This semester, I enrolled in EDEA 662 Curriculum in Higher Education. Although, I didn't need to take this class, I thought that it would be more beneficial for me (oh, plus thanks to scholarship too!). Before enrolling in this class, last semester I took EDCS 640M Indigenous and Post-Colonial Perspectives in Education with Dr. Julie Kaomea. My final project for this course, was developing a syllabus for a potential class the College of Education can offer, Hawaiian and Indigenous Education - EDHI 601 Introduction to Hawaiian and Indigenous Education.
Not knowing anything about curriculum development and how to develop a syllabus, I used syllabus from previous courses as a template. It was challenging, however, I was encouraged to pursue this new idea. And so, I was advised to develop this class, this syllabus, as if it was a real degree program here at UHM College of Education. So, I envisioned what and how it would look like. I'm hoping to learn as much as I can, to further develop this course and others into a much needed program at COE.
I would like to focus on Tagg's Chapter 7 - Approaches to Learning. After reading Tagg's Chapter 7 - Approaches to Learning, I recalled my undergraduate learning being as the Instructional Paradigm and now, where I'm at now, my graduate learning as the Learning Paradigm. Although I did learn a lot through my undergraduate classes, it is basically instructional until you reach the upper level courses. These courses are the ones that seems to transition or incorporate a little from the Learning Paradigm.
All of the general education courses are Instructional Paradigm. Endless "studying" and "memorization" skills was used to past tests and write papers. Tests that only shows how much you can retain and papers that only show the explanation for the answer. As a Hawaiian Studies major, most of my classes were very instructional. I can only recall 2 classes that was learning, HWST 351 Mahiʻai Kalo (Taro cultivation) and HWST 343 Myths of Hawaiian History. HWST 351 is a hands on class, where learning was actually doing in the loʻi kalo (taro patch) at Kānewai. We cleaned, learned the about the area and the various kalo, planted and pulled kalo. HWST 343 is a engaged class that did not require the teacher to instruct us to remember this and that. We actively discussed literature that challenged us to critically analyze the issue and problems.
Deep Learning vs. Surface Learning
These points here, are really great components to making learning in general more appealing. These 2 HWST class were very active, holistic, changeable and not fixed, very mindful and enjoyable. Many courses lack these deep approaches to learning. It makes me think, what the professors think - oh, if we got them to memorize all of these, then I have done my job.
All of the deep learning points are applicable to graduate studies than undergraduate studies. Now, professors want to hear what you have to say, what you think and understand about that issue, what theory can you apply, etc. It is the total opposite! Undergraduate studies = Instructional Paradigm and Graduate studies = Learning Paradigm. I always remember how I talk to peers about graduate school. There is a fear. I basically tell um, there's no tests, there's lots of reading and writing, but all the wanna know is how well you can talk to that issue. So in my thoughts, it's like how do we make graduate studies into undergraduate studies?
I would like to focus on Tagg's Chapter 7 - Approaches to Learning. After reading Tagg's Chapter 7 - Approaches to Learning, I recalled my undergraduate learning being as the Instructional Paradigm and now, where I'm at now, my graduate learning as the Learning Paradigm. Although I did learn a lot through my undergraduate classes, it is basically instructional until you reach the upper level courses. These courses are the ones that seems to transition or incorporate a little from the Learning Paradigm.
All of the general education courses are Instructional Paradigm. Endless "studying" and "memorization" skills was used to past tests and write papers. Tests that only shows how much you can retain and papers that only show the explanation for the answer. As a Hawaiian Studies major, most of my classes were very instructional. I can only recall 2 classes that was learning, HWST 351 Mahiʻai Kalo (Taro cultivation) and HWST 343 Myths of Hawaiian History. HWST 351 is a hands on class, where learning was actually doing in the loʻi kalo (taro patch) at Kānewai. We cleaned, learned the about the area and the various kalo, planted and pulled kalo. HWST 343 is a engaged class that did not require the teacher to instruct us to remember this and that. We actively discussed literature that challenged us to critically analyze the issue and problems.
Deep Learning vs. Surface Learning
- Deep learning is active; Surface learning is inert
- Deep learning is holistic; Surface learning is atomistic
- A deep approach reinforces incremental theory; A surface approach reinforces entity theory
- A deep approach reinforces mindfulness; A surface approach reinforces mindlessness
- A deep approach to learning is enjoyable; A surface approach to learning is unpleasant
All of the deep learning points are applicable to graduate studies than undergraduate studies. Now, professors want to hear what you have to say, what you think and understand about that issue, what theory can you apply, etc. It is the total opposite! Undergraduate studies = Instructional Paradigm and Graduate studies = Learning Paradigm. I always remember how I talk to peers about graduate school. There is a fear. I basically tell um, there's no tests, there's lots of reading and writing, but all the wanna know is how well you can talk to that issue. So in my thoughts, it's like how do we make graduate studies into undergraduate studies?
Is memorization considered learning or is learning more than just memorization?
Is teaching just to memorize or is it more than just memorization?
