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Dr. Linda Bui @Lindambui
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Learning about surface vs deep learners. @lsu Teaching Colloquium. Thinking about implications and applications of learned information.
Learner needs to regard info as important, intriguing, or beautiful. Then deep learning occurs. Learner needs to be in charge of the question. But, few students will not take a deep approach to learning.
Students are conditioned to take a surface approach to learning. School is the biggest place that conditions surface learning. #KenBains #learning #whatTheBestCollegeTeachersDo
Grades lead to surface or strategic learning. How do grades dismissing deep learning? Our system wants to rank students instead of train students. Students are taught the grade will be there forever but not the learning. Motivation: intrinsic vs extrinsic.
Deep interest: rewards vs no rewards. What happens with the intrinsic motivation when extrinsic motivation is increased? Humans aren’t rats in a maze. Extrinsic motivation (grades) causes intrinsic motivation goes down. Subject feels the loss of locus of control.
Subject feels manipulated. Loses deep interest so won’t take a deep approach. This is strongly conditioned.
Find the “five-year-old” in each student in your course. Make them curious. Increase intrinsic motivation.
From the beginning, we have built models or paradigms on how the world works. Then we used them. I teach my students how to construct their own learning. Bains says our previously constructed mental models help us understand new info. Novice vs experienced novice learning.
This is a challenge for deep learning because we want our students to build new models of reality and question their existing models of reality.
Does my course change the way students think about...[enter the subject of your course]?
How do you challenge your “strategic learners” to change their thinking?
We have to put our students in a situation where their existing models/paradigms will not work. And, you have to get them to care. How do you get the students to confront an expectation failure about which they will care? First, recognize the mental model they bring.
First, cultivate a growth mindset vs a frozen or fixed mindset. “I haven’t learned xxxxxx yet.”
Person-oriented feedback fosters a frozen mindset whereas task-oriented feedback fosters growth mindset. This requires formative assessment to create moments of growth.
Create an invitational syllabus that invites the students and lets the students know they can do it.
One specific thing is making sure your students feel safe to fail. (Formative assessment).
Use “We are going to think about...” Get the students involved in the questions discussed.
Determine what the students need to do to accept the invitation. These are the *requirements* but not framed that way.
How will you and I come to understand your progress in learning? This is grading. Help the students evaluate their own learning.
Questions: what does the grade represent? What will students be able to do emotionally, personally, & professionally as a result of your class? Does the grade represent where the students are at the end or a compilation of where they have been? This has huge implications.
Does the grade represent where they are in reference to a standard, each other, or themselves? Curve? Standard? Or improvement?
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