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Creating Environments to Foster Deep Learning

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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 ... – PowerPoint PPT presentation

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Title: Creating Environments to Foster Deep Learning


1
Creating Environments to Foster Deep Learning
  • Patricia Underwood, PhD,RN,FAAN
  • 10/1/2010


2
  • 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

.
3
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)

.
4
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)

.
5
How can we promote deep learning?
  • Through the orientation teachers bring to the
    learning situation
  • Use of a Learning vs a Teaching paradigm

.
6
Barr Tagg (1995)
  • Teaching Paradigm
  • Learning Paradigm
  • Focus on means
  • Students passive recipients
  • Teacher is expert conveyer of knowledge
  • Strategies lecture
  • Focus on outcomes
  • Students co-creators of knowledge
  • Teacher is coach facilitator
  • Strategies create meaningful experiences,
    active, reflection

.
7
How can we promote deep learning?
.
  • Use of theoretical approaches that foster
    development of new knowledge and integration
  • Constructivism
  • Kolbs Experiential Learning Theory

8
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?

.
9
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?

.
10
Kolbs Experiential Learning Theory
11
How can we promote deep learning?
Reflect on research on the brain
implications for education
12
  • Zulls articulation of brain function to Kolbs
    Theory of Experiential Learning

13
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

.
14
Pressures according to Zull
  • Emphasis on back cortex
  • Emphasis on front cortex
  • Information is valued
  • Students pressured to acquire data teach to
    NCLEX
  • Teachers pressured to know the facts
  • Imbalance leads to feeling overwhelmed
  • Pressure to use new and active ways of teaching
    engage students through play
  • Danger making the classroom a playroom
    trivializing learning

.
15
Question 2
  • Give one example of how you might apply Zulls
    research to your teaching?

.
16

Research on
the most
effective teachers
(Bain, 2004)
17
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?

18
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)

19
Teaching strategies
  • Create natural critical learning environments
  • Confront important problems
  • Challenge students to rethink assumptions
    mental models of reality
  • Provide challenge with support

.
20
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

.
21
Question 3
  • What one thing will you do based on Bains
    research that you are not currently doing?

.
22
Effective teaching strategy
  • Planned considering desired learning outcomes
  • Uses teacher as facilitator
  • Incorporates full ELT cycle
  • Promotes full brain activity
  • Maximizes neural development

.
23
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).

.
24
Exercise
  • Identify a focal group of students
  • 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

.
25
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, 57-72.

.
26
Resources
  • Zull, J. (2002 ). The art of changing the brain.
    Sterling, VA Stylus Publishing

.
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