Exploring Learning Strategies - Essay Example

? Learning Strategies Learning Strategies Introduction There are new forms of learning that have been invented to make learning easier. Learning strategies are used to help learners better understand what is being taught in school. It has been noted that many students have developed learning disorders in the recent years. Therefore, there was a need to classify different learners according to their capabilities. Three approaches that have been postulated are deep, surface and strategic. Through them, most of the learners can be grouped into how they should be taught. This helps teachers understand which concepts they should apply when teaching different students. These approaches are important as they give an idea of what different students go through when learning. The approaches have been described by scholars as being able to give a clear distinction between the different learners. Thus, it is mandatory for a teacher to learn and understand these approaches so as to make their students excel and make the most out of themselves (Cooper, 2009). Deep and surface approaches were postulated through in the nineteenth century. These approaches were first carried out by Marton and Saljo in 1976. The two scholars carried a study on a number of students and their learning approach. They gave the sample study a particular task, to read a particular text. After they had all read the text, they were asked questions based on what they had read. The students adopted different methods to understanding the text. Different groups adopted different methods of learning. One group adopted the deep approach and another adopted surface approach of learning. This was evident by how the questions were answered after the students had read the text (Murdoch & Wilson, 2008). In answering the questions, the first group displayed that they had understood fully the text while the second group had a vague understanding of the text. This showed a clear distinction. Later on, strategy approach was also formulated (Weigel, 2001). Discussion The most popular among the two are deep and surface approaches. Most academicians have used the terms frequently. The two approaches have been researched a lot. Different education theorists have expounded deeply on these approaches. Deep learning approach as the word suggests involves the process of having a critical understanding of what is being taught. The students that fall under this category critically analyze concepts and principles, leading to proper understanding that is used in the long-term. It has been noted that for this approach to work, a student needs to be dedicated for a long time. They need to start reading early in advance so that they can understand better what they need to cover. It is the best method that learners should use (Cooper, 2009). This method ensures that the learning method is effective as learners will have benefitted fully from the learning process. Surface learning approach on the other hand is meant for short term retention of information. It mainly involves memorization of facts. The approach does not promote use of knowledge in the long term. The knowledge or information is only crammed briefly. This particular approach is used normally during examinations, especially when the student is not prepared. They want to quickly learn enough information to help them pass the examination. When the reader has done the examination, he or she usually forgets quickly what they have learnt. This learning approach is not advocated for as students do not grasp the knowledge for long (Jarvis, 2005). There are however some instances where it is embraced. An example is when a person is doing a presentation; it applies once the presentation has been done and in case the idea has been rejected, they can quickly switch to a new idea. The third learning approach is the strategic approach. This method is applied whenever necessary. It is a combination of both methods. However, the learner makes a decision on which method they should apply. This all depends on the particular situation that they are in. If a situation calls for a better understanding of what is being taught, the learner applies the approach they deem most appropriate (Meyer, 2012). That is why strategic learning approach is important, since it gives a learner an opportunity to decide which approach he/she will apply in different situations (Meyer, 2012). This is why this approach is becoming increasingly popular. It helps a learner pick an appropriate approach depending on the situation they are in. This is what makes it strategic, since there is no particular method that dictates the learner to use it. This paper will evaluate the usefulness of each of the learning approaches. It shall outline how scholars will benefit from using the methods either independently or together (Murdoch & Wilson, 2008). In evaluating the usefulness of these learning concepts, it is possible to understand one's own learning patterns and how these methods impact on the learner in terms of how effective or ineffective they may be. To begin, we must determine why it is important to classify learning using these three concepts. It’s also critical to first know that these concepts explain what each one of us does when we are studying. However, deep, surface and strategic approaches do not denote individual types, since an individual may decide to use any of approaches in different situations. In this regard, one is able to determine how useful these concepts are in personal learning. In analyzing the usefulness of these concepts, one has to consider the strengths and weaknesses of evaluating learning in this manner. These learning approaches are important since they allow the teacher and the learner to develop means through which a learner is able to comprehend educational content effectively. It gives a clear method in how each student should be classified so that they can make the most of the learning process. Looking at the usefulness of these methods will convince learners and teachers on why they should use it. In evaluating the usefulness of deep learning, it reveals that it is a concept that concentrates on intrinsic value of subject content when it comes to learning. This is important because it provides a learner with the opportunity to understand a subject in its wholeness (Santrock & Halonen, 2010). This can be said to be the best approach to studying, since it leaves the student more enriched and well equipped to apply the concepts learned in real life situations (Sternberg & Zhang 2010). They are in a good and convenient position to apply what they continuously have learnt for years to come. This is because what they have learnt remains embedded in their minds for a very long time if not forever. Therefore, teachers need to construct course content along the deep approach concept. While this is considered the best approach, a learner may resort to undertaking other learning approaches depending on their situations (Santrock & Halonen, 2010). Evaluating the usefulness of surface