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So  many excellent answers. Having read this book back when if first came out and now again what stands out to me are some of the connections between the two kinds of learning. You can not have depth without having the surface learning. Using the author's favorite example, learning to drive, if you don't know the surface for example that is called a brake pedal and this is a gas peddle, then you are unable to access the deeper levels such as the importance of looking ahead down the road and being ready to use the brakes. In terms of my own practice I was reminded again of the importance of how we do the techniques. As an example when using a concept map the effect size is not large if we start the map before reading and if the map is not used to do something else later. So just like with phonics and whole language back in the dark ages we can look like we are doing what is right for kids and yet not accomplish our goals if we do not attend to the nuances in each technique. PS this is Keith

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Surface learning really clicked for me when the author described learning to drive and said that a lot of the credit for skilled drivers goes to the instructor. It seems that this is the time in learning that our feedback and support is most crucial in order to ensure that students learn what they need to in order to progress their learning independently. As others have said, that surface learning is necessary before deep learning. One way that balancing act between the two can end up looking in the classroom is that students will be more motivated to continue learning deeply on their own after they've learned at the surface level.  While we continue to support students that need a longer time on the surface, if we plan engaging projects and groups successfully, students can go ahead with deeper learning independently even if the whole class is not quite there yet.

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Surface learning and deep learning are all a balancing act for a teacher. In order to balance, one needs a proper foundation, and that is what surface learning provides. Surface learning should occur when students are trying to acquire new facts. It is the point in which students acquire new concepts and skills.  I keep thinking back to the swimming analogy that was made in the book. However, I make the analogy towards dance, probably because I have danced for 26 years. As a dancer, especially in ballet, I have spent countless hours at the bar learning and perfecting the basics, the foundation, and fundamentals. Once I had learned and mastered the foundation skills and moves I was able to put them to use by creating complex dances.  Taking what was already known and perfected (the foundation) I was able to go to deeper learning. According to Fisher Frey, and Hattie a student needs to be able to take the surface learning in and use it in order to, "relate, extend, and think deeply."  (2009, p.36).  Deep learning is when a student is able to take those new gained facts and skills, examine the ideas and think critically. Deep learning is when a student is able to take the foundation and try tying them into cognitive structures and make cognitive links between existing ideas. I have witnessed deep learning in my classroom when a student is able to hang with a problem. When they are able to stick with it and be persistent using the knowledge they have already acquired to arrive at a solution or a completed task.
At certain levels of education I have noticed surface learning taking a back seat as teachers say, "they (the student) should have learned that already." We will never close the gap if we do not create a balance between surface and deep learning.

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Surface learning is initiation,

deep learning is elongation; continuation.

SL is the opening platform off of which

the DL long game is played.

Learning is fueled by questions,

but what, when, and where generally

result in early endgame; termination.

Why and how prolong the process

And catalyze a fruitful long game.

It is through the struggle conflict-

-whether of game pieces or ideas-

that true and deep learning occurs.

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“A strong start sets the stage for meaningful learning and powerful impacts.” (Fisher, Frey, Hattie) This concept can be applied and related to so many important concepts around us. It certainly can apply to every sport there is. I've just spent 4 days watching 14 year old boys play a level of soccer that could arguably be worthy of an admission charge (if you enjoy soccer that is). It was honestly like watching MLS games, only slightly smaller, less hairy players. There was evidence of specialized skills and incredible knowledge of strategy. There was example after example of teams and/or players who adapted to a new environment, applied previous learning, and executed a hybrid of the two that fit their needs at any given second. Every time these players stepped up to a new challenge, that same challenge became the launching pad (or foundation) for adding more complicated skills. These boys (there are plenty of girls who do this also, but this was a boys' tournament) did not arrive at this level of learning over night. All of them had to have started several years ago, most commonly at 4 years old; learning to use their feet not their hands, understanding each team had a goal, figuring out how to run while moving the ball at the same time and so on. Many kids play recreational soccer and some of them feel compelled to go further, but that is not easy. It requires a deeper understanding of the skills and technical side of the game, keeping up with incredible physical demands, and a huge amount of dedication. Very few people take any sport to a competitive level because of what it take to achieve that deeper understanding of the game. I think the same challenge applies to literacy when it comes to convincing learners to use their surface level learning to gain knowledge at a deeper level. In my classroom surface learning starts with familiarity. From the procedures we use as the methods of practice, to the content we use to start off our discussion or activity; no matter what, I try to find something the students can already relate to. I've found a lot of success in having the students keep a notebook for our Collections vocabulary, summaries, predictions and comprehension questions. We do it the same every time. Then we use that tool as a reference when we are trying to navigate more difficult concepts like inferencing, drawing conclusions, compare/contrast or even creating a theses to support an essay. I find that providing students with something they can count on such as a consistent notebook helps them feel more comfortable while attempting deeper, more difficult concepts. And just like sports, the effort level of the teacher/coach combined with the effort of the students/players is where the success or failure can be made. 

