Deep learning stratergies

GAMT allows you to capture the necessary information to allow deep learning to take place. What is “deep learning” that we are talking about?

Learning has been a subject of extensive research, with numerous frameworks developed to enhance educational effectiveness. Among these, Bloom's Taxonomy is one of the most well-known, classifying learning objectives into hierarchical levels: Remember, Understand, Apply, Analyze, Evaluate, and Create. While widely utilized, Bloom's Taxonomy has notable disadvantages. It represents learning as a linear progression, implying that one must master lower levels before progressing to higher levels. This structure can be restrictive and does not reflect the non-linear nature of learning. Studies suggest that cognitive processes often overlap and interact dynamically rather than sequentially (Anderson et al., 2001). Bloom's Taxonomy primarily serves as a tool for educators to design curriculum and assess student progress. This perspective can marginalize the learner's active role in the learning process.It may not adequately address individual learning needs or promote autonomous, self-directed learning.

Several taxonomies have been developed to address the deficiencies of Bloom's Taxonomy - Solo taxonomy, Morzano taxonomy, Finch taxonomy etc.  But despite their advancements, these taxonomies still cater primarily to educators. They do not sufficiently shift the focus to the learner’s active engagement and individual learning paths.

Learning is a complex, dynamic process better classified in zones rather than hierarchical levels. Zones suggest fluidity and interaction among different types of learning activities, accommodating the diverse and iterative nature of learning experiences.

The GAMT learning  framework divides learning in to eight zones.

GAMT Learning Framework Zones

Zone 1: Organize the information, figures and tables

Zone 2: GAMT or anchor

Zone 3: Ask the “Why?” Question

Zone 4: Compare and Contrast

Zone 5: Generate Associations

Zone 6: Past exam questions

Zone 7: Apply the Knowledge

Zone 8: Research and innovation

As the learner progresses through the learning process, these eight zones act as a roadmap, allowing them to navigate seamlessly. The more time spent in each zone, the deeper the learning experience becomes. Creating a GAMT (Glyph-Assisted Memory Technique) is fundamental to this framework, as it allows learners to focus on deepening their understanding rather than merely remembering concepts. GAMT creation can occur in any zone, typically between Zones 1 to 2. Once a GAMT is created, moving across other zones becomes easy, and learners can revisit the zones multiple times in any order.

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Zone 1: Organize the Information, figures and tables

In this zone, ensure you have good source material for learning a topic. This can include textbooks, lecture notes, websites or blog articles, review articles, journal articles, etc. It is crucial to verify the quality of the source material, especially if preparing for high-stakes exams. Ensure that the material frequently covers the topics from which questions are asked. After securing your source material, the next step is to organize the information. This phase is essential because starting to learn without proper organization, regardless of the quality of the source, can be ineffective.

First, ensure you have a good overview of the different areas you need to learn within a particular topic. This involves reviewing sub-headings, figures or images, tables, content, and context. Completing this process provides a clear understanding of what you need to learn and the scope of the topic.

For example, if you are preparing for the USMLE exam, in Zone 1, you would analyze various books and sources, finally narrowing down to one, such as “First Aid for USMLE Step 1.” You would then review the content, familiarizing yourself with the topics to be covered, and ensure a solid grasp of the images, figures, and tables included.

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​Zone 2: GAMT or anchor

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This zone includes the use of GAMT for the given topic. You can also use other memory techniques or use the notes or textbook. The aim here is to consolidate all the information for a given topic in one central location. In this way you create a powerful learning system. This system optimizes revision, allows for continuous knowledge updates, and fosters a deeper understanding by facilitating connections between different learning resources.

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Zone 3 : Ask “Why” Questions

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This process is called Elaborative interrogation in educational literature. This also include the principles of self verbalisation and self questioning.

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The process of learning is deeply enriched by the habit of asking "why" questions. This practice not only enhances comprehension but also fosters critical thinking and the ability to connect concepts across different domains. Numerous studies support the notion that inquiry-based learning, where "why" questions play a central role, significantly benefits the learning process.

