Analysis of Strategic, Deep and Superficial Teaching Methods - Essay Example

? APPROACHES TO LEARNING APPROACHES TO LEARNING Learning involves the process of interaction with the world. One after or in the process of learning sees the world differently which results in conceptual change. In the same process, knowledge is created through the learning activities of a learner as well as the approach they take. An approach to learning refers to what a learner does when s/he engages in the learning process and why they do so. While some learners take a deep approach to learning, with the aim of understanding, others take a surface approach, with the aim of material reproduction for purposes of passing a test or an exam. There are also some students who take a strategic approach, where they intend to maximize their chances of getting high marks. In today’s intellectual world, the three approaches of learning namely; deep, surface and strategic have become very popular. The surfacing issue therefore emerges on which of the three learning approaches is the most effective. This raises a very highly debatable issue. While some learners adopt a deep approach as noted by Morgan (1993), others prefer a surface approach when engaging in their studies. This paper seeks to critically analyze the three approaches of learning; deep, surface and strategic. Further, it will seek to examine how the chosen approach of learning affects the performance of a student. Marton and Saljo are the scholars behind the theory of deep and surface approaches to learning. They wrote a scholarly paper describing the varied manner in which learners approached learning in the academic sector. This studied was in the psychology department which at that time was quite unusual. This is because by default, they would have set up an artificial laboratory experiment for purposes of isolating one element from the other. Instead, Marton and Saljo sought to engage university students and their habitual behavior during learning. The students were required to read an article and thereafter answer questions based on the same. The study revealed that to some learners, the text was perceived as information with such discrete units meant to be memorized (Stanger-Hall, 2012, 294). The memorization was meant to help to answer the questions that would follow. The two scholars referred to this as the surface approach. On the other hand, some students perceived the text as one containing structured meaning. They were eager to discover the meaning of the article, its implications and the impact it had on them. They termed this as the deep approach. It follows that learners who engage in the deep approach had a better understanding of the article and were therefore able to answer a variety of question deciphered from it. In addition, they were in a better position to remember the content effectively compared to the others. Subsequent researches after this study have shown that there are different approaches to learning that students engage in while undertaking their academic tasks. A surface approach to learning can be defined as the result of low cognitive level engagement which yields to fragmented outcomes that do not translate to understanding or meaning. This process takes place when the learner takes in information ‘by heart’, but is in the least interested in engaging with the meaning of what s/he has taken. When taking this approach, the learner’s motive lies in only carrying out the task (Lauriland, 2003,47). This is due to some either positive or negative pressure/consequence. Negative in that if s/he fails, it is bound to affect his life in a not so pleasant way and positive in that if s/he passes, he will be favored by the teacher/instructor. Rote learning is a surface strategy whereby the learner focuses on what s/he perceives as the most important information and embarks on memorization of the same. Since the intention is as earlier noted to pass a test or exam, the learner finds not interconnections found in what is being learnt between meanings implications of the same. Surface learning is termed as an approach that a learner takes in order to cope with the course requirements (Stanger-Hall, 2012, 294). Initially, the learner may even focus on the information in a detailed manner. On a specific spectrum, s/he is interested on information at the face value. Yet for another learner, the approach is crucial because they fear failing. This fear to fail and the need to pass a test makes the learner embark on memorization and not just anyhow, but in sequence. When a learner in the completion of an academic task takes a surface approach, s/he aims at reproducing the gained information in order to meet external requirement; that is an examination or a test. In addition, s/he aims at meeting the requirements on a minimal level (Biggs, 1999, 17). S/he is focused only passing the task and earning the instructor’s favor as opposed to learning. The learner has strategies that s/he embarks on in order to meet their goals. Firstly, the learner focuses on bits of information in a very atomistic level as opposed to making connections between such information and the structure of the content. Secondly, they make such limitations to their studying that they only cover the essentials. Thirdly, such a learner role learns because s/he is only interested in reproducing it. In addition, chances are that the learner has negative emotions with regard to learning. A deep approach to learning can be defined as one based on curiosity or internal motivation. In addition there is a sense of personal commitment on the part of the learner implying that s/he relates the content on a personal meaningful level or even to existing knowledge. The processes involved in the deep approach are of a higher cognitive level as opposed to rote learning. The learner searches for analogies, relates content to existing prior knowledge and theorizes on what is being learnt. Deep learning engages the learner in the critical analysis of the new found ideas, links them to previously knowledgeable concepts and principles which results in understanding and retaining concepts in the long term. The concepts understood and