   Deep understanding is uneven. Students demonstrate both shallow and deeper understanding at different points in the lesson. A central concept understood by some students may not be understood by other students.

4.   Most students provide information, arguments or reasoning that demonstrates deep understanding for a substantial portion of the lesson.

5.   Almost all students demonstrate deep understanding throughout the lesson.

 

 

Considerations:

1. The essential difference between deep knowledge and deep understanding is that deep knowledge is about how content is presented in a lesson, while deep understanding is about the learning students demonstrate. It is possible for deep knowledge to be presented (by the teacher, students or guest speakers), but for students to demonstrate only superficial understanding, or vice versa.

2. Understanding can be demonstrated in oral, written, symbolic or performance modes. What is important is that opportunities for students to actively engage with the knowledge are built into the lesson plan. Opportunities for students to demonstrate their understanding include activities that require them to explore relationships, solve problems, construct explanations and draw conclusions.

3. Observing and coding lessons for deep understanding may require depth of knowledge of the specialist content on the part of the observer. While this may sometimes be true of all elements, it is particularly so when coding for deep understanding (and for knowledge integration).

 

 

Implications & applications for classrooms:

• Plan for sufficient time in a lesson or across a sequence of lessons for students to demonstrate deep understanding.

• Provide models or tools to facilitate deep understanding and examples of work which demonstrate deep understanding.

• Incorporate regular assessment of understanding in unit planning.

• Plan to do less better.

• Provide a range of opportunities within the lesson and the unit for students to demonstrate deep understanding, e.g. problem solving in a group, developing or answering probing questions, and providing reasoned arguments for a point of view.