learning requires one to compare it with deep learning and identifying the distinctions between the two. Many students have resorted to using surface learning approach because of the pressures that they are exposed while they are in school (Coffield et al., 2004). Deep learning is designed to ensure that a student finds the subject being taught interesting throughout the semester. The truth is that most students lack this kind of luxury because in between the many classes, they may have a part time job that eats into their study time which may make them resort to surface learning. Secondly, in a semester, a student has different classes that require the same level of interest which coupled by the assessment requirements for each class leave the students overwhelmed with work. Consequently, learners resort to surface learning techniques. Surface learning in its totality is a learning concept that focuses on the extrinsic features of the subject matter (Mohanna, Chambers, & Wall, 2008). A student ends up learning materials without necessarily connecting the concepts learned. In this regard, surface learning can only be useful to the student in an exam situation since the learner studies for exam purposes. However, after the examination, the individual is not learning and consequently, the student cannot apply him/herself in the real world. When it comes to strategic learning, the learner is able to develop their own meanings and in the process, they find themselves more aware to their own thinking. Here, the learner is evoked to think about what is being taught in class. Strategic learning can only be achieved through strategic teaching. A learner who thinks is able to apply the knowledge taught in a different situation and setting. While deep learning maybe difficult to achieve due to busy schedules of the students, strategic learning is dependent on how a teacher develops content and in essence allowing the student to develop better understanding of the concepts taught in class. The evaluation of this concept in terms of its usefulness is that a student leaves the classroom every time a better person than him/her enters (Sternberg & Zhang, 2010). Strategic teaching and learning accords the student a chance to critically examine the world around him and form perceptions which would not be otherwise formed if for example surface learning was employed. Strategic learning therefore can achieve deep learning in students, which is considered the ultimate goal for pedagogy. There are strengths and weaknesses in analyzing student learning in this way. It can however be said that the advantages outweigh the weaknesses involved in evaluating student learning in this manner. For one, evaluating student learning in this way ensures that the teacher prepares a teaching strategy that will leave the students in a better position to tackle everyday issues that they may face (Santrock & Halonen, 2010). A teacher in employing good strategy also empowers the student to think beyond the scope of learning content and in this sense, the student is able to be a better professional in the future. They will have been assured that their students will never have a problem in the future. The underlying strengths in deep learning include learner’s intrinsic interest in the subject and being determined to do well in school and life in general. When engaging in deep learning, a learner is able to form a solid foundation in education. This is because rather than taking in isolated sets of knowledge, a student is able to build on previous knowledge and ultimately connecting the bits of knowledge into a useful information for the individual (Claxton & Lucas, 2010). It is also important to note that deep learning creates a positive experience in education since the learner finds concepts very easy to grasp and finds school work easy. A good strategy for learning makes students interested in course content (Jarvis, 2005). All this can be achieved by analyzing learning strategies and determining which strategy is the best for the student. While the importance of deep learning cannot be stressed any further, there are certain limitations to analyzing students using these concepts. For one, even with effective teaching strategies, it is possible that students may not appreciate the efforts to ensure that education is holistic. This is especially true for classrooms that are too large for one teacher (Murdoch & Wilson, 2008). In a class of three hundred at a university for example, the teacher may not be able to tell if the whole class is concentrating. It is for this reason that deep learning may be undermined by students, resorting to surface learning. Again, these concepts do not consider the fact that students may have other classes that are equally demanding. Analyzing student learning in this way may not be the best way for achieving the best results from learners (Claxton & Lucas, 2010). Conclusion These methods are very effective when used appropriately. That is why having a clear understanding for the approaches is extremely important. It will empower teachers with the best way in which they can teach their students. The different methods are applied in the situations that are deemed best. It has not only made the learning process easier, but also that of teaching. Teachers have been able to know how to classify every student as required. The entire process has therefore become better organized. Therefore, deep, surface and strategic approaches to learning are extremely useful in the world today. With increased research, they shall continue to be used even in years to come. The main reason being they are tested strategies that can work and better the education system (Murdoch & Wilson, 2008). References Claxton, G., and Lucas, B., 2010. New kinds of smart: how the science of learnable intelligence is changing education Maidenhead. New York: McGraw-Hill Open University Press. Coffield, F et al. 2004. Should we be using learning styles: what research has to say to practice. London: Learning and Skills Research Centre. Cooper, C. L., 2009. Learning from others in groups: Experiential learning approaches. Westport: Greenwood Press. Jarvis, M., 2005. The psychology of effective learning and teaching. Cheltenham: Nelson Thornes. Meyer, M., 2012. Managing human resource development: A strategic learning approach. Durban: LexisNexis. Mohanna, K., Chambers, R., & Wall, D., 2008. Your teaching style: A practical guide to understanding, developing, and improving. Oxford: Radcliffe Publishing. Murdoch, K., & Wilson, J., 2008. Creating a learner-centred primary classroom: Learner- centred strategic learning. London: Routledge. Santrock, J. W., & Halonen, J. S., 2010. Your guide to college success: Strategies for achieving your goals. Boston, MA: Wadsworth Cengage Learning. Sternberg, R. J., & Zhang, L., 2010. Perspectives on thinking, learning, and cognitive styles. New York: Routledge. Weigel, V. B., 2001. Deep learning for a digital age: Technology's untapped potential to enrich higher education. San Francisco: Jossey-Bass. Read More