How do different practitioners understand deep learning

How do different practitioners understand deep learning

Well, I think it’ll be children really knowing their stuff. And I think it would be children actually showing me, rather than giving me an answer. I mean we’re always looking for right or wrong, yes or no, but you want more than that.

My favourite thing is saying ‘why’ or ‘can you show me?’. Then I know or I have a good idea that they understand something.

I think it’s more of a longer time period. I think you can teach the initial objective of the lesson, but then something just has to be revised and revisited, and continued on with in order for them to really have deep understanding.

Deep learning for me is all about students being able to demonstrate their understanding through problem solving and reasoning. Problem solving and reasoning being one of the Australian Curriculum proficiencies, and being the hardest for kids to attack.

To me deep learning is children making connections, not just the surface learning. So, if I can use the example of comprehension in reading, like the taxonomy of comprehension, so a child might have literal understanding where it’s right there in the book.

But to me the deep learning is for them being able to infer or to be able to evaluate what they’re reading. They’re bringing in connections from a lot of different other sources.

Share this post ...

1 thought on “How do different practitioners understand deep learning”

  1. Pingback: Word Embeddings & Geometric Deep Learning for Network Analysis | My Universal NK

Leave a Reply

Your email address will not be published. Required fields are marked *