Surface Learning

Sites for other sessions

Speed Dating with Visible Learning

Teacher Credibility/Relationships

Teacher Clarity/Expectations

Deep Learning

Transfer Learning

Learning from What Doesn't Work

Reading - Surface Learning

Videos

Video 2.1 Direct Instruction: Punctuating Dialogue

Video 2.2 Surface, Deep, and Transfer Learning

Video 2.3 Having Successful Collaborative Conversations

Marzano Connections

DQ2: Helping students interact with new knowledge (Elements 6-13)

DQ5: Engaging students (Elements 24-32)

1. The phrase "surface learning" holds a negative connotation for many people. p. 36

2. "You need surface learning to be able to relate, extend and think deeply. It is a matter of proportion - when you first are learning something, you need more surface learning; as you get more surface knowledge, you move to deep learning."

Practices to Facilitate Surface Learning

• • Leveraging prior knowledge (0.67)

  • Phonics instruction (0.54)

  • Vocabulary techniques (0.67)

  • Reading comprehension in context (0.60)

  • Wide reading on the topic under study (0.42)

  • Repeated reading (0.67)

Specific strategies to target surface learning:

Activating prior knowledge:

• Book Mush/Text sets

• Anticipation Guides

Phonics instruction:

• Morphology instruction - roots/affixes, Inside-Out Routine

• Syllable patterns

• Word sorts - closed, open

• Studying patterns - modeling word solving

Vocabulary

• Morphology instruction - roots/affixes, Inside-Out Routine

• Semantic maps/Freyer Models

• Word and concept sorts - closed, open

• Wide reading

Comprehension

• Pause and share

• Annotating text

• RAFT (Role-Audience-Format-Topic)

Guide

1. Depending on the order that teachers experience the surface, deep and transfer learning sessions, introduce or review the first three slides/images.

2. Read quote #1. Agree, disagree?

3. The goal for surface learning is to expose and embed knowledge and skills. It's characterized by building fast thinking and automaticity.

4. Read quote #2, note practices that facilitate surface learning and view images.

5. Distribute the article; provide 10 minutes for reading. (You may want to divide into groups with each group reading a part of the article and then provide a BRIEF summary of the main points for the other group.)

6. Divide into groups of 2-4. A Picture of Knowledge - Distribute white paper and fold into four parts. Draw a square, triangle, circle, question mark.

Below are resources I am sharing from the MDOE Summer Literacy Institute. Enjoy!