Deep and Surface Approaches to Learning | Higher Education Academy Engineering Subject Centre Approaches to learning describe what students do when they go about learning and why they do it. The basic distinction is between a deep approach to learning, where students are aiming towards understanding, and a surface approach to learning, where they are aiming to reproduce material in a test or exam rather than actually understand it. This theory is explored further in Tool 3 of education theories on learning by Jenni Case (2008). Introduction The concept of preferences to different individual learning styles was introduced in an accompanying document. Deep and Surface Approaches Deep and surface approaches to learning are words that most academics will have heard. Simply stated, deep learning involves the critical analysis of new ideas, linking them to already known concepts and principles, and leads to understanding and long-term retention of concepts so that they can be used for problem solving in unfamiliar contexts. Designing for Deep Learning Putting theory into practice Source
Experiential Learning in The Classroom Infographic Other Infographics Experiential Learning in The Classroom Infographic Experiential Learning in The Classroom Infographic Experiential learning is the process of making meaning from direct experience, i.e., “learning from experience.” Kolb’s Experiential Learning Theory Model Expanding on earlier work by John Dewey and Kurt Levin, David Kolb’s experiential learning theory features a four-stage cyclical theory of learning. Benefits of Experiential Education Experiential education promotes positive attitudes towards learning: 10 of 14 students who have been taught using the experiential education method express significantly more positive general attitudes towards their learning experiences. Technology and Experiential Learning Technology is a highly effective teaching tool for experiential learning. Read also: 8 Reasons Why Experiential Learning Is The Future Of Learning Via: realityworks.com Embed This Education Infographic on your Site or Blog!
Learning styles and teaching Learning styles and teaching Submitted by admin on 8 September, 2010 - 10:52 Your students will be more successful if you match your teaching style to their learning styles. What is a learning style? Where do learning styles come from? Why should teachers know about learning styles? What is a learning style? Where do learning styles come from? Why should teachers know about learning styles? Students learn better and more quickly if the teaching methods used match their preferred learning styles. What types of learning styles are there? The four modalities (originates from the work of Dr's Bandler, R. and Grinder, J. in the Field of Neuro-Linguistic Programming) Students may prefer a visual (seeing), auditory (hearing), kinaesthetic (moving) or tactile (touching) way of learning. Field-independent vs. What teaching methods and activities suit different learning styles? The Four Modalities Visual Use many visuals in the classroom. Printer-friendly version
Using differentiation in mixed-ability classes 'Differentiation' is a term that you will no doubt have encountered during your training. However, really understanding the term, and effectively putting it into practice, can be one of the greatest challenges in the NQT year. "Differentiation a big issue for NQTs, mainly because they try to differentiate everything all the time and swamp themselves with too much," says Kate Aspin, senior lecturer in education at Huddersfield University. According to the Training and Development Agency for Schools, 'differentiation' is the process by which differences between pupils are accommodated so that all students have the best possible chance of learning. There are three categories of differentiation Ideally, you should be using all three types of differentiation to accommodate the different learning styles in the classroom. Kate advises new teachers not to rely on differentiation by outcome. A practical approach to differentiation Take a practical and realistic approach to differentiation.
Introduction to learning styles Summary This article was inspired by the recent discussion on the ILT Champions? Discussion Group. What are Learning Styles and do they matter? People have preferences about how they like to learn which is called their learning style. David Kolb: Experiential Learning David Kolb is one of the leading researchers in learning strategies and learning processes. The first stage is concrete experience where a student has active experience of learning something first hand. Source: Kolb, D. (1984) Experiential learning : experience as the source of learning and development. Honey and Mumford? Peter Honey and Alan Mumford have identified four main learning style preferences. Activist Reflector Theorist Pragmatist Activists: Activists like to be involved in new experiences and are enthusiastic about new ideas. Activists learn best when: Activists learn less when: Reflectors: Reflectors like to view the situation from different perspectives. Reflectors learn best when: Reflectors learn less when: Theorists:
Helping Students Embrace Deep Learning By Laura L. B. Border, University of Colorado at Boulder Teachers are more comfortable in the classroom when they can use multiple methods; students learn in depth when they are stretched beyond their comfort zones. Just as a video recorder catches a teacher’s classroom behaviors on film, a learning styles inventory captures the intangible and invisible aspects of what a teacher believes (and enacts) about learning. Understanding the impact your own learning style has on your teaching helps you respond to the students of today—and tomorrow. Interestingly, there seems to be some confusion in the literature about what “learning styles” really are. Kolb describes an “experiential learning” cycle, starting with concrete experience (CE), working through reflective observation (RO), abstract conceptualization (AC), and ending with active experimentation (AE). The Kolb Learning Styles Index gives teachers a useable guideline to ascertain if they have covered all aspects of a particular topic.
Bloom's taxonomy "Taxonomy” simply means “classification”, so the well-known taxonomy of learning objectives is an attempt (within the behavioural paradigm) to classify forms and levels of learning. It identifies three “domains” of learning (see below), each of which is organised as a series of levels or pre-requisites. It is suggested that one cannot effectively — or ought not try to — address higher levels until those below them have been covered (it is thus effectively serial in structure). As well as providing a basic sequential model for dealing with topics in the curriculum, it also suggests a way of categorising levels of learning, in terms of the expected ceiling for a given programme. Thus in the Cognitive domain, training for technicians may cover knowledge, comprehension and application, but not concern itself with analysis and above, whereas full professional training may be expected to include this and synthesis and evaluation as well. Yet more Notes arising from comments:
Curriculum theory and practice Curriculum theory and practice.The organization of schooling and further education has long been associated with the idea of a curriculum. But what actually is curriculum, and how might it be conceptualized? We explore curriculum theory and practice and its relation to informal education. Contents: introduction · curriculum as transmission · curriculum as product · curriculum as process · curriculum as praxis · curriculum and context · curriculum and informal education · further reading · links · how to cite this article The idea of curriculum is hardly new – but the way we understand and theorize it has altered over the years – and there remains considerable dispute as to meaning. Learning is planned and guided. The definition refers to schooling. In what follows we are going to look at four ways of approaching curriculum theory and practice: 1. Curriculum as a syllabus to be transmitted Many people still equate a curriculum with a syllabus. Curriculum as product 1. 2. 3. 4. Conclusion
Deeper Learning: Hewlett Foundation Rahil Maharaj explains that attending Impact Academy, an Envision school in Hayward, California, has given him the inspiration and confidence to work hard and apply to college. Watch the video >> 0 To succeed in the future, students will need to know how to analyze, collaborate, and innovate. But our education system isn’t as effective at preparing them as it could be. Watch the video >> 0 “In order to prepare young people to do the jobs computers cannot do we must re-focus our education system around one objective: giving students the foundational skills in problem-solving and communication that computers don’t have.” – Frank Levy and Richard J. Murnane, “Dancing with Robots”. Learn more >> 0 Tiana Alba-Lanzerin prepares to present her graduation portfolio at an Envision high school in San Francisco, California. “I provide students with the opportunity to ask the questions, to become captains of their own learning.” What is deeper learning? Learn more >> Learn more >>
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