In my last blog, I wrote about the concept of deep learning and how k-12 teachers might work to become the type of teacher that facilitates this type of deep learning.
First, a brief recap: these ideas of deep learning come from Ken Bain, who wrote about three types of students: surface learners, strategic learners, and deep learners. Surface learners are those students just trying to survive. Strategic learners play the system, learning and scoring well enough to get the A. On the other hand, deep learners are also successful but immerse themselves in the learning itself, understanding conceptual ideas, thinking critically and creatively, and becoming adaptive experts.
If we want to become “deep learning teachers,” I think it helps to consider questions that Bain raises around the subject. He recommends thinking about a time when you learned something deeply. What did you do? What was the process? What were the conditions?
Using these questions as a guide, I think of my own recent experience of completing a doctoral dissertation. How did I deeply learn the concepts, ideas, and information that comprised my research and knowledge on the topic? I certainly read widely. I read everything I could possibly find on the topic. I also wrote about the topic—and wrote a lot! In addition, I discussed the topic with colleagues and professors, which deepened my knowledge and challenged my current thinking. I further immersed myself in the topic through praxis-by doing. My topic involved Zen Buddhism, so I joined a local Zen group and began meditating daily. Collectively, these actions created the conditions for deep learning.
How does this experience apply to k-12 classrooms, for instance, an elementary classroom?
I think there’s a number of principles embedded in this example.
Nevertheless, these are ideas that must be explored and enacted to determine what works for a teacher’s particular classroom. I don’t believe in a one-size-fits-all approach to teaching but rather teaching as inquiry, where teachers should study their practice and works in their context.
A good starting point is to reflect back on a time you have learning something deeply and what were the surrounding conditions? What caused this learning to transcend surface learning. Relive this experience and see how it might apply to your teaching. Then, go to work on creating conditions that encourage deeper learning.