The phrase surface learning often has a negative
connotation, why is it still and essential part of learning? Give 2 examples of
how you use surface learning.
Think of someone that constantly uses the same instructional
strategy for all or most of their instruction.
How does it affect student learning? Respond to 1 other.
Surface learning: 1) Read and answer questions,
ReplyDelete2) I let my math students to do their math and then grade and we go back to make corrections and get explanation or they ask for explanation as they work if they don't understand.
Someone who uses the same instructional strategy:
One teacher always gives the kids the worksheets that go with the book.
some of the questions are difficult for the students. students have a hard time finding the answers in the book.
Hope, don't you wish everyone taught for true and deeper understanding?
DeleteSurface learning is where new concept acquisition begins. After the initial introduction and surface learning, deeper understanding can develop. The ultimate goal is to be able to transfer the knowledge and apply it to new situations.
ReplyDeleteAny time a new skill or concept is introduced, I use surface learning. With some students that’s all I achieve. I am constantly providing instruction at the surface level. One student in particular only learns at the surface level. Each day is a new day for him and it is back to square one daily.
Generally speaking, surface learning is the introduction and I do know a teacher that covers a lot of material, but the true learning and deeper understanding never develops. Transfer never occurs because a deeper understanding was never reached. Students are being short-changed when this happens.
I agree- some of our students will only learn on the surface level- I think of that movie 50 First Dates, when thinking of some of out kids. In the movie, there was a car accident and the main character was able to remember what happened the day of her car wreck. When I think of some of my students, I always try to remember that movie- that helps me put my kids learning skills into focus. Once I remind myself of the fact that some kids will only learn on the surface- my frustration level goes down.
DeleteI see where you are coming from on how some kids just learn at a surface level. Although, I try to think of it in a different way for those kids. A deeper level of understanding for that student may look differently than the definition of deeper understanding for others. So it may still seem like it is just surface level understanding, but for that particular kid, they may be showing a deeper understanding for his/her ability level. I am not sure if this makes sense or not.
DeleteI feel like we were encouraged to teach surface-level skills - broad not deep. Our students weren't pushed to make those connections or transfer learning. It's too bad that many of them were able to do this, and probably longed to get farther than the surface. I think we're doing better about pushing students to dig deeper and giving them the opportunities to do that.
DeleteMichelle-
DeleteI think your idea about how deeper level understanding varies from student to student is spot on. I honestly didn’t think about that while I was reading the book, but it completely made sense when I read your post.
I think that because teachers have so much to cram into the school day, PLUS teach skills useful in the real world that as society we are almost required to know a little about a lot. It almost seems that until you get to college or out at one central job in the work force do you even have decent knowledge beyond surface learning.
DeleteA previous administrator told me that students don't have to learn information anymore. With the internet, students just need to know how to search for information.
DeleteI can't find the citation, but I read recently, student's brains are now not conditioned to remember isolated facts, as they know they can find those facts at their fingertips now.
DeleteI agree that when we only teach surface level it never really sticks with the kids. If we want them to remember what we taught we must go deeper.
Delete(Brandi Gibson)
ReplyDeleteI like to think of surface learning as "building blocks." It is the foundation of learning. Once children have that initial understanding, it can be expanded in all areas. I think that we need to be careful and make sure our teaching is developmentally appropriate. Once children have the initial surface knowledge, then then can use that knowledge to grow in other areas.
I teach surface knowledge in reading by teaching letter recognition, phonemic awareness, capital letter and lower case letter recognition, is a critical component of reading. Children need to have these skills in order to become good readers.
I think if a teacher only uses one method of instruction they are missing an opportunity to reach all of their students. As we know, people learn in many different ways, it is up to the teacher to provide well-rounded instruction to reach all students. If a teacher is constantly looking for new and exciting ways to teach and expand upon instruction, students are more likely to be engaged and focused on learning.
In my district there is a big emphasis on the higher levels of Blooms Taxonomy. I understand why but like you the foundations of learning or the building blocks are esstential to master before you can move on to the higher levels. If we skip over those surface levels than the higher ones will not have the lasting effect they are meant to have.
DeleteThis comment has been removed by the author.
ReplyDeleteThe phrase surface learning often has a negative connotation, why is it still and essential part of learning? Surface learning is needed to get a basic understanding of the concept being taught. It is the first step to understanding and comprehending what is being taught. I use surface learning on a daily basis. For example, when we read a non-fiction book I have to talk about basic vocab words such as what a bug is before we can even start reading about different types of bugs. After we read I have the students tell me one fact they learned about the book. Some kids need the pictures or choices given to them to remember what they learned. All I want to know is if they understood at least one thing about the topic at hand.
