Teaching for Quality Learning at University
"This book is an exceptional introduction to some difficult ideas. It is full of downright good advice for every academic who wants to do something practical to improve his or hers students’ learning."
Paul Ramsden, Brisbane, Australia
"Biggs and Tang present a unified view of university teaching that is both grounded in research and theory and replete with guidance for novice and expert instructors. The book will inspire, challenge, unsettle, and in places annoy and even infuriate its readers, but it will succeed in helping them think about how high quality teaching can contribute to high quality learning."
This best-selling book explains the concept of constructive alignment used in implementing outcomes-based education. Constructive alignment identifies the desired learning outcomes and helps teachers design the teaching and learning activities that will help students to achieve those outcomes, and to assess how well those outcomes have been achieved. Each chapter includes tasks that offer a 'how-to' manual to implement constructive alignment in your own teaching practices.
This new edition draws on the authors' experience of consulting on the implementation of constructive alignment in Australia, Hong Kong, Ireland and Malaysia including a wider range of disciplines and teaching contexts. There is also a new section on the evaluation of constructive alignment, which is now used worldwide as a framework for good teaching and assessment, as it has been shown to:
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The guiding framework emerges from a sound conceptual analysis of the how the interaction between teacher and student can be organised to result in learning that enables students to approach the levels of understanding and problem ...
48 52 62 88 96 102 103 119 141 3.1 An example of transformative reflection in nursing studies 3.2 Aspects of teaching likely to lead to surface approaches 4.1 Adventure learning in the School of Law 5.1 SOLO levels in approaches to ...
6 29 49 91 1.1 Student orientation, teaching method and level of engagement 2.1 Desired and actual level of engagement, approaches to learning and enhancing teaching 3.1 Theory and transformative reflective practice in teaching 5.1 A ...
The author himself takes a pragmatic approach. In the daunting task that faces lecturers in responding to the pressures of mass higher education, reduced public funding, and students who are paying more for their education, ...
Students can use effective (deep) and ineffective (surface) approaches to their learning, so that effective teaching maximizes the former and minimizes the latter. Chapter 3 sets the stage for effective teaching by looking at what ...
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Designing constructively aligned outcomesbased teaching and learning
Constructive alignment in action
The Society for Research into Higher Education