Surface and Deep Learning

Marton and Säljö (1976) put forward the notion of there being two different approaches to learning: Surface Learning and Deep Learning. Surface Learning is where ideas are accepted passively, with students concentrating only on what is required for assessment. Deep Learning, on the other hand, is where students relate ideas to their previous knowledge and experience; discover principles; relate evidence to conclusions and examine the logic of arguments.ⁱ

            It is perhaps obvious that teachers want Deep Learning to take place rather than Surface Learning as few professionals would like to see themselves as a short-term, quick fix simply tasked with getting students to passively accept enough information to get them through an assessment rather than providing them with a thought-provoking, engaging education. When reflecting on this as group, some colleagues adopted a cynical point of view, stating the current education system rewards Surface Learning as student success is judged by examination assessment; therefore teachers are encouraged to make all of their lessons Surface Learning about the examination.

Personally however, I’d argue that both Surface and Deep learning are needed; Surface learning of knowledge with Deep learning of skills. From a subject specific stance, this is particularly evident with the new English Language GCSE’s. The content of the text is always unseen and varies greatly, however, the skills required for each question are consistent. Therefore, I have carefully designed lessons to focus on the skills required for each question when designing schemes and have so far found this to be an effective approach (based on feedback from internal assessments and mock examinations).

            From a professional point of view, it is also important to keep this in mind in my role as mentor; new teachers must be encouraged to take a Deep Learning approach to key skills when lesson planning so that students are effectively prepared for whatever content they are presented with in life as well as in examinations.

i           N.J. Entwistle and A.C. Entwistle Developing, Revising, and Examining Conceptual

Understanding: The Student Experience and its Implications (University of Edinburgh: Centre for Research on Learning and Instruction, 1991)