LEARN003 Distinguishing surface from deep learning

Summary

In this insightful discussion, John Hattie explores the critical distinction between surface and deep learning. Surface learning focuses on acquiring foundational knowledge, while deep learning involves connecting, extending, and transferring that knowledge to new contexts. Using the SOLO taxonomy, Hattie illustrates learning as a continuous cycle where ideas evolve from surface understanding to deep comprehension and back again. He emphasizes the importance of assessing where students are on this continuum, structuring tasks to target both surface and deep learning, and supporting transfer through comparison and reflection. Effective teaching balances foundational mastery with higher-order thinking to promote meaningful, lasting learning.

Takeaways

• 😀 Surface learning focuses on acquiring knowledge, ideas, and facts, while deep learning emphasizes relating, extending, and transferring that knowledge.
• 😀 The SOLO taxonomy (Structure of the Observed Learning Outcome) helps describe the complexity of learning, from having single ideas to relating and extending them.
• 😀 Learning is a continuum: students start with surface learning and gradually move toward deep learning as they relate and extend ideas.
• 😀 Initial learning stages require a high proportion of surface learning—over 90% in early lessons for new skills like driving or playing a game.
• 😀 Teachers must assess where students are in the learning cycle to determine when to transition from surface to deep learning.
• 😀 Deep learning should involve transfer, applying knowledge to similar (near transfer) and different contexts (far transfer).
• 😀 Students often respond to what they perceive as valuable; clearly labeling surface and deep components in tasks and assessments improves learning outcomes.
• 😀 Effective surface learning strategies include memorization and overlearning to reduce cognitive load for later deep learning.
• 😀 Effective deep learning strategies involve connecting ideas, analyzing, synthesizing, and applying knowledge to new situations.
• 😀 Designing tasks with both surface and deep questions helps clarify expectations for students and simplifies assessment for teachers.
• 😀 Learning is staccato and cyclical: as students generate new ideas, they return to surface learning before moving deeper again.
• 😀 Pausing to compare similarities and differences between tasks enhances transfer of knowledge to new contexts.

Q & A

What is the main distinction John Hattie makes between surface and deep learning?

Surface learning focuses on acquiring ideas, content, knowledge, and information, while deep learning involves relating, extending, and transferring that knowledge to develop new understanding and apply it in different contexts.

What is the SOLO taxonomy, and who developed it?

The SOLO (Structure of the Observed Learning Outcome) taxonomy was developed by Australians Kevin Collis and John Biggs in the 1970s. It categorizes learning complexity and illustrates how learners progress from surface to deep understanding.

Why does Hattie emphasize the importance of both surface and deep learning?

Both types of learning are necessary because having relationships between ideas (deep learning) requires first having ideas and knowledge (surface learning). They form a cyclical continuum where new ideas lead back to surface learning and then deeper understanding.

When is surface learning most appropriate according to Hattie?

Surface learning is most appropriate when someone is learning a skillQ&A based on script or knowledge for the first time, such as driving a car, playing a new game, or learning a new concept. At this stage, the focus is on foundational knowledge and basic procedures.

What common mistake do teachers make regarding surface and deep learning?

A common mistake is moving to deep learning too quickly before students have adequately acquired surface-level knowledge. Teachers may assume students are engaging in deep learning when they are actually still building foundational knowledge.

How does Hattie suggest instructors determine when to shift from surface to deep learning?

Hattie suggests that instructors assess students’ progress, the complexity of tasks, and the nature of assignments. Educators should distinguish which tasks target surface knowledge and which target deeper relational understanding, and then guide students accordingly.

What strategies can help students transfer their understanding to new contexts?

To support transfer, instructors can encourage students to compare similarities and differences between tasks, stop to reflect on what was learned, and apply strategies to new or varied contexts. This helps with both near and far transfer of knowledge.

What learning strategies work best during surface learning?

During surface learning, strategies include repetition, memorization, overlearning, and distillation of key concepts. This ensures foundational knowledge is internalized, allowing students to focus later on relating and extending ideas in deep learning.

Why is it helpful to have separate surface and deep questions in assessments?

Having distinct surface and deep questions clarifies expectations for students and instructors, allows accurate assessment of both foundational knowledge and higher-order understanding, and prevents confusion about what is considered valuable learning.

How does Hattie describe the learning process in terms of cycles?

Hattie describes learning as a cyclical process where students move from having ideas (surface) to relating and extending them (deep). This process generates new ideas, which then feed back into the surface phase, creating a continuous learning cycle.

What role does overlearning play in progressing from surface to deep learning?

Overlearning solidifies surface-level knowledge so students can recall information automatically, freeing cognitive resources to engage in deep learning, where they relate, extend, and transfer their understanding to new tasks.