retained can now be used in problem solving tasks even in unfamiliar contexts. This approach proves to be very effective in promoting understanding and application in varied cases of life. Learners who take the deep approach try to understand the concepts presented by themselves. This way they are able to relate information just gained and sought it under precious knowledge. This is because they have time to really think about what they have absorbed in the learning process. This approach results in both understanding and meaning. It is an approach that presents to the learner concepts of both theory and practice so that the learner views the world and responds to it differently. The deep approach to learning makes the learner develop understanding in that it is an approach that makes them see sense of the learning content. It also creates meaning and therefore a learner can make ideas of their own based on what they have learnt. The student therefore takes some learning strategies whereby firstly, they focus on the meaning of what is being learning. Secondly, from the information that they are being fed on, they develop their own understanding of the information. Thirdly, they are able to relate ideas and make connections of these ideas with prior knowledge and experiences. Another interesting strategy is that the learner asks questions, discusses ideas with other students and listens to opposing perspectives of the content. They are also likely to explore content beyond the expected requirement. Such a student has positive emotions about learning and therefore find learning activities enjoyable. The third approach to learning is the strategic or achieving approach. This approach involves a learner taking both the deep and surface approaches to learning. It means that the student deems some tasks as befitting a deep approach while others, a surface approach. A learner who takes a strategic approach aims at achieving an optimal outcome. If a ratio was to be ever computed, the learner seeks a high achievement to effort ratio. Some scholars believe that students who embark on the strategic approach ‘play the game’ while using ‘cue-seeking’ (Houghton, 2004, 51). The learner takes short cuts towards completion of tasks. The strategic/achieving approach compares with the surface approach in that it aims at the outcome. That is, the learner is interested in winning (passing an exam or test). The strategy of the learner is that s/he intends to maximize the chances of getting good grades. While the process just as in the deep approach requires effort to learn and understand the content, learning at this point is only a means and not an end. When a learner takes a strategic approach s/he enhances his/her self-esteem through the aspect of competition. The student also aims achieving good grades and other rewards available for the specific task. The learning strategy of the approach is firstly, to identify the criteria used for assessment and estimate the specific learning effort required in order to achieve the set out goal (Entwistle, 2008, 163). Secondly, the student follows up all readings suggested as well as exercises in the course. Thirdly, the student schedules their time and has an organized working space. Other students perceive this learner as a model. The unique strategy here is that the learner operates strategically when s/he selects his/her peers. It is observed that deep and surface approaches are exclusive entities. The strategic/achieving approach is not exclusive in that it may be linked to either. Surface -achievers learn specific details by memorizing systematically in order to get good grades. Deep-achievers on the other hand, are organized students-most often the best students – who plan their learning for purposes of both meaning and attainment of high grades. Having underscored the concepts of deep, surface and strategic approaches to learning, it is important to analyze how an approach of learning impacts on the knowledge gained by the student. A student’s learning approach is influenced by two factors; teaching context and personal factors. Personal factors include those in the learner’s background may be linked to either a surface approach while others to a deep approach (Biggs, 1999, 56). With regard to the teaching context, factors such as exam stress, time pressures and tests are associated with a surface approach. At times, there is no clear understanding of what the deep learning approach entails. This means that it is in most instances defined wrongly so that it explained by what it is not. It is not by any means memorization only to forget and at the same time, it is not recitation. The true essence of the deep learning approach is ‘understanding’ and knowledge acquisition. While this might be a good starting point, it does not help learners get specifically the difference between surface and deep learning approaches. Neither does it persuade a student to adopt one as opposed to the other. The differences are further barricaded when instructors use such superficial measures such as the use of multiple-choice questions in a bid to evaluate understanding (Entwistle, 2008, 124). The question lies in why students want to memorize concepts that they do not understand anything about. The answer is that in most of their courses in higher education, the specific approach has resulted in excellent or at least good grades. Teachers therefore are the main determinants of the kind of approach that students embark on. Until they stop designing questions that require only the short-tem memory, chances of students adopting deep learning approaches are low. The observation is that in most cases if not all, test-formats determine the kind of learning approach and strategies that learners take. The teacher must take his/her commitment to a higher level that involves the preparation of questions that require high levels of thinking skills. When the students realize that they are unable to answer questions with the bits of information that they have memorized, they change their studying habits (Marton and Booth, 2007, 90). Most instructors prefer that their students adopt a deep approach in learning together with a strategic