 Deep learning in science is the development of understanding of scientific concepts that at the same time increases the level of skills, higher thinking skills and at the same time connects with previous understandings. An important aspect of that would be to elicit a desire to continue, a belief that this is an interesting, worthwhile, valuable occupation proposition. I promote deep learning in my students by following through a series of steps which would begin with the understanding of basic concepts. I would do this typically by perhaps presenting material from a textbook, a brief summary let's say of a chapter. At this point a structured delivery, the purpose being that the students don't feel out of their depth at the same time connecting deliberately with previous knowledge. So after that phase I would then challenge them to take part in a range of different learning experiences, pedagogy targeted to a wide range of experiences. Followed up at this point I think those experiences need to be able to have a reasonable level of success, obviously with some challenge and open-endedness but I think it's important that there is a success achieved at each stage and I would follow that up with a presentation or a reflection or teacher feedback so that the students would feel that what they've done is valuable and that they have succeeded and that there's a very positive feeling about what has happened. The way that students respond to each other in situations where they're given a challenging task is quite fascinating and it varies with each student. It can range from taking control, taking charge, feeling the excitement of the challenge and being a leader to the complete lack of self-confidence and almost shut down that this is too hard I can't do it, so the whole range. What I try to do is break up the friendship groups before a group activity is started to make sure that there is a positive, supportive environment and in some senses it would be ideal that the personal interactions that are happening there, the personal relationships were null as it is, that the students can interact with each other on an academic, cognitive level without having any sort of emotional response to the other person's personal characteristics. I would offer this advice to teachers embedding deep thinking skills to try a wide range of activities, all sorts of modelling, experimental work, all sorts of group activities, individual research, use of the internet and in fact using any sort of free interactive science activities but at the same time probably limiting the use and the development of higher order skills during assessment tasks. I found that it does help to take that pressure away from students and allow them some more free reign. Students in my experience tend to be in a different mindset when they're taking part in an assessment task.