EBOOK: Teaching for Quality Learning at UniversityMcGraw-Hill Education (UK), 16 sept 2011 - 418 páginas "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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Dentro del libro
Resultados 1-5 de 68
... functioning intended learning outcomes 10 Aligning assessment tasks with intended learning outcomes: principles 11 Assessing and grading for declarative intended learning outcomes 12 Assessing and grading for functioning intended ...
... functioning knowledge verbs by SOLO level 7.4 An example of aligning programme ILOs with graduate outcomes 8.1 What teachers and students do in a lecture leading to an ILO containing 'explain' 9.1 What teachers and students do in a ...
... functioning ILOs 12.2 Venn diagram of TLAs and ATs for functioning knowledge 12.3 Design an assessment task or tasks for one of your course functioning ILOs 13.1 What level are you at in implementing constructive alignment at the course ...
... functioning knowledge and how we need to articulate levels of understanding these forms of knowledge. Chapter 6 describes how constructive alignment came about and explains how it fits into the outcomes-based model of teaching and ...
... functioning knowledge as appropriate. Chapters 8 and 9 go into the design of teaching/learning activities for declarative and functioning outcomes respectively. Principles of assessment are discussed in Chapter 10, and assessment for ...
Índice
Designing constructively aligned outcomesbased teaching and learning | 111 |
Constructive alignment in action | 279 |
366 | |
382 | |
The Society for Research into Higher Education | 390 |
Back cover | 393 |
Otras ediciones - Ver todo
Teaching For Quality Learning At University Biggs, John,Tang, Catherine Vista previa restringida - 2011 |