Educator Reflection 2
Deep learning reflects the desire of the learner. First, the desire to gain new knowledge must be instilled within the learner, and then instruction can begin. Deep learning encompasses students seeking out understanding and faculty guiding the student in creating new meaning (Billings & Halstead, 2012). Learner objectives must reflect this as well.
As a faculty person, how topics will be explored and given practical meaning is important. This needs to be examined by faculty and how students learn must be assessed. Strategies used by faculty either create a learning environment that supports deep learning or that does the exact opposite and supports surface learning instead (Wittmann-Price & Godshall, 2009). Several strategies to encourage student deep learning are available for utilization by faculty. Strategies that use classroom time efficiently, are easily implemented, and promote conceptual learning are the most desired (Wittmann-Price & Godshall, 2009).
Deep learning teaching strategies must match up with deep learning objectives. Objectives show the desired outcome that faculty place on students. In order for deep learning to occur, the objectives need to be such that active teaching strategies can be utilized. Evaluation tools to test the completion of learner objectives need to be based on deep learning techniques in order to have the desired outcome (Wittmann-Price & Godshall, 2009). If evaluation tools are based on surface learning techniques and instruction for memorization, then deep learning will not be promoted and will not occur (Wittmann-Price & Godshall, 2009). From beginning to end, an entire course must reflect the desired outcome. Objectives, teaching strategies, classroom time, and evaluation techniques must all reflect the faculty’s focus of deep learning.
As a faculty person, how topics will be explored and given practical meaning is important. This needs to be examined by faculty and how students learn must be assessed. Strategies used by faculty either create a learning environment that supports deep learning or that does the exact opposite and supports surface learning instead (Wittmann-Price & Godshall, 2009). Several strategies to encourage student deep learning are available for utilization by faculty. Strategies that use classroom time efficiently, are easily implemented, and promote conceptual learning are the most desired (Wittmann-Price & Godshall, 2009).
Deep learning teaching strategies must match up with deep learning objectives. Objectives show the desired outcome that faculty place on students. In order for deep learning to occur, the objectives need to be such that active teaching strategies can be utilized. Evaluation tools to test the completion of learner objectives need to be based on deep learning techniques in order to have the desired outcome (Wittmann-Price & Godshall, 2009). If evaluation tools are based on surface learning techniques and instruction for memorization, then deep learning will not be promoted and will not occur (Wittmann-Price & Godshall, 2009). From beginning to end, an entire course must reflect the desired outcome. Objectives, teaching strategies, classroom time, and evaluation techniques must all reflect the faculty’s focus of deep learning.