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 93
... teaching and learning for today's universities 1 The changing scene in university teaching 2 Teaching according to how students learn 3 Setting the stage for effective teaching 4 Contexts for effective teaching and learning 5 Knowledge ...
... teaching likely to lead to surface approaches 4.1 Adventure learning in the School of Law 5.1 SOLO levels in approaches to learning question and why 6.1 How constructive alignment came into being 6.2 Intended learning outcomes (ILOs) ...
... teachers and students do in a lecture addressing an ILO containing 'apply' 9.2 Some areas for developing functioning knowledge with sample ILOs and the teaching/learning situations where they may be located 10.1 Two lexicons 10.2 ...
... teaching and learning? 2.2 Does your teaching encourage surface or deep approaches to learning? 2.3 Follow-up to Task 2.1 3.1 What messages of success and failure do you convey to your students? 3.2 What sort of classroom climate are ...
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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 |