Promotes Deeper Understanding:

   - Asking "why" questions compels learners to delve beyond superficial facts and understand the underlying principles and connections between ideas. This deeper level of engagement helps in forming a more robust mental model of the subject matter.

   - A study by Chin and Osborne (2008) highlights that students who engaged in inquiry-based learning, which heavily involved asking "why" questions, showed improved understanding and retention of scientific concepts. This approach encouraged students to explore causes and effects, leading to a more comprehensive grasp of the material.

Stimulates Critical Thinking

   - Critical thinking is a vital skill that allows learners to analyze information, evaluate evidence, and construct well-reasoned arguments. Asking "why" questions nurtures this skill by challenging learners to justify their understanding and consider alternative explanations.

   - Research by King (1994) indicates that prompting students to ask and answer "why" questions during discussions significantly enhanced their critical thinking abilities. This method led to more analytical and evaluative thinking, as students had to reason through their responses.

Facilitates Conceptual Connections

   - When learners consistently ask "why," they are more likely to identify relationships between new information and their existing knowledge. This integration fosters better recall and application of knowledge in varied contexts.

   - A study by Pressley et al. (1992) found that students who were trained to ask explanatory questions, such as "why," developed a deeper understanding of text materials. This practice helped them connect new concepts with prior knowledge, improving their ability to recall and apply information.

   - Learners can adopt the habit of asking "why" questions during self-study to enhance their understanding and retention of material. This approach makes self-directed learning more effective and fulfilling.

   - Research by Graesser et al. (1994) indicates that self-questioning strategies, including asking "why," significantly improve the depth and breadth of learning in self-directed contexts.

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Zone 4 : Compare and contrast

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Comparing and contrasting similar topics is a powerful educational strategy that deepens understanding by highlighting differences and similarities, fostering critical thinking, and enhancing retention. This method involves examining two or more subjects, ideas, or concepts to identify their commonalities and distinctions, which can reveal deeper insights into each.

Highlighting Key Characteristics:

   - When students compare and contrast topics, they must analyze and categorize the key characteristics of each subject. This process helps them understand the fundamental principles and nuances that define each concept.

   - A study by Tennyson and Cocchiarella (1986) found that learners who used comparative analysis demonstrated better understanding and retention of complex concepts compared to those who did not use such strategies.

Encouraging Deeper Engagement:

   - Engaging in comparative analysis requires active engagement with the material. Students must go beyond surface-level understanding to explore the underlying mechanisms and relationships between topics.

   - According to McDaniel et al. (2013), students who engaged in comparing and contrasting activities showed increased cognitive engagement and performed better on comprehension and application tasks.

Analytical Skills Development:

   - Comparing and contrasting necessitates critical thinking as students must evaluate the relevance and significance of various attributes. This process helps in developing analytical skills and the ability to reason logically.

   - Willingham (2008) highlights that critical thinking is enhanced when students are tasked with comparing different perspectives or solutions, as it requires them to weigh evidence, consider alternative viewpoints, and make informed judgments.

Problem-Solving Abilities:

   - By understanding the differences and similarities between topics, students can better apply their knowledge to solve problems. This skill is particularly important in fields that require diagnostic or evaluative thinking, such as medicine, law, and engineering.

   - A research study by Jonassen (2000) indicated that problem-solving skills are significantly improved when students engage in tasks that involve comparing and contrasting multiple solutions or approaches.

Evidence supporting compare and contrast methodology

1. **Educational Psychology**:

   - Comparative studies in educational psychology consistently show that comparison and contrast strategies improve comprehension and recall. For instance, Gentner and Markman (1997) found that analogical reasoning, a form of comparative analysis, facilitates the learning of new concepts by relating them to known concepts.

2. **Cognitive Science**:

   - Cognitive science research supports the effectiveness of comparison and contrast in enhancing memory and understanding. Chi et al. (1994) demonstrated that experts often use comparative analysis to understand complex systems by comparing them to simpler, more familiar systems.

3. **Instructional Design**:

   - Instructional design research emphasizes the role of comparative analysis in effective teaching. Merrill (2002) proposed the Component Display Theory, which includes comparison as a key instructional strategy to promote higher-order thinking and learning.

