Concepts from Cognitive Psychology Levels of Processing: deep, surface, strategic Levels of Processing: deep, surface, strategic The deep approach is associated.

Slides:

Advertisements

Similar presentations

Economic Education and How People Learn Scott Simkins, Interim Director Academy for Teaching and Learning (ATL) North Carolina A&T State University Acknowledgements:

Advertisements

Qualifications are changing Curriculum Update Event – Stirling Management Centre Friday 18 th May 2012 Health and Wellbeing.

How Students learn Mike Cook.

Student Feedback on, and Evaluation of, their Learning Experience Michael Prosser Institute for Teaching and Learning The University of Sydney.

Active and passive learning & effective use of study materials Web copy Dr. Kosala Marambe Medical Education Unit 20 th June 2013.

1 Steve Barron and Omar Hamasni, Lancaster University.

Webb’s Depth of Knowledge

Gradual Release of Responsibility & Feedback

Common Core Math: 2 > 4 Super Week Norms Silence your technology Limit sidebar conversations.

Elements of Constructivist Teaching Practices EdSe 4244 Social Studies Methods.

1 Teaching and Learning Styles: Implications for Practice Dr Maureen Tam February 2006.

PLT Review Session: Preparing for Case Studies! Dr. Brian E. Harper.

Motivation & Learning Christopher Price, Ph.D. Director, Center for Excellence in Learning & Teaching, The College at Brockport

1 Angela Ho, EDC Chan Chi Hung, Learning to Learn Project.

THEME 3: HOW PEOPLE LEARN & LEARNING THEORIES

Communication & Educational Models. Communication n Process of sending and receiving messages n Transmission requires a mutual understanding between communicator.

ED 3501: Curriculum and Instruction Section GHI - Fall Understanding by Design Understanding and Creating Effective Instructional Design.

Enhancing a Culture of Teaching and Learning at a ‘Teaching Focused’ University Diane Salter Kwantlen Polytechnic University Liesel Knaack Vancouver Island.

KPIs: Definition and Real Examples

MATHS ACTION PLAN MATHS DA TOOBA HIGH SCHOOL GRADE 10.

Student Centered Learning

Rationale Group Work for Interactive Teaching. Group work for interactive teaching implies: Pupils learn by interacting with each other Teachers’ role.

Wandsworth Lifelong Learning

Scientific Inquiry: Learning Science by Doing Science

August, 2014 Diane Salter, Vice Provost Teaching and Learning Basics and Beyond Day 1.

Nicole Kipar Centre for Academic Leadership & Development.

Studying Effectively in Higher Education

DED 101 EDUCATIONAL PSYCHOLOGY, GUIDANCE AND COUNSELING THE STATE UNIVERSITY OF ZAZNZIBAR 19 TH JULY, 2011.

Big Ideas in Science SED 573. Where I started… Definition Big idea – helps students make sense of lots of confusing ideas and experiences and seemingly.

VCE Learning. To unpack the challenge of enhancing the quality of VCE learning What does the student need to know about how to interpret the task ? Ho.

Background Surface Learning versus Deep Learning Kun Miao SC 297C, Eberly College of Science, Penn State University For past decades, plenty of research.

Authentic Learning and Assessment Erin Gibbons Five Standards of Authentic Instruction  Higher-Order Thinking  Depth of Knowledge  Connectedness to.

Emotion and Motivation.

A. Erzberger, April, 2003 Inquiry & Scientific Research.

National Numeracy and Employability Strategy – an opportunity for creativity? Ray Sutton.

Research Skills: Effective Reading Strategies. Task 1 Complete the questionnaire to discover how you read.

Science in NHPS. Science Teacher Day MS 8:00-9:00 – Important announcements/ideas/dates – Overview of last year, student learning results – Discussion.

Common Core Math Instructional Shifts. Introduction  Be college and career ready  Greater master through focus and coherence  Aspirations for math.

Common Core. What is Common Core? Common Core is a curriculum (what is taught) that has been adopted by 46 states in math and language arts and is designed.

1 Setting Appropriate Assessment and Grading Criteria.

Centre for Educational Development ORHEP Project 1 This work is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported.

Transfer Like a Champ! By Michelle Brazeal. Transfer Training Why do we teach?

OCM BOCES October 17, 2011 NYS INITIATIVES FOR TEACHING AND LEARNING AN OVERVIEW OF THE COMMON CORE STATE STANDARDS SHIFTS, DATA INQUIRY, AND PROFESSIONAL.

Adding Quantitative Reasoning to Your Course Some Ideas and Places to Begin.

ZU students as critical thinkers Preferred learning styles –Surface learning –Structured learning –Rote learning –Memorizing.

GOOD PRACTICES in TEACHING S.A.M. Said King Fahd Univ. of Petroleum & Minerals Feb

Problem-Solving Approach of Allied Health Learning Community.

Common Core State Standards Introduction and Exploration.

Development Team Day 4B Connecting Learning Jan/Feb 2009.

Research Skills: Effective Reading Strategies. Task Complete the questionnaire to discover how you read.

 Presented by:  Dr.Cherry Steffen  Kennesaw State University.

What is the Common Core State Standards Initiative? A state-led effort to establish a single set of clear standards for ELA and math Informed by the best.

Promoting Deep Learning “A person with a brain full of knowledge is not a teacher … until he or she can convey that knowledge to another person.”

