Sometimes our understanding of deep learning isn’t all that deep. Typically, it’s defined by what it is not. It’s not memorizing only to forget and it’s not reciting or regurgitating what really isn’t understood and can’t be applied. The essence of deep learning is understanding—true
Are your students too answer oriented? Are they pretty much convinced that there’s a right answer to every question asked in class? When preparing for exams, do they focus on memorizing answers, often without thinking about the questions?
To cultivate interest in questions, consider having
There’s no hidden agenda here: Asking the question of what makes learning difficult doesn’t imply that the objective is to make the content easy. Material can be so watered down that its basic integrity is compromised. In the same vein, there’s no justification for making
Metacognition can be a word that gets in the way of students’ understanding that this “thinking about thinking” is really about their awareness of themselves as learners. Most students don’t spend much time thinking about learning generally or how they learn specifically. In order to
Teachers have much to teach these days. There’s the standard content knowledge students need to take from their courses, all the while the amount of new information in all our fields continues to grow exponentially. Next, there are all those essential intellectual skills like critical
The pedagogical periodical Teaching Theology and Religion has a unique section. In fact, many of the discipline-based periodicals on teaching and learning have interesting and relevant features, which is one of the reasons why I continue to bemoan the positioning of so much of our
With easy access to all sorts of technology, students multitask. So do lots of us, for that matter. But students are way too convinced that multitasking is a great way to work. They think they can do two or three tasks simultaneously and not compromise
There’s not much pedagogical literature on the topic of curiosity. In fact the article referenced here is the only piece I can remember seeing on the subject, which is a bit surprising because curiosity does play an important role in learning. One of the definitions
Three new teachers at the front end of academic careers, about to face their first classes as teachers, want to know from somebody at the back end, “What’s most important for new teachers to know?” I don’t hear myself saying anything very coherent. I don’t
I’ve found another interesting study of students and reading which dovetails nicely with the research referenced in the July 25, 2012 post. I’m thinking that as the new academic year begins and readings are being selected and assigned, it’s beneficial to keep thinking about student
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