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 63
... 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 lecture addressing an ILO containing 'apply' 9.2 Some areas for ...
... programme ILOs with graduate outcomes 7.3 Aligning course ILOs with programme ILOs 8.1 What happened in your large class session? 8.2 Redesigning your next large class session 8.3 Teaching/learning activities for declarative ILOs 9.1 ...
... programme level? 13.3 Do your quality assurance processes encourage or discourage aligned teaching? 13.4 The changing scene at your own institution 13.5 Follow-up to Task 3.3 13.6 Follow-up to Task 3.4 14.1 Your achievement of the ...
... constructively aligned system of outcomes-based teaching may be designed. Chapter 7 looks at intended learning outcomes at three levels: graduate outcomes, programme outcomes and course outcomes, focusing Preface to fourth edition xxi.
John Biggs, Catherine Tang. three levels: graduate outcomes, programme outcomes and course outcomes, focusing on declarative or functioning knowledge as appropriate. Chapters 8 and 9 go into the design of teaching/learning activities 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 |