Teaching for Deep Learning

Smith, Tracy W.; Colby, Susan

doi:10.3200/tchs.80.5.205-210

Cited by 83 publications

(56 citation statements)

References 9 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Most researchers combine with the teaching of accounting, medicine, mathematics and other subjects, to explore the ways of promoting and evaluating deep learning by the empirical research such as survey, experiment and observation. For example, Tracy and Susan illustrate the practical significance when using the SOLO (the full name is Structure of the Observed Learning Outcome) taxonomy to promote and assess deep learning in the teaching of history, and thus improve the SOLO taxonomy proposed by the Biggs and Collins [7].…”

Section: B Results Of Qualitative Analysis On Literatures Of Other Rmentioning

confidence: 99%

Comparative Research on Deep Learning Literatures of China Mainland with Other Regions

Zhang¹,

Wu²

2015

Advances in Social Science, Education and Humanities Research

View full text Add to dashboard Cite

Abstract-The research on deep learning is long-standing and productive. This paper aimed at discovering the differences of the research between China mainland and other regions, and clarifying their developmental stages, status and trend. By means of content analysis, this paper comprehensively compared and analyzed the related literatures of deep learning in China mainland and other regions from the quantitative and qualitative perspective. The quantitative analysis show that research in other regions has already been at a mature stage of stable development, while research in China mainland is coming into an exploratory stage of rapid development; the results of qualitative analysis is that research in other regions mainly focus on the practical and empirical study, but research in China mainland is more concerned with the theoretical study; on the whole, both of them have systematically elaborated the connotation and process of deep learning, and is paying more attention to its promotion and evaluation, especially the use of technology.

show abstract

Section: B Results Of Qualitative Analysis On Literatures Of Other Rmentioning

confidence: 99%

Comparative Research on Deep Learning Literatures of China Mainland with Other Regions

Zhang¹,

Wu²

2015

Advances in Social Science, Education and Humanities Research

View full text Add to dashboard Cite

show abstract

“…In the educational field, the SOLO taxonomy has been used for different purposes and subjects, such as geography, math, accounting, or sciences (Braband & Dahl, 2009;Hussain, Ajmal & Rahman, 2010;Jurdak & El Mouhayar, 2014;Lucas & Mladenovic, 2009;Munowenyu, 2007;Smith & Colby, 2010). This taxonomy has been used to analyze the students' level of understanding of a topic, measure the progression in a competence, establish course objectives, analyze the quality of academic essays, and grade and improve critical thinking skills (Smith & Colby, 2010).…”

Section: Structure Of Observed Learning Outcome (Solo) Taxonomymentioning

confidence: 99%

“…This taxonomy has been used to analyze the students' level of understanding of a topic, measure the progression in a competence, establish course objectives, analyze the quality of academic essays, and grade and improve critical thinking skills (Smith & Colby, 2010). Despite the fact that many research studies have been done, there is no evidence of the use of the SOLO taxonomy for measuring learners' outcomes in EFL classrooms or the students' outcomes in regards to their ICC skills development.…”

Section: Structure Of Observed Learning Outcome (Solo) Taxonomymentioning

confidence: 99%

Evidence of Intercultural Communication Competence in Tenth Grader’s Narrative Texts

