By Heather Fry, Steve Ketteridge, Stephanie Marshall, Steven Ketteridge
Instruction manual for these constructing their services and knowing of educating in better schooling. presents a origin within the suitable pedagogic ideas and study. up-to-date and revised to mirror the fast adjustments in greater schooling; reminiscent of better use of expertise in educating and widening scholar variety. earlier ed: c1999. Hardcover, softcover on hand from the writer.
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Additional resources for A Handbook for Teaching and Learning in Higher Education: Enhancing Academic Practice
In fact, the specification of outcomes is the first step in the systematic approach. 1 illustrates each of the component parts of a systematic approach to course/module design. It demonstrates that integral to this approach is the interrelationship of the various steps, ie, each part links to and informs the others in an iterative fashion. Because the first step in this planning process starts by stating the objectives/outcomes, followed by the second step of identifying and sequencing the topics to be considered, the emphasis of this model is clearly on the outcomes to be achieved by the student, not the content to be imparted.
The debates surrounding the use of behavioural objectives in higher education have been ongoing for several decades and at times have been quite vociferous (Mager, 1962). 1. Defining learning objectives requires teachers to make conscious choices about a wide range of teaching and learning considerations. The process of identifying teaching/learning objectives essentially defines what it is the teacher wants the student to learn. The focus of this planning is on the inputs to the learning experience and can be described as teacher-centred.
22 l Development of practice Teaching for learning ‘It is important to remember that what the student does is actually more important in determining what is learned than what the teacher does’ (Sheull, cited in Biggs, 1993). This statement is congruent with a constructivist view and also reminds us that students in higher education must engage with and take some responsibility for their learning. The teacher cannot do all the work if learning is to be the outcome; congruently, the teacher must ensure that course design, selection of teaching and learning opportunities and assessment help the learner to actively construct knowledge.
A Handbook for Teaching and Learning in Higher Education: Enhancing Academic Practice by Heather Fry, Steve Ketteridge, Stephanie Marshall, Steven Ketteridge