March 16, 2015

Using Context to Deepen and Lengthen Learning

By:

Nearly every teacher has experienced students forgetting something important. This forgetfulness comes in various forms. It might involve not following instructions for an assignment, missing a due date, forgetting important details on a test, or even forgetting to take the test itself. Whatever the memory infraction, there are usually good reasons why students forget. Gratefully, there are a few simple ways teachers can build context to help students achieve deeper and longer lasting learning.


class discussion January 12, 2015

Using Fundamental Concepts and Essential Questions to Promote Critical Thinking

By:

Could your students identify the most important concepts in your discipline? Do they leave your class understanding these most fundamental concepts, including the ability to reason using these concepts to answer essential questions? Do your students become critical thinkers who connect concepts and practices in your course with other courses? With their future professional lives?


deep learning July 28, 2014

Learning on the Edge: Classroom Activities to Promote Deep Learning

By:

The explosion of educational technologies in the past decade or so has led everyone to wonder whether the landscape of higher education teaching and learning will be razed and reconstructed in some new formation. But whatever changes might occur to the learning environments we construct for our students, the fundamental principles according to which human beings learn complex new skills and information will not likely undergo a massive transformation anytime soon. Fortunately, we seem to be in the midst of a flowering of new research and ideas from the learning sciences that can help ensure that whatever type of approach we take to the classroom—from traditional lecture to flipped classes—can help maximize student learning in our courses.


March 19, 2014

Four Lessons about Learning Discovered on a Chairlift

By:

Chemistry professor Steven M. Wright has written a one-page essay about his niece, Julia, learning how to downhill ski. She was ready for her first ride on the chairlift and Wright was helping her. He’s a professor so he covered the topic in a well-organized, easy-to-understand way. It was a short, five minute lecture that ended with a repeat of the main point, “keep your ski tips up when you get on the lift.”


April 17, 2013

Helping Students Discuss Technical Content

By:

“What did you think about the reading?” can serve as an acceptable discussion prompt if your class is reading a novel, but a question like that doesn’t generate much response when the assigned chapter is in an engineering mechanics book or a principles of accounting text. For those who teach “technical content” — and by that I mean material with “right” answers and preferred ways of doing things, like problems with specific solutions or checklists of procedures — it can be doubly difficult to get students talking.


March 5, 2013

Test Review Sessions: A Better Design

By:

Terence Favero begins where many teachers are with respect to review sessions. Students request them. Teachers don’t like to give up class time to essentially go over material they’ve already covered. It’s difficult to find a time that works for everyone—students don’t want to come in early, and professors don’t want to review at bedtime. Then there’s the issue of who shows up for the review session. Usually, it’s not the students who most need to be there. And finally, there’s how review sessions are generally structured. Students ask questions, which the professor answers, while the students take notes. Favero notes, “Rarely does this approach lead to deep learning or prepare students for an exam.” (p. 247)


November 19, 2012

Deep Learning vs. Surface Learning: Getting Students to Understand the Difference

By:

Sometimes our understanding of deep learning isn’t all that deep. Typically, it’s defined by what it is not. It’s not memorizing only to forget and it’s not reciting or regurgitating what really isn’t understood and can’t be applied. The essence of deep learning is understanding—true knowing. That’s a good start but it doesn’t do much to help students see the difference between deep and surface learning or to help persuade them that one is preferable to the other.


May 26, 2011

Deep and Surface Learning: Revisiting What Educational Research Tells Us

By:

Deep and surface learning are terms familiar to most faculty. What is known by most is that these terms describe two different approaches to learning. Beyond that, most faculty knowledge is sketchy, although there has been quite a bit of educational research on the topic. I’ve been reviewing this seminal research—it is interesting and worth a revisit so that we might “deepen” our knowledge of what’s involved.



August 30, 2010

Technology Hasn’t Helped Students' Study Skills, Research Finds

By:

In the space of one generation, college students have gone from studying with highlighters and wire notebooks to laptops, netbooks and, now, iPads.

But despite the prevalence of technology on campuses, a new study indicates that computers alone can’t keep students from falling into their same weak study habits from their ink-and-paper days.