Reflective learning

1 (a) Reflect on strategies (and/or resources) to encourage deep learning in your context, drawing from the course resources, your experience as a learner, teacher and/or designer, and discussions with your peers.

  • Seek to understand meaning
  • have an intrinsic interest and enjoyment in carrying out learning tasks
  • genuine curiosity in the subject and connections with other subjects and with building on current learning
  • may enjoy social learning, discussions, arguments
Best approach is a combination of deep and surface - time may be the most crucial issue.
strategic learners use cues and clues - may be mostly focused on assessment and getting good marks, but may be also wanting to maximise benefits in short time

motivation, background, prior knowledge and experience, educational context and assessment may also be important

a student's interest, motivation and goals are crucial.

Text: Teaching for quality and learning at Uni - Biggs and Tang
a student's motivation is just as much influenced by the student's own needs but also from being taught well - the student will feel more motivated when a teacher is creating an environment where they feel they can learn easily, they are being recognized and understood and enabled. if a teacher is just racing through lists of topics, or not giving context or encouraging an understanding of intrinsic structure of the topic, when they are only interested in facts and tests, starting off with a negative attitude about the topic and imparting that to the students, we are just going to cover this so it's done attitude - doesn't encourage depth of understanding, value judging the students if they can't understand.

teachers who continually question, outline problems, scenarios, situations for discussion will help to encourage students to engage more deeply
if a topic has some basis for the student, if they are exposed to an aspect that can be built on.
Teachers that encourage discussion around misconceptions so as to help students learn will assist them to learn more deeply

if students are encouraged to develop hypotheses, argue, explain a problem and apply or relate a principle.

may just boil down to what they are most interested in, and what I am motivated the mos to achieve. I may have to do something - I am therefore going to achieve this by being strategic, applying myself to the most important things, completing what is required. I may not be deeply learning everything, but I will be across what I need to know. - this in reality is surface

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