Creating Environments to Foster
Deep Learning
Patricia Underwood, PhD,RN,FAAN
10/1/2010
• Handouts may be found at:
http://fpb.case.edu/Faculty/Underwood.shtm
• Objectives:
.
– Describe Learning Paradigm & Constructivist
approaches in fostering deep learning
– Discuss implications of research on brain function
& effective teaching for enhancing deep learning
– Discuss potential strategies to foster deep learning
Carnegie Report
• Challenges us to transform nursing education
.
• To
appreciate & prepare for the complexity of
practice
• To stop simply giving information about X but
rather to coach students in developing the
means to think about X enhancing
connections between acquiring & using
knowledge (p. 89)
What is deep learning?
Deep Learning:
• Oriented to deriving
.
meaning (probing,
exploring, considering
new applications)
• Translation to new
situations, integration,
synthesis, reflection
Surface Learning:
• Reproducing, rote
memorization
Achievement Learning:
• Strategic
• Doing just what is
needed for a grade
(often surface, some
deep)
How can we promote deep
learning?
.
Through
the orientation teachers bring
to the learning situation:
Use of a Learning vs a Teaching
paradigm
Barr & Tagg (1995)
Teaching Paradigm
.
• Focus
on means
• Students passive recipients
• Teacher is expert conveyer
of knowledge
• Strategies: lecture
Learning Paradigm
• Focus on outcomes
• Students co-creators of
knowledge
• Teacher is coach &
facilitator
• Strategies: create
meaningful experiences,
active, reflection
How can we promote deep
learning?
.
• Use
of theoretical approaches that foster
development of new knowledge and
integration:
– Constructivism
– Kolb’s Experiential Learning Theory
Constructivism
• Constructivist approach to learning is
.
consistent
with the Learning Paradigm
• Backwards planning: Outcomes first
• Ask: How can I create an environment in
which students can achieve the desired
outcome?
Question 1
.
• What
is one way in which the application of
the Learning Paradigm and/or a Constructivist
approach might promote learning for your
students?
Kolb’s Experiential Learning Theory
How can we promote deep
learning?
Reflect on
research on the
brain & implications
for education
Zull’s articulation of brain function to Kolb’s
Theory of Experiential Learning
Knowledge of brain function:
• Back & front cortex “talk to each other”
.
• Data
are received and organized through
reflection in the back cortex. Transformation
only occurs when the data are converted to
ideas, plans & actions in the front part of the
cortex.
• A balance in stimulating back & front cortex is
encouraged
Pressures according to Zull
Emphasis on back cortex
.
• Information
is valued
• Students pressured to
acquire data; teach to
NCLEX
• Teachers pressured to know
the facts
• Imbalance leads to feeling
overwhelmed
Emphasis on front cortex
• Pressure to use new and
active ways of teaching;
engage students through
play
• Danger: making the
classroom a playroom &
trivializing learning
Question 2
.
• Give one example of how you might apply
Zull’s research to your teaching?
Research on
the most
effective teachers
(Bain, 2004)
What the best college teachers do
• N = 63 qualitative narrative history design
• Questions:
– What learning objectives do you have?
– How do you foster achievement?
– What is your evidence of students’ successes?
– What evidence do you have that your methods
contribute significantly to students’ learning?
The most effective teachers:
• Approach teaching as an intellectual endeavor
• Begin preparation with questions about
student learning objectives
• Expect more of their students
• Emphasize objectives that embody the
thinking & acting that is expected for life
(consistent with Carnegie Report challenge)
Teaching strategies:
• Create natural critical learning
.
environments
• Confront important problems
• Challenge students to rethink
assumptions & mental models of reality
• Provide challenge with support
Teaching strategies:
• Provide
learners
with
a
sense
of
control
.
• Encourage collaboration
• Provide fair, honest feedback as soon as
possible and prior to any summative
judgment
Question 3
.
• What one thing will you do based on Bain’s
research that you are not currently doing?
Effective teaching strategy
• Planned considering desired learning
.
outcomes
• Uses teacher as facilitator
• Incorporates full ELT cycle
• Promotes full brain activity
• Maximizes neural development
Carnegie Report encourages:
• Scaffolding classes around patient &
.
population
based care (use unfolding case
studies, teaching narrative structures for
making a case, simulation exercises & patient
interviews in the classroom, & other strategies
to allow for a dramatic rehearsal of patient
care).
Exercise
Identify a focal group of students:
1. Identify
one potential learning strategy to foster
.
deep learning among your students that you would
like to try
2. Share with the person next to you & briefly (5 min.)
discuss what might be the challenges of that
strategy?
Share examples with the larger group
Resources:
• Bain, K. (2004). What the best college teachers do.
Cambridge,
MA.: Harvard University Press.
.
• Barr, R.B. & Tagg, J. (1995). From teaching to
learning. Change,
• Benner, P., Sutphen, M., Leonard, V., & Day, L. (2009).
Educating nurses: A call for radical transformation.
• Felder, RM & Brent, R. (2005). Understanding student
differences. Journal of Engineering Education, 94, 5772.
Resources:
• Zull, J. (2002 ). The art of changing the brain.
.
Sterling,
VA: Stylus Publishing