In pursuit of deep learning... : not just a hunt for grades

Abstract

The purpose of this research is to understand how teachers in a college preparatory school who use adaptive expertise and varied assessments are creating a classroom environment that focuses on and develops students who are deep learners that can effectively solve 21 st century problems. This qualitative case study utilized deep learning and adaptive expertise as the theoretical frameworks to ensure that the study was aligned and maintained an ethical approach that minimized bias. The fundamental research question that drives this study is: How do teachers in a college preparatory school foster deep learning in the classroom so that students can become 21 st century learners, thinkers, and problem-solvers? After document reviews, observations, and interviews with six participants, seven themes and eight sub themes emerged through the analysis of the data.

Deep Learning in EFL Education in China: Definition and Dimensions

“…Throughout the 1980s, following Marton and Saljo, additional research was conducted by Entwistle, Biggs, and Collis, to mention a few (Eury, 2020). Besides surface learning and deep learning, the third learning approach was developed: strategic learning (Bain, 2004;Bain & Zimmerman, 2009;Ramsden, 1979).…”