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“A strong start sets the stage for meaningful learning and powerful impacts.” (Fisher, Frey, Hattie) This concept can be applied and related to so many important concepts around us. It certainly can apply to every sport there is. I've just spent 4 days watching 14 year old boys play a level of soccer that could arguably be worthy of an admission charge (if you enjoy soccer that is). It was honestly like watching MLS games, only slightly smaller, less hairy players. There was evidence of specialized skills and incredible knowledge of strategy. There was example after example of teams and/or players who adapted to a new environment, applied previous learning, and executed a hybrid of the two that fit their needs at any given second. Every time these players stepped up to a new challenge, that same challenge became the launching pad (or foundation) for adding more complicated skills. These boys (there are plenty of girls who do this also, but this was a boys' tournament) did not arrive at this level of learning over night. All of them had to have started several years ago, most commonly at 4 years old; learning to use their feet not their hands, understanding each team had a goal, figuring out how to run while moving the ball at the same time and so on. Many kids play recreational soccer and some of them feel compelled to go further, but that is not easy. It requires a deeper understanding of the skills and technical side of the game, keeping up with incredible physical demands, and a huge amount of dedication. Very few people take any sport to a competitive level because of what it take to achieve that deeper understanding of the game. I think the same challenge applies to literacy when it comes to convincing learners to use their surface level learning to gain knowledge at a deeper level. In my classroom surface learning starts with familiarity. From the procedures we use as the methods of practice, to the content we use to start off our discussion or activity; no matter what, I try to find something the students can already relate to. I've found a lot of success in having the students keep a notebook for our Collections vocabulary, summaries, predictions and comprehension questions. We do it the same every time. Then we use that tool as a reference when we are trying to navigate more difficult concepts like inferencing, drawing conclusions, compare/contrast or even creating a theses to support an essay. I find that providing students with something they can count on such as a consistent notebook helps them feel more comfortable while attempting deeper, more difficult concepts. And just like sports, the effort level of the teacher/coach combined with the effort of the students/players is where the success or failure can be made. 

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I truly believe that surface learning sets the foundation for students. Students need to be able to understand concepts at the surface level before they are able to take those concepts and apply them in a knowledgeable way. Deep learning, to me, starts with surface learning and gradually builds through life experiences inside and outside of the classroom. As a teacher, my goal is to provide students with life experiences within the classroom that will allow the concepts they are learning to grow.  Rather than students going from point A (surface learning) to B (deep learning), I think of it as a spectrum where students start with surface learning and continually grow throughout their lives to different levels of deep learning.

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Surface learning is the idea and deep learning is the thinking. What I find with my students is that they seem to be great at the surface and even the thinking parts, but when it comes to transfer, that's where they struggle. This is evident when they do literary analysis; it's a struggle to put all the parts together into a paragraph or essay. There's a disconnect.

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Surface learning is the basics, kind of like the keys that students will need to be able to unlock deeper learning at a later time.  These can include things like vocabulary, reading decoding and basic comprehension, etc.  Students will need to have a clear understanding of these surface skills in order to later go deeper to truly grasp complex concepts and transfer learning to long-term memory.
This reminds me of a conversation I had with my on who just got back from Hawaii and decided he wants to scuba dive.  He got upset that he couldn't just put on the scuba gear and dive; he first needed to take a class on the basics, practice the (literal) surface level snorkeling and snuba before he'd be ready to go deep, where the "cool stuff" is, according to him.  The surface level stuff si where you start before moving to the deep, cool stuff later on.

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Diving into the Surface to Reach the Depths...

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Diving into the Surface to Reach the Depths...

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Think about swimming, we usually tread water, our heads bobbing along the surface because it is comfortable; diving down deep takes risk and more thought. It's impossible to reach the deep without first breaking the surface, the same can be said with learning. Surface level learning is comfortable, there are right and wrong answers, and relies on rote learning skills...rinse, lather, repeat.

