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Teaching for quality learning at university : what the student does

Author: John Burville Biggs; Catherine So-kum Tang
Publisher: Maidenhead : Society for Research into Higher Education & Open University Press, 2011
Edition/Format:   Print book : English : 4. ed.View all editions and formats
Summary:
Foreword to the first edition:"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 Endorsements for the fourth edition: "Biggs and Tang present a unified view of university teaching that is both grounded in research and theory and
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Document Type: Book
All Authors / Contributors: John Burville Biggs; Catherine So-kum Tang
ISBN: 9780335242757 0335242758
OCLC Number: 770755111
Notes: Originalår: 1999
Foreword to original edition Preface to fourth edition Acknowledgements The outcomes we intend readers to achieve Part 1: Effective teaching and learning for today's universities The changing scene in university teaching Teaching according to how students learn Setting the stage for effective teaching Contexts for effective teaching and learning Knowledge and understanding Constructively aligned teaching and assessment Part 2: Designing constructively aligned outcomes-based teaching and learning Designing intended learning outcomes Teaching/learning activities for declarative intended learning outcomes Teaching/learning activities for functioning intended learning outcomes Aligning assessment tasks with intended learning outcomes: principles Assessing and grading for declarative intended learning outcomes Assessing and grading for functioning intended learning outcomes Part 3: Constructive alignment in action Implementing, supporting and enhancing constructive alignment Constructive alignment as implemented: some examples References Index All requests will be pre-qualified by a McGraw-Hill representative before forwarding shipment to your university or college campus address. Click here to request an Academic review copy.
Description: xxii, 389 s. : illustrations ; 23 cm
Contents: Foreword to original edition Preface to fourth edition Acknowledgements The outcomes we intend readers to achievePart 1: Effective teaching and learning for today's universitiesThe changing scene in university teachingTeaching according to how students learnSetting the stage for effective teaching Contexts for effective teaching and learningKnowledge and understandingConstructively aligned teaching and assessment Part 2: Designing constructively aligned outcomes-basedteaching and learning Designing intended learning outcomes Teaching/learning activities for declarative intended learning outcomes Teaching/learning activities for functioning intended learning outcomes Aligning assessment tasks with intended learning outcomes:principles Assessing and grading for declarative intended learningoutcomes Assessing and grading for functioning intended learningoutcomes Part 3: Constructive alignment in action Implementing, supporting and enhancing constructivealignmentConstructive alignment as implemented: some examples ReferencesIndex

Abstract:

This best-selling book explains the concept of constructive alignment in education and aids implementation of this in teaching practice.  Read more...

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    schema:description "Foreword to the first edition:"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 Endorsements for the fourth edition: "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." John Kirby, Queens University, Ontario, Canada "For those teaching in schools and universities this book provides a framework that can be used to guide teaching from thinking about what a program, topic, lesson or lecture should be about, to the execution of the teaching and reflection on the outcomes." ;
    schema:description "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 solving that we hope will emerge from our teaching." Mike Lawson, School of Education, Flinders University, Adelaide, Australia 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." ;
    schema:description "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: Assist university teachers who wish to improve the quality of their own teaching, their students' learning and their assessment of learning outcomes Aid staff developers in providing support for departments in line with institutional policies Provide a framework for administrators interested in quality assurance and enhancement of teaching across the whole universityThe authors have also included useful web links to further material. Teaching for Quality Learning at University will be of particular interest to teachers, staff developers and administrators" ;
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