Praxis: The Application of Teaching and Deep Learning Strategies for the DBI Education Practitioner/Researcher

Abstract

This literature review analyzes concepts about education, how we teach, and the nature of how students learn, full of applied learning theory as well as applied teaching theory. Discussions about transferring knowledge to novel situations (National Research Council, U.S., 2012) and applying those theories to instructional design (Khalil & Elkhider, 2016) create a welcomed perspective on the praxis of teaching, especially for the Drama-Based Instruction (DBI) education practitioner interested in iterative praxis improvement research. This article focuses on deep versus surface learning, applying instructional design for effective teaching, and the pursuit of depth of knowledge for competency beyond the classroom.