WILUJENG SUMPING DEEP_LEARNING (Nu GerinK smakin Pe-N1NK)
DEEP LEARNING VS.
SURFACE LEARNING
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Deep learning |
Surface learning |
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The deeper the student’s approach to learning, the higher the
quality of the learning outcome |
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· Knowledge is constructed. o Learners learn by integrating new knowledge
with existing knowledge. o Mental models of reality change slowly. o (i) learners must face a situation in which
their mental models of reality will not work, i.e., it will not help them
explain or do something (expectation failure). o (ii) learners must care that it does not work
strongly enough to stop and grapple with the issue at hand. o (iii) learners must be able to handle the
emotional trauma that sometimes accompanies challenges to longstanding
beliefs. |
Knowledge is received. o Knowledge is transmitted from the teacher to
the student. Thus, knowledge is received. o Paulo Freire’s bank model. |
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· Search for meanings. o Meaning is
not imposed or transmitted by direct instruction. It is created by the
student’s learning activities. o The student approaches learning
with the intention to understand and seek meaning, and consequently, searches
for relationships among materials and interprets knowledge in light of
previous knowledge structures and experiences. · Student
learning activities o Deep learning and doing travel
together. Doing in itself is not enough. Faculty must connect activity to the
abstract conceptions that make sense of it, but passive mental postures lead
to superficial learning. |
Search for facts. |
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· Higher-order
cognitive skills. o Analyse,
synthesize, judge, evaluate, generalize, hypothesize, solve problems, relate,
and apply. |
· Lower-order
cognitive skills. o Memorization
and rote learning. |
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· Intrinsic
motivation. o We learn
best what we feel we need to know. o Intrinsic
motivation remains inextricably bound to some level of choice and control. o Motivation
should be a product of teaching. The art of good teaching is to communicate
the need to learn where it is initially lacking. |
· Extrinsic
motivation. o Motivation
is a product of good teaching, not its prerequisite. Students are not
unmotivated. They are not responding to the methods that work for other
students. o Students are prompted by the fear of failure
and the need to satisfy assessment requirements. |
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Approaches to learning arise from the students
perceptions of the teachers’ requirements. o Faculty
are instrumental in forming those perceptions because research indicates that
different forms of teaching are perceived differently by students, and thus
tend to elicit different approaches. o But teachers may not directly
produce conceptual change (learning) in students’ understanding of the world.
It is only what students do to achieve understanding that is important, not
what teachers do. |
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o An aligned
system of instruction: the objectives define what teachers should teach, how,
and how to know how well students have learned. o The
curriculum is stated in the form of clear objectives. The assessment tasks
address the objectives. The teaching methods must realize the objectives. o There is a
maximum consistency throughout the system. All components in the system
address the same agenda and support each other. o Students
are heavily influenced by the hidden curriculum. They look for clues and use
these to drive their study effort. o Very
little of out-of-class student learning is unrelated to assessment. o For many
students, assessment defines the actual curriculum. |
· Unaligned courses o Constructive
alignment is part of teachers’ rhetoric, but it remains aloof from practice. o Our universities are predominantly
unaligned. |
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· Metacognition o Metacognition
means thinking about thinking. It refers to thinking which involves active
control over the cognitive processes engaged in learning. o We need to
help students to see the purposes of the work they have to do, to consider
strategies, and to monitor their success. |
· Emphasis on summative evaluations: study for
exams. o A
threatening and anxiety provoking assessment system. o The
pressure on teachers to evaluate –and to give low grades- and the pressure on
students to earn high grades lead teachers to teach for evaluation and
students to teach for grades. o The game becomes a matter of
dealing with the test, not with engaging the TLA deeply. |
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· Discovery o It
represents genuine learning by the student. o It entails
the idea that knowledge acquisition is an ongoing process, with ever changing
results, plenty of uncertainties, and real staying power. o It happens
in the brain of the learner, which is stimulated to search, store, and solve
by challenging questions and opportunities to explore them in depth. o Making
mistakes and correcting them are integral parts of the learning process. o Discovery is unique and memorable. |
· Coverage o It
reflects knowledge and skills of the teacher. o Knowledge
is considered a thing -with no loose ends, mistakes, or mysteries- that can
be deposited in the minds of students, generally via lectures. o Learning
is reduced to storing as much information as possible, regurgitating it on
the exam, and then dumping it when no longer needed. o The need
to cover is the most common excuse teachers give when they find themselves
speeding up the pace of delivery beyond the capacity of students to keep up. o An
excessive amount of material in the curriculum. An excessive amount of course
material. A lack of opportunity to pursue subjects in depth. o Relatively high class contact
hours. |
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· Focus on
what the student does (John Bigg’s level 3 of teaching competence. o The focus
is on bringing about conceptual change in students’ understanding of the
world. o It is what
students do to achieve understanding that is important, not what teachers do. o The
teacher’s fundamental task is to get students to engage in learning
activities that are likely to result in their achieving high quality learning
outcomes. |
· Focus on what the teacher does. Bigg’s
level 2 of teaching competence. o The
responsibility rests on what the teacher does. o It is a
transmission process. o Teachers
try to get across complex understandings. o Teaching
is seen as a bag of competencies. Teachers work on an armoury of teaching
skills to be effective. o The more competencies a teacher
has, the better a teacher he/she is. Administrators usually
hold this perspective, also known, as blame the teacher, because it provides
a convenient rationale for making personnel decisions. |
JOHN BIGG’s 3 P MODEL OF STUDENT LEARNING
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Presage (context) |
Process |
Product (learning outcomes) |
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Personal
characteristics of students Learning environment
(course and institutional context |
Perception of learning
environment Motives for studying a
particular course Strategies: Learning approach: deep or surface |
Objective (exams) and subjective
(satisfaction) measures of performance |
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