ReplyDeleteThink of someone that constantly uses the same instructional strategy for all or most of their instruction. How does it affect student learning? Students get bored if you use the same instructional strategy every single time you teach. Kids learn differently and like new exciting ways of learning. It is important for us to try new ways of teaching because every kids learns differently.
Surface Learning is the foundation of the concept(s) you are teaching. It's the basic knowledge and comprehension of the material in your curriculum. Surface learning includes background or prior knowledge students have or do not have at the beginning of the lesson. Without surface learning students can not handle the higher levels of learning that cements the concepts into permanent knowledge and application.
ReplyDeleteI use surface learning when I introduce a reading genre by taking notes, discussing vocabulary, and watching videos. I also use surface learning when reading a book or novel. The higher levels of learning come from the activities and projects during and after the novel.
There is a teacher at the school where I work that still uses the textbook in the same way and still uses the same worksheets with the textbooks that she has used since I have been there, going on 18 years! Now tto her credit she has added more things to her repitoir over the years but basically she teaches with the same items and in the same way. Since the students only have her 1 year they don't semi to notice but it's quite the drudgery for me at times!
Before we start a project or activity, I try to make sure that students have surface learning of the essential skills, especially for difficult tasks. It makes so much sense that we need to acquire the knowledge before we can consolidate and make connections.
ReplyDeleteFor instance, before doing an activity with area, I make sure the student understands what area is and how to find it. This year, I didn’t stop to make sure a student knew how to work with fractions. When we did a project with them, she was lost. We stopped to teach the necessary skills (surface learning) before we could move on. When working in Reading, there are times that I will preview vocabulary words or events in history before I start reading a book with students.
When someone uses the same instructional strategy, some students excel. Students who are quick learners who don’t excel begin to doubt themselves and their abilities. Other students can become lost and fall quickly behind. It’s good for those students who learn well with that strategy, but for the students who don’t, they might have gaps in their education as a result.
Good point! Initially, I thought letting rooms be "student-driven" or "project based" meant that teachers should forego surface learning. What I've learned, especially in working in the resource room, is that students REQUIRE some level of surface learning (some more than others) before they can create products or pursue self-learning.
DeleteSurface learning is Step 1 in the learning process. Without surface learning, an individual wouldn’t have the proper foundation to successfully demonstrate a deeper understanding of any given concept and then further move on to apply that knowledge, skill, etc. to novel situations. Since I work with a variety of educators, I’ve seen numerous strategies that could be associated with surface learning. I guess it would all depend on the grade level, skill being taught, etc., but I would classify anything being used when very first presenting a new skill as surface learning.
ReplyDeleteIf all students learned in the exact same way, at the exact same rate, and responded positively to the particular strategy that the teacher was hooked on, then perfect! However, I’m going to go out on a limb and say that NEVER happens, haha! Overall, I feel like instructors who constantly utilize the exact same methods over and over again may be providing beneficial instruction to a small portion of their students, but likely may not be appropriately meeting the needs of the majority of their class.
I completely agree with you...instructors that use the exact same methods year after year miss so many students. It is important to vary our methods from year to year so that we are reaching all of our students. I sure wish that all teachers understood that concept!!
DeleteI feel like this is why I love Special education because everyday is new. Somedays I may be able to feel like I taught a certain concept and other days I am dealing with just getting them through the day because of behavior and chaos. I feel like if I taught the same thing year after year I myself would be bored. Yes there are certain ways that you may feel comfortable teaching however if you are meeting all students then you have to get out of your comfort zone and teach in a variety of ways.
DeleteI agree Brittney. Look at the socio economic levels of the students in our communities and levels of prior knowledge due to ESL factors alone. We have students who run the gamut from extreme poverty to wealth. Some kids have been exposed to a college level vocabulary and others may come from homes whose parents did not graduate from high school. To treat them in the same way on the same day in terms of instruction is likely ludicrous. Keeping data of student success and tracking our instructional methods may be a good way for teachers to track their own success in the classroom.
DeleteSurface learning is still essential to the learning process, even though it may feel like teachers only teach in that area. A person needs surface learning to relate, extend and think deeply. The more surface knowledge a person gains the easier the deeper thinking becomes.
ReplyDeleteIn my classroom I use surface learning by having the students write down questions about what they want to know about when they do their research. As they begin to research, they can go back to the questions they came up with. I also will pre-teach my life skills vocabulary when we are doing our daily work and then keep using that vocabulary even after we are finished.
One teacher I work with is amazing for giving the students a list of 10 vocab words a week, to which the students must know the definition and part of speech. Also included are the Greek and Latin root words and their meanings. Needless to say we are up into the thirties now for the lesson numbers and I wonder how much the students even remember.
