I made a strong connection with the theory of surface and deep learning. And I think it’s because I can see it in the context of teaching and the learning experience. It’s there in the dialogue between student and teacher and when facilitated, the discussion between student peers. It’s the spark of curiosity. Often in a tutorial I share examples of best practice, which is relevant to the project. Whether the example is on screen or presented as a physical object, the response provokes discussion and the direction for deeper investigation.
Surface learning is perceived as inappropriate learning activities and the perfunctory acquisition of knowledge purely to pass tests or assessment. Immersion in each task is key to deeper learning, once the experience is reflected upon the potential to see the world differently is greater. I think it also has direct links with Socrates and Problem Based Learning. We can expand upon our surface knowledge if our motives are for deeper engagement.
Too often students are motivated by the grade, rather than the process of learning and reflection of their development. But the teacher must create a positive environment to enable curiosity, focus on objectives and a deepening love for our specialist learning. Design. Always design.
Top photo: ‘The Eyeshooting Pocket Book’ Royal Navy, 1941.