Active learning & different learning approaches Dr. Kosala Marambe Medical Education Unit.

Getting to Know Webb’s. Webb’s Depth of Knowledge Level One (recall) requires simple recall of such information as fact, definition, term, or simple procedure.

21 st Century Learning and Instruction Session 2: Balanced Assessment.

National Science Education Standards. Outline what students need to know, understand, and be able to do to be scientifically literate at different grade.

College Expectations with High School Skills: What is a well-educated high school graduate? Texas High School Project.

Building Effective Content Literacy Tasks. The Cycle of Assessment Teach: Does the instruction and the tasks align to the identified learning target(s)?

Learning and Development HR1007 Session 2 Learning.

21st Centruy Approaches to Teaching Physics

Student Centered Teaching and Learning

Using Cognitive Science To Inform Instructional Design

Preplanning Presentation

Elements of Constructivist Teaching and learning Practices

TAKS, Inquiry, Standards and Assessment

King Fahd Univ. of Petroleum & Minerals

EFFECTIVE TEACHING STRATEGIES: SIX KEYS TO CLASSROOM EXCELLENCE

Presentation transcript:

Concepts from Cognitive Psychology Levels of Processing: deep, surface, strategic Levels of Processing: deep, surface, strategic The deep approach is associated with: The deep approach is associated with: –intention of understanding what is to be learned –intrinsic motivation (interest in subject) The surface approach is associated with: The surface approach is associated with: –reproducing what teachers desire –instrumental motivation or fear of failure –concerned primarily with memorization, not understanding The strategic approach is associated with: The strategic approach is associated with: –a combination of deep and surface strategies –a desire for highest possible grades –competitive form of motivation (need for achievement)

The Deep Approach Focuses on “what is of significance” (i.e. teacher’s argument or the concepts applied to solving a problem). Focuses on “what is of significance” (i.e. teacher’s argument or the concepts applied to solving a problem). Relates previous knowledge to new knowledge. Relates previous knowledge to new knowledge. Relates knowledge from different courses. Relates knowledge from different courses. Relates theoretical ideas to everyday experiences. Relates theoretical ideas to everyday experiences. Relates and distinguish evidence and argument. Relates and distinguish evidence and argument. Organizes and structures content into a coherent whole. Organizes and structures content into a coherent whole.

The Surface Approach Focuses “on the signs” (i.e. words and sentences of the text, or unthinkingly on the formula needed to solve a problem). Focuses “on the signs” (i.e. words and sentences of the text, or unthinkingly on the formula needed to solve a problem). Focuses on unrelated parts of the task. Focuses on unrelated parts of the task. Memorizes information for assessments. Memorizes information for assessments. Associates facts and concepts unreflectively. Associates facts and concepts unreflectively. Fails to distinguish principles from examples. Fails to distinguish principles from examples. Treats the task as an external imposition. Treats the task as an external imposition.

Deep or Surface Approach? “I suppose I’m trying to imagine what the experiment is talking about, in a physical sense, sort of get a picture of what it’s about. This one says an ultraviolet lamp emits one watt of power; it says calculate the energy falling on a square centimeter per second. I’m just thinking of the light and the way it spreads out, so therefore I know it’s the inverse-square law.” “I suppose I’m trying to imagine what the experiment is talking about, in a physical sense, sort of get a picture of what it’s about. This one says an ultraviolet lamp emits one watt of power; it says calculate the energy falling on a square centimeter per second. I’m just thinking of the light and the way it spreads out, so therefore I know it’s the inverse-square law.”

Deep or Surface Approach? “You have got to go into the exam with as many formulae as possible. So you learn those parrot-fashion. And approaches to the way you work out problems, techniques involved in math, you know. I seem to remember these just sort of one day or two.” “You have got to go into the exam with as many formulae as possible. So you learn those parrot-fashion. And approaches to the way you work out problems, techniques involved in math, you know. I seem to remember these just sort of one day or two.”

Promoting Deep Approaches emphasizing concepts over isolated facts emphasizing concepts over isolated facts essay questions essay questions problem solving problem solving project reports project reports alternative/authentic assessments alternative/authentic assessments no study guides no study guides depth of coverage over breadth depth of coverage over breadth clear explanations and challenging ideas clear explanations and challenging ideas deal with relevant and interestingilize cooperative learning deal with relevant and interestingilize cooperative learning high teacher expectations high teacher expectations

Promoting Surface Approaches using factually oriented short-answer or mutliple-choice questions using factually oriented short-answer or mutliple-choice questions providing detailed study guides providing detailed study guides breadth of coverage over depth breadth of coverage over depth “spoon feeding” students “spoon feeding” students teaching to the test (IGAP for instance) teaching to the test (IGAP for instance) low teacher expectations low teacher expectations

Deep or Surface Approach How will you teach? What effects will your teaching have?

Based on the following: Entwistle, N. (1992). Student Learning and Study Strategies. In B. Clark & G. Neave (Eds.), The Encyclopedia of Higher Education, 3, New York: Pergamon Press. Entwistle, N. (1992). Student Learning and Study Strategies. In B. Clark & G. Neave (Eds.), The Encyclopedia of Higher Education, 3, New York: Pergamon Press. Ramsden, P. (1992). Learning to Teach in Higher Education. New York: Routledge. Ramsden, P. (1992). Learning to Teach in Higher Education. New York: Routledge.