I agree Stacy about remembering the vocabulary words. I remember doing this in high school and all you did was copy it from the dictionary. I remember my teacher would then make you use it in a sentence and I hated that because I don't feel that I truly had a solid foundation of the word and its meaning. Even though I had copied it from the dictionary it really meant nothing to me but that it was a word that had some kind of meaning. I feel like teaching the vocabulary is more important than copying it from a dictionary because this is the deeper understanding of knowing what a word truly means in conversations.
DeleteI like the words cards on page 52 for introducing new vocabulary with the word, a pictorial, a definition, and a counter example.
DeleteThis comment has been removed by the author.
ReplyDeleteSurface learning is the foundation...the building block for all other learning about a particular topic or concept. This is an important step because it helps to build background knowledge and to set the students up to dive deeper into the concepts.
ReplyDeleteI think that I use surface level learning anytime a new concept is introduced in both reading and math. I have to teach the basics before I can get deeper into the concepts. In math, I use surface level learning at the beginning of the topics, especially when we are just beginning and using manipulatives to really get a handle on the concept. In reading, I use surface level learning when asking basic comprehension questions while reading a text.
I can think of one particular teacher that teaches the same way year after year, regardless of the student population. I don't feel that this is an effective strategy for her because she only reaches about half of her students when teaching. I constantly worry about the students who think differently or that struggle (especially the SpEd kiddos), because often times they are overlooked or made to feel bad because they don't learn the same way that she teaches. It's a constant struggle daily for some students. I feel that they are missing necessary instruction, and she is missing out on some really great kids.
I also catch myself wondering how my SpEd students are learning in some regular ed classrooms!
DeleteI see surface learning daily in my room... I have a kindergarten student who came to me only knowing 3 letters of the alphabet but DYING to read. I agree that surface learning is the "building blocks" so we are focusing on the sounds of the letters. Right now he can name quite a few but I only focus on the sound. He is beginning t blend Cvc words now! I also use it in math by allowing the student to make mistakes and then helping him correct it.
ReplyDeleteI know multiple teachers who use the same strategy for math daily. They do guided math for the entire first and second page. Then independent on the third page and guided on the fourth. I often catch myself wondering if the students are actually learning anything!
The phrase surface learning often has a negative connotation, why is it still and essential part of learning? Give 2 examples of how you use surface learning.
ReplyDeleteThink of someone that constantly uses the same instructional strategy for all or most of their instruction. How does it affect student learning? Respond to 1 other.
Surface learning in essence is the foundation of learning while building the deeper concepts. It is about teaching the basics in order to move to teach deeper concepts.
I use surface learning daily in that EC is the foundation in which teaching is the building block to learning. Within math I teach with manipulative in order to begin counting objects. Once object counting is taught and understood, then I can move on to deeper understanding through bringing in the number or symbol to match to how many objects the students counted. First you have to teach the basics in order to truly understand numbers or symbols before they will begin to gain deeper understanding. Sometimes the deeper understanding comes slower or maybe not at all for students with special needs. In reading this is the basic concept as well through understanding letters have symbols and what the letters mean through sounds. Then once letter symbols and sounds have been learned then digging deeper into applying a letter and letter sound to read a 3 letter word. There are some students that obviously may not be even working on letters as this to high of a level for them, however working on vocabulary and applying it in play is something that I may implement.
Yes, I can think of a particular teacher that teaches the same way year after year. I feel like this teacher struggles teaching students with special needs. She is not able to change how she does things in order to truly meet kids where they are at in learning. This makes it difficult for not only kids with special needs but ESL students as well. In fact change is hard for her, when there is a program, pep rally or any extra activities then she will take center time away in order to not get off of her lesson plans. The sad thing is this a Kinderprep class in which they are very young and still need play in order to learn through peer relationships. I think that the kids that get the information it works for but for students who may need it shown differently may struggle because it is only taught the way the teacher knows to teach it. It is sad but I think it happens more than we want to admit.
I agree 100% that surface learning is the foundation of learning. To me, learning is like a set of stairs: you must stand horizontal even after you can move vertically - that is the only way to move forward. Once something is learned and is mastered it, in my opinion, becomes a new surface level.
DeleteSurface learning is an essential part of learning because it is the beginning premise of a larger concept. Similar to the idea, "You must walk before you can run," there is a need for basic understanding before delving into more complicated concepts. For example, when working with students on appropriate practices during interviews I begin with completing an application. I explain that the application is the first "look" that an employer will have at you and the quality of work you provide. We break it down to writing complete sentences and then focusing on complete responses. Furthermore, we talk about strengths and weaknesses before getting into interview questions such as, "Describe a time when you were challenged," so that they are prepared with a few ideas ahead of time and are better able to respond.
