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Most of the classroom learning is hidden, as the facilitator of learning, we want to know... Are students with us? Do they know where they are going? Do they know where they are now in their learning? Do they know their next steps? When students are included in deciding the answers to these questions, they are clear on their path, much like a learning GPS. We can ensure students have a quality learning experience with the equal facilitation of surface learning, deep learning, and the transfer of learning.
Surface
Surface
Surface learning is important. It gives us the information we need to make meaning. This is where direct instruction is helpful in providing and receiving the necessary information. When students engage in surface learning they are discovering the what and how of a topic.
Questions you may see in surface learning:
Does your answer meet the success criteria?
What is the correct answer?
How can you elaborate on the answer?
What did you do well?
Where did you go wrong?
Deep
Deep
Deep learning is uncomfortable, we get it. However, quality learning happens here the most. Deep learning is when we wrestle and contemplate information we have learned and make sense of it through tension and conversation. Deep learning happens through collaborative conversations and feedback, this is where we learn most. When students engage in deep learning they are discovering the why of a topic. As the facilitator of learning, we can use discussion protocols to ensure the level of conversation among groups and students is of quality. Click the link below for our recommended discussion protocols aligned with the design thinking process.
Transfer
Transfer
Transfer learning is when we apply deep learning and surface learning to another context or situation. When students engage in transfer learning, they discover the when, where. should and who of a topic.
Questions you may see in transfer learning:
What might you do next time?
How can you improve this work?
How can you evaluate the information provided?
How can you reflect on your own learning?
Co-construction
Co-construction
The co-construction process helps students to establish their learning GPS. This process allows learning experience designers to work with students to determine what they are learning, why they are learning it and what they need to know to get there. To see some suggested co-construction strategies, check out the link below.
Accountable Turn and Talk
Accountable Turn and Talk
As learning experience designers, we often ask our students to discuss a topic or their ideas around a topic. Sometimes, those conversations are common and do not require students to use academic vocabulary or connect the ideas to the world around them. With the use of the protocols linked below, we can enhance the quality of students discussions allowing them to relate ideas to and among each other. It also helps us see student learning in a visible way, helping us to understand where students are.
Evaluating Surface, Deep and Transfer Learning
Evaluating Surface, Deep and Transfer Learning
When listening to students, it can be tricky to know which phase of learning they are in. We recommend using the tool below to help you identify what the students are doing and which learning phase they are in.
Design Thinking Process
Design Thinking Process
Every iINNOVATE unit moves through the design thinking process. This process helps students to think through complex ideas and brainstorm potential solutions for problems. Design thinking encourages students to collaborate, communicate and give feedback on a deeper level. Click the link below to discover more about the design thinking process.
Resources
Resources
McDowell, Michael. (2021). The Busy Teacher. FIRST Educational Resources
McDowell, M., Hattie, J., & Boss, S. (2017). Rigorous PBL by Design: Three shifts for developing confident and competent learners. Corwin, a SAGE Publishing Company.
McDowell, M. (2018). The Lead Learner: Improving clarity, coherence, and capacity for all. Corwin.
Project Zero's Thinking Routine Toolbox. PZ's Thinking Routines Toolbox | Project Zero. (n.d.). Retrieved February 16, 2023, from http://www.pz.harvard.edu/thinking-routines
Edutopia. (2018, September 19). Design Thinking: A Problem Solving Framework. September 19, 2018. Retrieved February 16, 2023, from https://www.edutopia.org/video/design-thinking-problem-solving-framework/
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