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Shallow Learning = Remembering a definition
Deep Learning = Remembering, understanding, applying, analyzing, and evaluating a concept
How does Bloom’s help? Bloom’s Revised Taxonomy gives students a framework to think about what they are learning in different ways. As Fleet, Goodchild, and Zajchowski (1999) explain, “if course information does not make sense to you, you will not remember it, and, even if you do manage to memorize it, it is unlikely that your memory will be flexible enough to apply the ideas to new situations” (p. 75). They go on to outline a number of effective study practices (pp. 70-75):
Ways to Make Connections (from Fleet et al., 1999, p. 69):
In addition to the suggestions from Fleet et al. (1999), it can also be helpful to try relating the information to your own life or prior knowledge.
(from Nelson Education)
Example:
“Carlos is often involved in incidents of proactive aggression. His parents and teachers are most likely to reduce the amount of this proactive aggression if they use:
a) Social-cognitive interventions
b) Negative reinforcement combined with modelling and coaching
c) The incompatible-response technique combined with negative reinforcement
d) The incompatible-response technique combined with the time-out technique”
Example:
“Harry Harlow (1959) found that baby monkeys attached themselves to a monkey doll
covered with soft cuddly cloth, even when it fed elsewhere. This result psychoanalytic theory of attachment.
a) Contradicted
b) Was irrelevant to
c) Mildly supported
d) Strongly supported”
Example:
“Research exploring the relationship between cognitive development and moral reasoning level has shown:
a) Formal operational reasoning is necessary for postconventional moral reasoning
b) Reaching formal operational reasoning assures one of progressing to the postconventional level
c) Formal operational reasoning is necessary for conventional moral reasoning
d) Contrary to Kohlberg’s predictions, level of cognitive development and level of moral reasoning are not related”
References
Fleet, J., Goodchild, F. & Zajchowski, R.(1999). Learning for success, 3rd ed. Scarborough, ON: Thomson Nelson.
Nelson Education. (n.d.). “Test yourself (chapters 11, 14, 16).” Student resources for developmental psychology: Childhood and adolescence, 3rd Canadian ed. Retrieved from http://developmentalpsych3e.nelson.com/student/test.html