We talk an awful lot in education about the daily schedule, educational technology, and the like. Unfortunately, we do not talk nearly enough about one simple topic - LEARNING. One key aspect of learning is ensuring that we have a working model of how learning takes place. In addition to the ground-breaking work conducted by Professor John Hattie in the Visible Learning Series, Professor Hattie and his colleagues have also spent quite a bit of time on discovering how to promote better learning. In their findings, the researchers have found that there are three basic categories of knowing: Surface, Deep, and Transfer. We must develop surface level understanding before we are capable of learning concepts and skills on a Deeper level. The end game of learning then in many cases is to develop the ability to Transfer what we have learned in various contexts to something new or unknown.
It turns out that the strategies that we use in these three phases are critically important. Some strategies work better when we are acquiring Surface level knowledge and some better when cementing Deeper level knowledge. Depending on the current status of a student in the learning cycle, it would appear that all strategies for learning are not created equal.
(Hattie & Donoghue, 10 Aug 2016)
It turns out that the strategies that we use in these three phases are critically important. Some strategies work better when we are acquiring Surface level knowledge and some better when cementing Deeper level knowledge. Depending on the current status of a student in the learning cycle, it would appear that all strategies for learning are not created equal.
(Hattie & Donoghue, 10 Aug 2016)
Strategies for Acquiring Surface Level Learning:
Record Keeping
Summarization
Underlining and Highlighting
Note-Taking
Mnemonics
Outlining and Transferring
Organizing Notes
Training Working Memory
Imagery
Record Keeping
Summarization
Underlining and Highlighting
Note-Taking
Mnemonics
Outlining and Transferring
Organizing Notes
Training Working Memory
Imagery
Strategies for Consolidating Surface Level Learning:
Practice Testing
Speed vs. Massed Practice
Teaching Test Taking
Interleaved Practice
Rehearsal
Maximizing Effort
Help Seeking
Time on Task
Reviewing Records
Learning How to Receive Feedback
Deliberate Practice
Practice Testing
Speed vs. Massed Practice
Teaching Test Taking
Interleaved Practice
Rehearsal
Maximizing Effort
Help Seeking
Time on Task
Reviewing Records
Learning How to Receive Feedback
Deliberate Practice
Strategies for Acquiring Deep Level Learning:
Elaboration and Organization
Strategy Monitoring
Concept Mapping
Metacognitive Strategies
Self Regulation
Elaborative Interrogation
Elaboration and Organization
Strategy Monitoring
Concept Mapping
Metacognitive Strategies
Self Regulation
Elaborative Interrogation
Strategies for Consolidating Deep Level Learning:
Self-talk
Self-questioning
Self-monitoring
Self-explanation
Self-verbalizing the Steps in a Problem
Seeking Help from Peers/Peer Tutoring
Collaborative Learning (Jig-saw)
Evaluation and Reflection
Problem Solving
Critical Thinking
Self-talk
Self-questioning
Self-monitoring
Self-explanation
Self-verbalizing the Steps in a Problem
Seeking Help from Peers/Peer Tutoring
Collaborative Learning (Jig-saw)
Evaluation and Reflection
Problem Solving
Critical Thinking