Chapter 2 of Visibly Learning, in regard to the levels of surface literacy learning, discusses basic acquisition and consolidation. The book states, "Students need to first acquire and then begin to consolidate the information" (p. 39); in other words, they learn the material, or memorize it (acquisition), then they are assessed on the information that is deemed need to know (consolidate). This is all well and good for a great educational foundation, but more is needed in order for our students to become intelligent contributing members of society; thus, the deep literacy learning comes into play.

Deep learning is achieved when we see students excited about concepts, inquire about their curiosities with a subject, question the material, thing outside the box, problem solve.... the list goes on and on. Deep learners, "Seek to interact with content and ideas, and actively link concepts and knowledge across content" (p. 73). I believe this is what all teachers want to see happen in their classrooms. We are all guilty at times of taking the easy way out, giving multiple choice tests, because they are so much less time consuming to grade. However, they usually result in frustration when we see the results, or lack there of. Conversely, there is no better feeling than to see evidence of deep learning take place in the classroom. I know that if I see authentic discussions and acquisition happening in my classroom, I foster that and try to see how far we can take it; those are the nights that I go home feeling genuinely happy about my job.

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As many have already noted, surface learning occurs at the early stages of learning new concepts, vocabulary or skills. It is necessary as it leads to deep learing. I like how the authors describe them with the use of the pyramid. Surface is wide and varied and leads to deep learing. This then becomes more focused and finally transfer happens. My goal is for students to be able to apply any learning to novel situations. This is of course the challenge we face as we cruise through the curriculum's pace without a lot of opportunities for depth.

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Surface learning is the foundation needed for deep learning, for it provides the basic content knowledge and skills needed for students to later engage in deep learning. The introduction of new academic vocabulary, developing a basic comprehension of new content, and note taking all fall into the category of surface learning. Deep learning, on the other hand, requires students to interact with content and ideas, actively link concepts and knowledge across content areas, analyze content, and thoughtfully discuss with their peers. In my classroom, when students are first exposed to new content or concepts, they require more surface learning to help prepare them for the deeper learning that is to come. This surface learning typically occurs through the introduction of academic vocabulary and the initial exposure of the basic concept or skill being taught. Deep learning then occurs, as students participate in thoughtful applications of the newly learned material. However, I sometimes find myself stressed by the amount of material that needs to be covered within a short amount of time that I sadly rush the deeper learning. This is something that I definitely need to work on.

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I really enjoyed the analogy to swimming. Surface learning is breaking the water, for some its dipping the toes in and others its wading in slowly. Deeper learning is getting underneath the water and experiencing it at a "deeper" level. For education, surface is as simple as recall, facts and such. Deeper is taking that information initially learned and then formulating inferences, opinions, and other forms of critical thinking. In our classrooms, I agree with the text that initial reading, vocab words, note taking, is surface level. As for deeper, continued discussions and questioning strategies can lead to this form. Of course, deeper learning is significantly more challenging to find within the classroom, and something I struggle with as a second year teacher.

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The difference between surface learning and deep learning are learning spectrum. Surface learning sometimes has a negative connotation but surface learning is essential in order to provide the base knowledge for future and deeper learning. Deep learning relates to previous knowledge and experiences. Surface learning and deep learning was put into perspective with the quote that said, "Like a swimmer, entering the water, the initial steps require breaking the surface." I believe surface level learning happens in my classroom when students are learning new concept before applying the skill. Deep level learning in my opinion is when students are practicing the skill, applying the skill and receiving feedback. I would like my students to reflect on their surface level learning and reflect on the importance that learning is a process and not an event.

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I wage an internal war every year with vocabulary. There are certain words they need to know, and with some of them, I think I'm good at preparing them for surface learning, and then boom, I give them a quiz. There should be more opportunity for them to experience the deeper learning, but I always feel bad about devoting too much time to vocab. So that's one area I would like to improve on.

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Surface learning is the foundation for deeper learning. You cannot have deeper learning without the surface or beginning knowledge.

Of course when a new topic is being introduced, this is surface learning. Once the topic is mastered and students transfer and elaborate that knowledge to a new situation is deeper learning.

I think I would like to go back to some of the strategies and lessons used in the past and/or add to our new curriculum readings. This is difficult as we do not have the time allotted as we did in previous years.

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What is the difference between surface learning and deep learning? When do your students do each in your class? Reflecting upon your own use of activities that promote surface or deep learning in your teaching practice would you like to change?