approach only to be disappointed by the students’ preference for surface approaches. How learners conduct a learning task strongly impacts on the learning outcome. Surface approaches result in low retention of information as well as the inability to apply the new information in different contexts. Deep and strategic approaches lead to a better understanding when used simultaneously. Good teaching involves an instructor taking steps that encourage deep and strategic learning. There are certain steps that teachers can take in order to influence the best learning approaches among students. These steps encourage deep and strategic approaches while at the same time discouraging surface approach to learning. At the same time, it is important to note that approaches to learning are not fixed characteristics among students. This implies that there is no such a thing as ‘deep’ learners and ‘surface’ learners. This is evidenced by a student’s characteristic behavior of adopting a deep approach in one course and surface approach in another. The teacher at this point has the ability to influence the approach that his/her students take. This is through such ways as how one organizes subjects and courses especially tests and exams. Students take a surface approach for various reasons. Firstly, most assessments reward surface approach students in that they usually pass or get rewards if any. Secondly, when a subject is taught in an unclear way, students may result to a surface approach. This means that there is no connection between topics or it is quite an effort for students to make such connections. When the subject in question does not relate to students’ previous knowledge or experience, they may not engage meaningfully. Another common reason is when the subject’s content is overwhelming with regard to time. This means that students lack enough time to engage deeply. When students do not perceive any intrinsic value in a particular subject, they may not engage deeply in learning. If anxiety and negative emotions are encouraged during teaching, students find no need to engage deeply in the subject learning and therefore embark on a surface learning approach. On a last note, when a learner has previously used surface approaches successfully, they may deem this as the best and most effective approach to learning. There are various ways through which deep approaches to learning can be encouraged. Firstly, the instructor must design assessments that require students to have understood and are able to make connections in the subject in context (Bradford, 2010, 84). Secondly, a teacher must encourage active engagement in learning tasks so that they are able to explore both simple and complex issues. Opportunities must be created in the course of the syllabus for discussions, debates among students and between teacher and students. The students must also be given opportunities to make choices –in this case reasonable – with regard to what and how they will learn. Of paramount importance is that the teacher can help students perceive clear goals and explain to them why it is important to have certain standards for learning. Education systems are aimed at giving students a chance not only to acquire knowledge, but also to be confident, enthusiastic and capable as learners. In learning institutions, learners who adopt positive learning approaches with regard to behavior and attitude, most often than not enjoy positive learning outcomes. Outside the learning institutions, people -both children and adults – who have learned the art of learning on their own initiative have higher chances of becoming life-long learners compared to those who have not. It is therefore apparent that approaches that one takes to learning have an impact both in school and beyond. Marton and Saljo came up with the idea of surface and deep approaches to learning with an aim of understanding how well students gain knowledge. As observed, students may take different approaches to learning in different subjects. In other cases, they may involve a strategic approach to learning which when used together with a deep approach produces positive outcomes. The teacher in many instances influences the kind of approach the students take which subsequently determines the kind of learners that these students become in life. It is therefore essential that teachers and subject designers formulate, plan and organize subjects and courses in ways that encourage a deep approach to learning. Otherwise, students who specialize in surface approaches to learning only succeed in getting high grades but fail to gain knowledge. WORD COUNT: 2738 REFERENCES Aharony, N., 2006. The Use of Deep and Surface Learning Strategies. New York: Pantheon. Biggs, J., 1999. Teaching for Quality Learning at University, SHRE and Open University Press. Bruner, J.S., 2006. In Search of Pedagogy: The Selected Works of Jerome S. Bruner London : Routledge. Bruner, J.S,. 1996. The Culture of Education, Cambridge, Mass.; London: Harvard University Press Claxton, G., Lucas, B., and Webster, R., 2010. Bodies of Knowledge: How the Learning Sciences could Transform Practical and Vocational Education. London: Edge. Bradford, K., 2010. Deep and Surface Approaches to Learning and the Strategic Approach to Study in Higher Education. New York: Basic Books. Entwistle , N., 2008. Styles of Learning and Teaching, David Fulton. Houghton, W., 2004. Engineering Subject Centre Guide: Learning and Teaching Theory for Engineering Academics. Loughborough: HEA Engineering Subject Centre. Laurillard, D., 2003. Rethinking University Teaching, a framework for the effective use of educational technology, New York: Routledge. Marton, F. and Booth, S., 2007. Learning and Awareness, Lawrence Erblaum Associates. Prosser, M. and Trigwell, K. ,2009. Understanding Learning and Teaching, on Deep and Surface Learning, Society for Research into Higher Education & Open University Press. Ramsden, P., 2002. Learning to Teach in Higher Education. Routledge.  Stanger-Hall, K. F. 2012. Multiple-choice exams: An obstacle for higher-level thinking in introductory science classes. Cell Biology Education—Life Sciences Education, 11 (3), p. 294-306.     Read More