1. What is Deep Learning? Motivational Context Active Learning
Interaction with Others
Deep Foundational Knowledge based on concepts

2. Sequencing for
Deep Learning

3. Motivational Context

4. Active Learning Active Learning:
Deep learning and “doing” travel together. Doing in itself isn’t enough.
Active Learning

5. Interaction with Others

6. . .
The Best answer to the question
“What is the most effective method of teaching?” is that it depends on the goal, the student, the content, and the teacher. But the next best answer is

7. “Students teaching other students.”
“Students teaching other students.” —McKeachie, Pintrich, Lin, & Smith: Teaching and Learning in the College Classroom: A Review of the Research Literature.

8. A Well-Structured Knowledge Base
This doesn’t just mean presenting new material in an organized way Deep approaches, learning for understanding, are integrative processes. The more fully new concepts can be connected with students’ prior experience and existing knowledge, the more likely it is they will be impatient with inert facts and eager to achieve their own syntheses.

9. “Helping students to organize their knowledge is as important as the knowledge itself, since knowledge organization is likely to affect students’ intellectual performance.”
—Bransford, Brown, & Cocking
A diagram to organize information in a visual format that suggests relationships.
“Helping students to organize their knowledge is as important as the knowledge itself, since knowledge organization is likely to affect students’ intellectual performance.”
—Bransford, Brown, & Cocking, Eds. How People Learn: Brain, Mind, Experience, and School.

10. Sample
Examples

11. Two Sequenced Activities to Promote Deep Learning
Homework using a graphic organizer processed through an in-class jigsaw
Homework using a graphic organizer (a double entry journal) processed in class through pair work.
Three Sequenced Activities to Promote Deep Learning using graphic organizers

12. In-class or online JIGSAW based on a character trait graphic organizer completed as homework.
PRO-CON-CAVEAT GRID graphic organizer completed individually as homework and later as a team project. Teams compare their efforts.
DOUBLE-ENTRY JOURNAL graphic organizer completed as homework and compared within pairs. The sequence continues.

13. Evidence
Evidence
Character
Trait
Trait
Evidence
Evidence

14. A Different Format
For the Graphic
organizer

15. Charlotte’s
Web:
Charlotte
Wilbur
Fern
Templeton

16. Pro-Con-Caveat Grid Proposition: Instructors should use multiple teaching approaches in their classes, appealing to a variety of senses.
Pros
Cons
Caveats

17. Critical Review of Other Teams’ Work

18. 6. Evaluation 5. Synthesis Bloom’s Taxonomy of Educational Objectives
4. Analysis
3. Application
2. Comprehension
1. Knowledge

19. Double Entry Journal (condensed)
Critical Points
Response
"Learning Styles" have been over-emphasized in the research literature.
I would agree! I have never been comfortable with so many different typologies. I have taken courses in the Myers-Briggs instrument, 4-MAT, etc., and I have never understood the distinctions and values. Other than the truism that we should vary our teaching methods, the learning styles information has been of little practical value for me as a faculty developer and as a teacher.
Researchers examined a key question, "What does it take to be good at learning?"
A good question!
Metacognition--thinking about one's thinking--appears to lie at the heart of learning, and a predisposition toward it appears to be related to the learning environment rather than to learning styles.
No comment I'm eager to read further.
There are four general social orientations: academic, vocational, personal, and social.
Wow! As the author says, faculty resist such vocabulary. I resist more lists! How can "social" be part of the definition and part of the "stem"?

20. “Learning is defined as stabilizing, through repeated use, certain appropriate and desirable synapses in the brain”
—Leamnson, R. (2000).
“Learning is defined as stabilizing, through repeated use, certain appropriate and desirable synapses in the brain” p. 5 —Leamnson, R. (2000). Thinking about Teaching and Learning: Developing Habits of Learning with First Year College and University Students. Sterling, VA: Stylus Press.

21. The Keys to
Deep Learning

22. Structured Problem-Solving/Numbered Heads Together

23. Structured Problem Solving Activity

24. A Rapid Report-Out Method: Three Stay, One Stray

25. Work on Integrating your Course by
adding Learning Activities.
(Step 5 Worksheet)

26. Integrating the Course:
3-Column Table
Weekly Schedule
Teaching Strategy
String of Activities
Integrating the Course:
Goals
Assessments
String of Activities

27. Resources

30. Photo Attributions