Diving: The Key to Lasting Learning

May 14, 2010 | Applesauce
By Dr. Kevin D. Washburn

Kevin D. Washburn, Ed.D., is the Executive Director of Clerestory Learning and the author of The Architecture of Learning: Designing Instruction for the Learning Brain (ISBN: 9780984345908). An educator for more than twenty years, Dr. Washburn has taught in elementary through college classrooms and served as Director of Curriculum & Instruction in various Christian schools. He writes his own blog, “The Window,” and is a featured author for several other online publications.

“No diving! Water depth is too shallow.” If you’ve ever swum in a hotel swimming pool, you’ve likely seen this sign...

The fear, of course, is that the hotel will be sued if swimmers injure themselves diving head-first into the pool.

It is probably a good policy for hotels, but not for constructing lasting learning. According to memory researchers, depth of processing increases retention. Why? Because deep processing “allows a richer and more elaborate code, which in turn becomes more readily available.”(1) This idea is not a new one. In 1890, William James wrote:

“The one who thinks over his experiences most, and weaves them into systematic relations with each other will be the one with the best memory.”(2)

The message: to make learning memorable, engage students in deep thinking about new material. But what constitutes deep thinking in new learning? Research suggests two mental activities, comprehension and elaboration.

Comprehension involves organizing new data. “During comprehension, the brain sorts, labels, and organizes the raw sensory data.”(3) As teachers, we often organize material as we prepare to present it to students. However, the research suggests that students must label and sort new material themselves to increase the likelihood of retaining it. Even if students replicate the teacher’s organization of the material, the act of sorting and labeling the data themselves contributes to learning.

So, what does comprehension look like in the classroom? Students manipulating representations of ideas into structured schemes, such as tables, sequences, hierarchies, or even stories. For example, after explaining and modeling the steps involved in eliminating unneeded or ineffective modifiers from writing, a teacher may have the students develop flow charts to illustrate and sequence the steps. Naturally, the teacher presents and models the steps in their correct order, but having the students sequence the steps engages them in one aspect of the deep processing.

Once the new material is easily recalled and organized, teachers can foster deeper understanding by challenging students to re-organize the material according to a different scheme. For example, instead of putting the steps in their order of use, the teacher may ask students to organize them according to the amount of thinking each step requires or by least to most favorite step. By changing the organizational scheme, the teacher engages the students in rethinking the material, including subtle nuances between the components. This requires deeper thinking about the critical concepts, and that deeper thinking promotes deeper understanding and better retention.

This is also true of deep thinking’s second mental activity, elaboration. Elaboration “involves linking the material being rehearsed to other material in memory.”(4) The term conceptual blending aptly describes elaboration. “The brain receives and sorts sensory data causing patterns to emerge. The patterns direct the brain to search its long-term memory stores for previous experiences that illustrate similar patterns…Once recalled, the previous experience provides a reference point for further thinking about the newly received data.”(5) Understanding develops as a student recognizes relevant connections between the reference point and the new data, and “blends” these ideas.

What does elaboration look like in the classroom? “Increasing the variety of ways the brain processes information (e.g., both verbal and nonverbal) increases connections between new and known information. (6) Learners deepen their understanding of new information by representing it in varied forms.” Howard Gardner’s multiple intelligences offers a way to vary the ways students interact with material. For example, during an earth science unit, a teacher may challenge students to find or create music that illustrates volcanic eruption or create personified accounts in which a volcano shares its goals, fears, and strengths as it prepares to erupt. “Note what such tasks require of the learner. Significant connections between the new material [e.g., volcanic eruption] and a nonverbal reference point [e.g., music] must be explored.” Such exploration engages learners in deep processing of the new material. “The resulting connections, which stem from the student’s life experience, create a conceptual network that gives him greater flexibility in thinking.”(7)

The resulting connections open wider possibilities for biblical integration. For example, by connecting music with volcanic activity or through personifying a volcano, a student may add the idea of anger into his burgeoning conceptual network. Although volcanoes may not be specifically mentioned in Scripture, anger certainly is along with warnings and principles regarding its role in successful Christian living. By exploring these truths and relating them to the student’s growing understanding of volcanoes, teachers can naturally imbue the subject matter with Scripture. Volcanoes gain relevance because they become associated with principles that can influence the student’s daily life. The deeper learning brought about by the deeper thinking enables deeper biblical integration.

To learn, think deeply. To teach, engage and challenge students’ thinking. Unlike a hotel swimming pool, when it comes to learning, diving deep is good for one’s head!

Cited Sources
1. Baddeley, A., Eysenck, M.W., & Anderson, M.C., Memory (New York: Psychology Press, 2009) 102.
2. Ibid. quoted on p. 102.
3. Washburn, K.D., The Architecture of Learning: Designing Instruction for the Learning Brain (Pelham, AL: Clerestory Press, 2010) 8.
4. Baddeley, 103.
5. Washburn, 14.
6. deWinstanley, P. A., & Bjork, R. A., “Successful Lecturing: Presenting Information in Ways that Engage Effective Processing,” in Halpern, D. F., & Hakel, M. D. (Eds.), Applying the Science of Learning to University and Beyond, vol. 89 (San Francisco: Jossey-Bass, 2002).
7. Washburn, 21.


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