1. Concepts from Cognitive Psychology Levels of Processing: deep, surface, strategic Levels of Processing: deep, surface, strategic The deep approach is associated with: The deep approach is associated with: –intention of understanding what is to be learned –intrinsic motivation (interest in subject) The surface approach is associated with: The surface approach is associated with: –reproducing what teachers desire –instrumental motivation or fear of failure –concerned primarily with memorization, not understanding The strategic approach is associated with: The strategic approach is associated with: –a combination of deep and surface strategies –a desire for highest possible grades –competitive form of motivation (need for achievement)

2. The Deep Approach Focuses on “what is of significance” (i.e. teacher’s argument or the concepts applied to solving a problem). Focuses on “what is of significance” (i.e. teacher’s argument or the concepts applied to solving a problem). Relates previous knowledge to new knowledge. Relates previous knowledge to new knowledge. Relates knowledge from different courses. Relates knowledge from different courses. Relates theoretical ideas to everyday experiences. Relates theoretical ideas to everyday experiences. Relates and distinguish evidence and argument. Relates and distinguish evidence and argument. Organizes and structures content into a coherent whole. Organizes and structures content into a coherent whole.

3. The Surface Approach Focuses “on the signs” (i.e. words and sentences of the text, or unthinkingly on the formula needed to solve a problem). Focuses “on the signs” (i.e. words and sentences of the text, or unthinkingly on the formula needed to solve a problem). Focuses on unrelated parts of the task. Focuses on unrelated parts of the task. Memorizes information for assessments. Memorizes information for assessments. Associates facts and concepts unreflectively. Associates facts and concepts unreflectively. Fails to distinguish principles from examples. Fails to distinguish principles from examples. Treats the task as an external imposition. Treats the task as an external imposition.

4. Deep or Surface Approach? “I suppose I’m trying to imagine what the experiment is talking about, in a physical sense, sort of get a picture of what it’s about. This one says an ultraviolet lamp emits one watt of power; it says calculate the energy falling on a square centimeter per second. I’m just thinking of the light and the way it spreads out, so therefore I know it’s the inverse-square law.” “I suppose I’m trying to imagine what the experiment is talking about, in a physical sense, sort of get a picture of what it’s about. This one says an ultraviolet lamp emits one watt of power; it says calculate the energy falling on a square centimeter per second. I’m just thinking of the light and the way it spreads out, so therefore I know it’s the inverse-square law.”

5. Deep or Surface Approach? “You have got to go into the exam with as many formulae as possible. So you learn those parrot-fashion. And approaches to the way you work out problems, techniques involved in math, you know. I seem to remember these just sort of one day or two.” “You have got to go into the exam with as many formulae as possible. So you learn those parrot-fashion. And approaches to the way you work out problems, techniques involved in math, you know. I seem to remember these just sort of one day or two.”

6. Promoting Deep Approaches emphasizing concepts over isolated facts emphasizing concepts over isolated facts essay questions essay questions problem solving problem solving project reports project reports alternative/authentic assessments alternative/authentic assessments no study guides no study guides depth of coverage over breadth depth of coverage over breadth clear explanations and challenging ideas clear explanations and challenging ideas deal with relevant and interestingilize cooperative learning deal with relevant and interestingilize cooperative learning high teacher expectations high teacher expectations

7. Promoting Surface Approaches using factually oriented short-answer or mutliple-choice questions using factually oriented short-answer or mutliple-choice questions providing detailed study guides providing detailed study guides breadth of coverage over depth breadth of coverage over depth “spoon feeding” students “spoon feeding” students teaching to the test (IGAP for instance) teaching to the test (IGAP for instance) low teacher expectations low teacher expectations

8. Deep or Surface Approach How will you teach? What effects will your teaching have?

9. Based on the following: Entwistle, N. (1992). Student Learning and Study Strategies. In B. Clark & G. Neave (Eds.), The Encyclopedia of Higher Education, 3, New York: Pergamon Press. Entwistle, N. (1992). Student Learning and Study Strategies. In B. Clark & G. Neave (Eds.), The Encyclopedia of Higher Education, 3, New York: Pergamon Press. Ramsden, P. (1992). Learning to Teach in Higher Education. New York: Routledge. Ramsden, P. (1992). Learning to Teach in Higher Education. New York: Routledge.