a deep approach is where the intention of the learner is to understand the meaning of the material/ a surface approach to learning is where a learner is concerned to memorise the material for what it is/ between the two there is a continuum with an hierarchy of stages:

• noticing: representation is reproduction
• making sense: representation is coherent reproduction
• making meaning: representation is of ideas that are integrated and well linked (beginnings of deeper approach)
• working with meaning: representation is reflective, well structured and demonstrates the linking of material with other ideas which may change as a result
• transformative learning: representation demonstrates strong restructuring of ideas and ability to evaluate the processes of reaching that learning

REFLECTION has a role in the deeper approaches/ we learn from representing learning/ we upgrade learning/ Reflection:

• slows down activity, giving the learner time to process
• helps the learners to develop greater ownership of the learning material
• it encourages meta-cognition
• works with materials that are complicated and ill structured and helps students improve their cognitive ability

References

Moon, J., 2001. PDP Working Paper 4: Reflection in Higher Education Learning. In LTSN Generic Centre, full article available here

Image is Kolb’s circle Experiential Learning concept (1984) available here