Collating Learning Activities and Resources Evaluating the Materials

22 c Zero Category Techniques Examples Modification Lecturers may make changes to instructions. Replacement Lecturers may swap one activity with another. Recognisation Lecturers may change the position of texts and illustrations. Resequencing Lecturers may change the sequence of activities. Conversion Lecturers may change the genre of a text to move the content to a medium to another e.g. from print to web page. Table 2.9. Techniques and Examples ofZero Category in Materials Adaptation Tomlinson and Matsuhara, 2004: 15-16 Zero Category allows the teachers to use the materials as they are. Teachers may change the sequence of the instructions and activities, but there is no need to add or delete some parts of the materials. Thus, by using both the evaluation and adaptation theory by Tomlinson and Matsuhara 2004 within Kemp’s adapted instructional design steps, the writer had a strong materials development theoretical basis in designing the writing materials in GAIL. 2.1.5 Deep Learning in the Classroom Deep learning is the type of learning in which the students solve problems through several analysis and steps Jensen Nickelsen, 2011. It is related to restructure the knowledge and to change the concept, which usually found in cognitive learning theory Chacon, 2005. Entwistle 2000, as cited from Chacon, 2005, notes the difference between deep learning and surface learning: 23 “In the deep approach, the intention to extract meaning produces active learning processes that involve relating ideas and looking for patterns and principles on the one hand a holist strategy - Pask, 1976, 1988, and using evidence and examining the logic of the argument on the other serialist.”p.3 The learning type also involves monitoring the development of one’s own understanding Entwistle, McCune Walker, 2000. On the other hand, the surface learning is just coping with the task and seeing the course as unrelated bits of information which leads to much more restricted learning processes, in particular to routine memorization Weimer, 2012. This description indicates that complex understanding will help the students to solve complex problems. In order to do it, students should use their micro knowledge Weimer, 2012. Otherwise, “attempting to work with more complex principles without a good grasp of the more basic principles from which they are built can only lead to frustration” Warren, 2004, p.3. Unlike the surface learning which can be learned easily, getting into deep learning needs stairs Rhem, 2010, or in the other words, the teachers need to provide brief introduction about the topic. After that, the teachers could give assessments that encourage and require the students to solve the problems, in a way that the students will be encouraged to use and apply their knowledge Warren, 2004. Why is it important to apply deep learning in the classroom? First, this learning type will push the students beyond memorization of procedures and facts a report from the National Research Council, Education for Life and Work: Developing Transferable Knowledge and Skills in the 21 st Century. It will put the students into a