Weekly Coaching Communication
Make it a great day -- every day!
17-21 October 2016
On the Standards Front . . .
Surface Learning to Deep Learning; Deep Learning to Transfer
The message is consistent among Fisher and Hattie (and Steve Ventura, another LCI presenter and Hattie minion, for that matter): "Effective educators support students to move from surface to deep learning. They help students to then apply their knowledge in different contexts. Students build their 'will' to learn, scaffold their 'skills' to learn and then celebrate the 'thrill' of life-long learning" (Hattie cited in Tweet @ChrisSullivanNZ, 20 May 2015).
The work begins with teacher clarity, as shared in last week's communication, and determining the answer to the first question: "What are students learning?" or, from the student point of view, "What am I learning today?"
As a teacher, you have to determine the answer to that first question to be able to move students from surface learning to deeper learning to that level of transfer for life-long learning. As you work through your curriculum and your practice with the standards-based learning, you need to be aware of what and how much surface learning vs deeper learning, you are asking students to do. The above chart outlines the difference between deep and surface learning (Rogers 2008, College of Micronesia Presentation by IRPO).
Note the idea of memorization and the learner's prior knowledge in the surface learning. Although the surface level is necessary and integral in building a students' efficacy toward deeper learning, be sure to not only determine what a student is learning, but also why that student needs to learn it. If the information does not extend to deeper learning, then it is not essential for students to memorize and is best left to Siri or Google.
The application of surface and deeper learning becomes critical in building proficiency scales (see graphic below from Corwin Press, Hattie & Ventura, Visible Learning). Again, in line with teacher clarity, once a teacher has identified "what" the learning is, the distinguishing between surface and deep comes in the "why" students need to learn it. The writing of learning targets should reflect whether the information is surface or deeper learning.
Coaching Schedule -- see Google Calendar for specific "Busy" times **schedule subject to change**
LINK to Mr. Libolt's Weekly Calendar & Communication
Monday, 17 October
- Serve Teachers & Students
- Research & Resources
Tuesday, 18 October
- NTC Training @ GWAEA - ALL DAY
Wednesday, 19 October -- Data Team Meeting -- 7:30 HS Library
- NTC Training @ GWAEA - ALL DAY
Thursday, 20 October
- Serve Teachers & Students
- Research & Resources
- 12:30-1:30 IC/Principal Meeting
Friday, 07 October
- Serve Teachers & Students
- Research & Resources
- 12:00 - 1:00 PM IC Team Meeting
- 1:00 - 3:30 PM IC Task Meeting w/ Program Leads
ARCHIVE LINKS
Click on the link to access 2015-16 prior weekly communications.
Pope's IC Weekly Communication Archive & Index 2016-17
Click on the link to access prior weekly communications.
IC/Principal Weekly Meeting Notes
Click on the link to view the Friday notes.
Contact Information
Center Point - Urbana CSD
Email: epopenhagen@cpuschools.org
Phone: 319-849-1102+91015
Twitter: @Epopenhagen