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Zone 5: Association

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Associative learning, a fundamental process in cognitive psychology, involves creating connections between concepts, experiences, or pieces of information. This method is crucial for deep learning or higher-order learning because it helps integrate new knowledge with existing knowledge, leading to better understanding, retention, and application. Numerous studies support the significance of associative learning in enhancing educational outcomes.

Associative learning occurs when an individual links two or more items, ideas, or experiences together. This process can be seen in various forms, such as classical conditioning (Pavlovian response) and operant conditioning (reinforcement learning). In the context of higher-order learning, associative learning involves making connections between new information and prior knowledge, which facilitates deeper understanding and memory retention.

Neuroscience and Synaptic Plasticity:

   - Hebb’s Theory (1949)**: Hebbian theory, often summarized as "cells that fire together, wire together," suggests that the brain strengthens connections between neurons that are activated simultaneously. This neural basis for associative learning underscores how repeated associations between concepts can lead to stronger, more durable learning pathways.

   - Research by Takeuchi et al. (2014): This study found that associative learning can enhance synaptic plasticity, which is the ability of synapses to strengthen or weaken over time. Enhanced plasticity is associated with better memory formation and retention, indicating that associative learning directly impacts brain function.

Educational Studies on Concept Mapping:

   - **Novak and Gowin (1984)**: Concept mapping, a technique that visually represents the relationships between concepts, is a powerful tool for associative learning. Studies show that students who create concept maps demonstrate a deeper understanding of the subject matter and can better recall and apply knowledge.

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Zone 6: Past exam questions

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Solving past exam questions is a widely endorsed study strategy due to its substantial benefits in enhancing academic performance and exam scores. This method leverages the testing effect, practice testing, and familiarity with exam formats, which collectively contribute to improved performance.

The Testing Effect

1.        Enhancing Retention:

•        The testing effect refers to the phenomenon where retrieving information during a test enhances long-term memory retention. When students practice with past exam questions, they actively recall information, which strengthens their memory.

•        Research Evidence: Roediger and Butler (2011) reviewed numerous studies on the testing effect and found that practice testing significantly improves retention compared to other study methods. Their research showed that students who regularly tested themselves retained information longer and performed better on subsequent exams .

2.        Improving Recall:

•        Practice testing helps students improve their ability to recall information under exam conditions. This frequent retrieval practice makes it easier for students to access information quickly and accurately during actual exams.

•        Research Evidence: A study by McDaniel et al. (2007) demonstrated that students who engaged in repeated testing had better recall and performed better on final exams compared to those who only reviewed the material .

•        Practicing with past exam questions encourages students to apply their knowledge in a format similar to the actual exam. This application helps solidify their understanding and ensures they can use their knowledge effectively under exam conditions.

•        Research Evidence: Anderson et al. (1995) found that practice testing, particularly with questions requiring application and analysis, significantly improved students’ ability to apply knowledge to new situations and solve complex problems during exams .

2.        Improving Critical Thinking:

•        Many exams require more than just rote memorization; they test students’ critical thinking and problem-solving skills. Practicing with past exam questions helps students develop these skills by challenging them to think critically and analyze information.

•        Research Evidence: A study by Stiggins (2001) highlighted that students who practiced with open-ended and critical thinking questions from past exams developed stronger analytical skills and performed better on exams that tested higher-order thinking.

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Familiarity with Exam Format

1.        Reducing Anxiety:

•        Familiarity with the format and types of questions that appear on exams can significantly reduce test anxiety. Knowing what to expect helps students feel more confident and less anxious during the actual exam.

•        Research Evidence: Cassady and Johnson (2002) found that familiarity with exam formats through practice reduced test anxiety and improved performance. Students who practiced with past exam questions reported feeling more prepared and less anxious during exams .

2.        Understanding Question Patterns:

•        Past exam questions often reveal patterns in how questions are structured and what topics are frequently tested. This insight allows students to focus their study efforts on high-yield topics and better anticipate the kinds of questions that will be asked.