ReplyDeleteWe have a teacher who does the same thing every day for every lesson, and while the students come to expect this and know the routine it is very difficult for them. There are often comments of, "We aren't learning," and discussion of how boring the class is. Routine's have their value, but so do mixing things up. Take surface level learning to the next level and break the routine once it is learned: surface learning doesn't all have to be content based.
I agree with you in that if a teacher uses the same strategies all of the time the students get bored and tend not to pay attention as well
DeleteSurface learning is the initial learning that the student goes through on a new concept that is being introduced. I use this in my classroom when I do new math lessons for sure. I go back and review some of the concepts on which they would have to know to do the new lesson. I also use surface learning in vocabulary. We go over the words and then explain the meaning of the word as they may use it in their life, give them examples.
ReplyDeleteI think teachers that use the same instructional strategy all of the time, fail to reach many of the students they are teaching. We all as humans learn in different ways and each of us needs to be taught in a different way. If the teacher uses the same instructional strategies, I believe the students get stuck in a rut and seem not to pay attention as well. Therefore they lose some of the student interest.
Surface learning is an essential part of learning because it is foundational step in learning. This is when acquisition of new information is gained. Before a student can learn how to apply the Pythagorean theorem, they must first learn what it is, the formula, and the basic steps of using it.
ReplyDeleteI use surface learning whenever I teach new math concepts. I employ explicit instruction in which I teach the concept, I show them how to use it, I help them use it, and then I monitor how they use it. I also use surface learning in my reading intervention time. I explain vocabulary, grammar, and English rules to the students and ask them to complete worksheets about the concepts.
When a singular method is employed, there seems to be a lack of excitement in the classroom. The students get bored, because there is no novelty in what is being done. The teacher also usually lacks enthusiasm, because they are not learning or growing either.
I think of surface learning as the foundational or basic skills. Fluency in these skills allows for more effective learning of the in depth skills. I think not just of the students, but of teachers in their first years on the job. They need to master the day to day mechanics of managing a classroom and caseload, like schedules, classroom arrangement, the standards they should be teaching, etc.
ReplyDeleteI can't say I see many situations where teachers do not step outside of the box when a student is in need. On those when they do get stuck in the routine and day to day structure, perhaps of a scripted program, the students become less engaged, and so do the teachers.
I like your reference to first year teachers, and totally agree with you. Until they master the daily mechanics of the job they cannot provide meaningful instruction to the students.
DeleteSurface learning is important because it is the first building block to a deeper understanding. For example we students will need to learn addition first before they are able to transfer that knowledge to another situation that requires a deeper understanding. I use surface learning when I'm introducing a new concept or when we are reviewing to reinforce basic skills. When teacher only use surface leaning their students learn a broad and shallow range of material.
ReplyDeleteSurface learning continues to be an essential part of teaching, because without it deeper learning cannot occur. I believe students need to be taught how to problem solve, reason, and break apart information (surface skills) in order to get to deeper learning. I have facilitated numerous counseling groups this year, and it is always a progression. I start the first session talking about why they are there and getting to know each other. The next session provides them with some basic surface level knowledge (what does attention to task mean, what is death, etc.) and then we progress to talking about deeper meanings and feelings.
ReplyDeleteWhen I think of surface learning, my junior English teacher comes to mind. Every week we were assigned a list of 20 vocabulary words and 20 spelling words to be tested on Friday. I memorized those list every week to get 100%, but probably could not spell or recall the meaning of 1/8 of those words at the end of the school year.
Surface learning is important for basic skills and when new information is initially presented. After students learn basic skills, they can learn to apply their surface knowledge to a more in depth understanding. I think our new teachers get exposed to the surface learning of how to fill out forms, how to transfer files to the iPad, how to access WebKIDSS, etc, but later learn why forms are filled out a certain way and gain a deeper understanding of the process and the law's underpinnings as they go along. They do this while trying to teach students and figuring out how to manage their paras, but in the long run, we each are continually learning. The hardest part can be having to forget how things used to be done and learning to do new things in different ways. I'm sure Marcy, Shelly, Amber, Trista, Tressa, and Ellen are confronted with this on a daily basis. In my small way, I may be one of the more difficult to train, but I appreciate their teaching and their effort on my behalf.
ReplyDeleteSome teachers will use the same strategy to teach and, when students have not learned the concept, they repeat the information in the same way and, worse yet, louder as if a hearing deficit stood in the way of the student's brain absorbing the information. Many teachers teach in a way that matches their own learning style or use the same worksheet year after year. The best teachers will track data as to student success and adjust the material and the method, not blaming the student, but examining the way in which the material was taught.