ITManager-SUPERFICIALANDDEEPLEARNINGHIGHERORDER

1、SUPERFICIAL AND DEEP LEARNINGHIGHER ORDER THINKINGCopyright Keith Morrison, 2004DEEP AND SUPERFICIAL LEARNINGStudents drop deep learning (understanding, meaning-making) as they progress through school, teaching pushes them to superficial learning (facts, typically for a test).Metacognition is at the

2、 heart of learningMetacognition is learned in groups.Students perceptions of tasks and contexts, their own intentions in learning, and their own views of the teachers requirements affect their learning significantly.Copyright Keith Morrison, 2004DETERMINANTS OF SUPERFICIAL LEARNINGExcessive amount o

3、f course material and inert, discrete knowledge as facts.Relatively high class-contact hours.Lack of opportunity to pursue subjects in depth.Lack of choice over subjects and methods of study.Passive learning.Threatening and anxiety-provoking assessment system.Memorisation as an end in itself.Assessm

4、ent which asks students to reproduce information rather than make sense of it.Copyright Keith Morrison, 2004IMPROVING DEEP LEARNINGMotivation: we learn best what we feel we need to know. Intrinsic motivation: greater student choice, control and ownership.Learning by doing, applying, active learning

5、and making sense of the activity.Interaction with others (including peers).Copyright Keith Morrison, 2004IMPROVING DEEP LEARNINGWell-structured knowledge base: engaging and integrating knowledge, connecting it to prior experiences and knowledge.Promoting understanding and meaning-making.Memorisation

6、 for understanding,seeing relationships, application and meaning-making.Learning for knowledge-making rather than for data-reproducing.Copyright Keith Morrison, 2004IMPROVING DEEP LEARNINGUniform approaches to all are intellectual death to some.We should see the learner in pursuit of knowledge, not

7、knowledge in pursuit of the learner.Rigid systems produce rigid people; flexible systems produce flexible people.Copyright Keith Morrison, 2004CHARACTERISTICS OF HIGHER ORDER THINKING SynthesisEvaluationInterpretationHypothesisingPredictionsConjectureCritical thinkingJudgementReflectionSelf-regulati

8、onTesting ideasProblem-solving.Copyright Keith Morrison, 2004HIGHER ORDER THINKING Higher order thinking is concomitant with most forms of learning, i.e.:It is not only for able students. It does not follow after lower order thinking, but is simultaneous.It starts with the youngest children it is no

9、t reserved for mature learners.Embed basic skills within more complex tasks, and plan to teach higher order and lower order thinking simultaneously.Copyright Keith Morrison, 2004CRITICAL THINKING Selecting and evaluating suitable information.Separating fact from opinion.Analysing and evaluating argu

10、ments.Exposing unstated assumptions.Weighing evidence.Copyright Keith Morrison, 2004PROBLEM SOLVING Identifying, understanding, clarifying and articulating a problem.Evaluating strategies to solve the problem.Selecting a solution.Implementing the strategy.Evaluating the intervention/implementation o

11、f the strategy.Copyright Keith Morrison, 2004KEY PEDAGOGICAL FACTORS IN HIGHER ORDER THINKING Higher order thinking is learned socially.Learning takes place through talking, language and interaction.Higher order thinking is developed through student autonomy, choice and responsibility.Learning impro

12、ves through active exchange.Learners plan and manage their own learning.The teacher must scaffold learning.Scaffolding must take place within the zone of proximal development (the gap between what a person is able to do alone and what he/she can do with the help of someone else.Copyright Keith Morri

13、son, 2004DEVELOPING METACOGNITION Require students to reflect on their own learning.Work through problems visually/graphically.Conduct debriefings.Use cooperative learning and feedback from, and to, students.Introduce, and build on, cognitive conflict (a puzzling experience which contradicts others) and constructive disagreement.Have students consider: exa