•        Research Evidence: A study by Thomas and Bain (1984) showed that students who practiced with past exam papers were better able to identify important themes and concepts, leading to improved performance on exams.

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Zone 7: Apply the knowledge

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One of the most effective ways to retain learned information is through application. While applying knowledge “in the field” is the ultimate goal, not all knowledge acquired during high-stakes exams and courses is immediately practical. Nevertheless, there are numerous ways to apply knowledge in practice, including:

1.        Internships

2.        Group Projects

3.        Simulations

4.        Role-Playing

5.        Problem-Based Learning (PBL)

6.        Teaching Others

Of these methods, the first five are significantly influenced by the learning environment and external factors. In contrast, the last two methods—problem based learning and teaching others—require minimal external input and are predominantly dependent on the learner’s efforts.

The Role of GAMT in Enhancing Application

The Glyph-Assisted Memory Technique (GAMT) is particularly effective for the last two options - problem based learning and teaching others. GAMT consolidates all relevant information on a topic in one place, facilitating easy review of problem based learning questions by topic. Any missing information can be effortlessly added directly to the GAMT or as a side note, ensuring that all pertinent information on a topic is captured in a single location.

Similarly, GAMT makes teaching others more straightforward and enjoyable. By having a well-organized collection of information, learners can effectively teach topics while continuously redrawing and reinforcing the GAMT, thereby vastly improving recall and retention.

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Teaching others:

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Teaching others is a highly effective strategy for deep learning. When learners take on the role of teachers, they gain a deeper understanding of the material, improve retention, and develop critical thinking skills. This phenomenon, often referred to as the protégé effect, has been widely studied and supported by research.

Enhancing Understanding and Retention

1. The Protégé Effect :

 - When students explain concepts to others, they need to process the information more deeply. This active engagement helps reinforce the material in their memory.

  - A study by Fiorella and Mayer (2013) demonstrated that students who taught material to others scored higher on subsequent tests compared to those who simply studied the material. Teaching requires learners to organize their knowledge, clarify concepts, and anticipate questions, which deepens their understanding and retention.

2. Improved Memory:

 - The act of teaching involves recalling information, explaining it in one's own words, and answering questions, which reinforces the memory traces of the learned content.

   - Bargh and Schul (1980) found that participants who expected to teach the material they were learning remembered more and organized the information more effectively than those who expected a test. This expectation prompted a more thorough processing of the material.

Developing Critical Thinking Skills

1. Analytical Skills:

 - By teaching, students must think critically about how to present information and how to address their peers' questions, which enhances their analytical skills.

2. Metacognitive Skills:

 - Teaching others helps learners become more aware of their own learning processes. They develop strategies for understanding and explaining material, which improves their overall learning and comprehension.

   - Palincsar and Brown (1984) explored reciprocal teaching, where students take turns leading group discussions. This method improved reading comprehension and metacognitive skills as students monitored their own and others' understanding of the text.

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​Zone 8: Research and innovation

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Curiosity is a powerful driver of learning, memory, and cognitive engagement. When individuals engage in research and innovation, they naturally become more curious, which in turn leads to deeper learning and better long-term retention. This process is supported by various psychological and neuroscientific studies.

The Curiosity-Driven Learning Cycle

Research and innovation create a self-sustaining cycle where curiosity leads to learning, and learning fuels further curiosity.

    •    Step 1: Curiosity is Triggered → Encountering an unanswered question or a problem stimulates curiosity.

    •    Step 2: Active Exploration & Research → Individuals seek out information, ask questions, and test hypotheses.

    •    Step 3: Deeper Cognitive Engagement → The brain actively processes and connects new information to existing knowledge.

    •    Step 4: Memory Consolidation & Retention → The emotional and cognitive engagement enhances long-term memory storage.

    •    Step 5: More Questions Arise → The process continues as new knowledge sparks further curiosity.

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📌 Example:

    •    A business student trying to create an innovative marketing strategy is more likely to remember key principles than one who just reads about them.

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🚀 Final Thought: If you want to learn something once and remember it forever, cultivate curiosity, engage in research, and apply knowledge innovatively—that’s the true secret to mastering any subject!

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References 

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