Moya

Ortíz

Díaz³

2016

GIST

View full text Add to dashboard Cite

This action research study explored the effects of an intervention linking both culture and citizenship in a tenth-grade English language class, and aimed at finding evidence of intercultural communicative competence (ICC) skills through the writing of narrative texts in English. Participants were 75 tenth-grade students, between the ages of 14 and 17 years old who attended three different public schools in Bogotá, Colombia. Through literature circles (discussion groups) and storytelling tools, learners played an active role, discovered similarities and differences among cultures, reflected upon their tolerance levels, and explored ways to face problems. Findings suggest that students were able to identify differences in cultures and how those differences helped them to build identity. In addition, they analyzed how they reacted in situations where their tolerance skills were challenged.Key words: Intercultural communicative competence; culture; citizenship; narrative texts; literature circles; storytelling, SOLO taxonomy, language acquisition. 112 ResumenEste estudio de investigación acción exploró los efectos de una intervención pedagógica que combinara la cultura y ciudadanía en una clase de inglés de décimo grado, y tenía como objetivo encontrar evidencia de las habilidades en la competencia comunicativa intercultural (ICC) a través de la escritura de textos narrativos en inglés. Los participantes fueron 75 estudiantes de décimo grado, entre los 14 y 17 años, de tres colegios públicos de Bogotá, Colombia. Por medio de herramientas como círculos literarios (grupos de discusión) y narración de historias, los estudiantes jugaron un rol activo, descubrieron similitudes y diferencias entre culturas, reflexionaron sobre sus niveles de tolerancia y formas de enfrentar problemas. Los resultados sugieren que los estudiantes pudieron identificar las diferencias entre culturas y cómo éstas los ayudaron a construir su propia identidad. Adicionalmente, los estudiantes analizaron cómo reaccionaban ante las situaciones en las que sus habilidades de tolerancia eran desafiadas.Palabras claves: Competencia comunicativa intercultural, cultura, ciudadanía, textos narrativos, círculos literarios, narración de historias, taxonomía de SOLO, adquisición del lenguaje. ResumoEste estudo de pesquisa ação explorou os efeitos de uma intervenção pedagógica que combinasse a cultura e cidadania em uma aula de inglês de segundo ano do ensino médio, e tinha como objetivo encontrar evidência das habilidades na competência comunicativa intercultural (ICC) através da escritura de textos narrativos em inglês. Os participantes foram 75 estudantes de segundo ano do ensino médio, entre os 14 e 17 anos, de três colégios públicos de Bogotá, Colômbia. Por meio de ferramentas como círculos literários (grupos de discussão) e narração de histórias, os estudantes desempenharam um papel ativo, descobriram similitudes e diferenças entre culturas, refletiram sobre seus níveis de tolerância e formas de enfrentar problemas. Os resultados sugerem que o...

show abstract

“…In order to interrogate student knowledge, educators need to interrogate their own knowledge as a basis for interaction between teachers and learners, and this capacity is unlikely to be present without assistance, such as pedagogical experience (Jansen, 2009;Kjellgren, Hendry, Plos, Rydmark, Tobin & Saljo, 2008). Smith and Colby (2007) found that deep learning can take place, but mostly does not because teachers have to rethink their teaching in order to promote it. Reality indicates that coincidence rather than intention are at work.…”

Section: Critical Review Of Literature On Teaching and Learning At Unmentioning

confidence: 99%

“…A plethora of resources with information on teaching methods, assessments, scaffolding knowledge and critical reflection on teaching and learning is easily accessible to the modern academic. Sources go so far as to provide a hands-on guide to teaching and learning, with models for literacy training (Skillen et al, 1999), depth of learning (Smith & Colby, 2007), assessment (Frankland, 2007), teaching positions (Carnell, 2007), conceptual change (Brüssow, 2007), writing support (Murray, 2002) and for personal epistemological beliefs (Brownlee, Walker, Lennox, Exley & Pearce, 2009). Gordon and Debus (2002) show in action research how to improve deep learning without major curriculum change.…”

Section: Critical Review Of Literature On Teaching and Learning At Unmentioning

confidence: 99%

Contradictions of Concern to Benchmarking in the South African Bachelor of Social Work Degree

Collins

2014

Social Work

View full text Add to dashboard Cite

show abstract

Teaching for Deep Learning

Cited by 83 publications

References 9 publications

Comparative Research on Deep Learning Literatures of China Mainland with Other Regions

Comparative Research on Deep Learning Literatures of China Mainland with Other Regions

Evidence of Intercultural Communication Competence in Tenth Grader’s Narrative Texts

Contradictions of Concern to Benchmarking in the South African Bachelor of Social Work Degree

Contact Info

Product

Resources

About