Published on March 13, 2014
Designing and planning a teaching session Anna Stockman, Blekinge Institute of Technology Based on Designing and Planning Teaching by Dr Clive Young. Licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 2.0 UK: England & Wales License. http://www.ucl.ac.uk/calt/support/cpd4he/resources/planning_teaching Based on a work at www.ucl.ac.uk. University of Rwanda, Kigali, 20140310-20140311
Expected learning outcomes • familiar with the notion “constructive alignment” • able to select appropriate teaching and learning activities to support chosen intended outcomes At the end of this session participants should be:
Constructive alignment John B. Biggs has treated the subject in several books and articles. One example: Biggs, J. 1996, "Enhancing teaching through constructive alignment", Higher Education, vol. 32, no. 3, pp. 347- 364. Constructive alignment – what is it?
Constructive alignment – congruence between • What the teacher intends learners to be able to do, know or understand (can be described as outcomes) • How they teach i.e. the activities • How they assess
Constructive alignment New learning and knowledge builds on old understanding – rarely a „blank slate‟ Learning is not just adding knowledge but bringing change or transformation to pre-existing concepts to refine understanding and linkages – hence notion of „deep learning‟ (Video)
Constructive alignment What the teacher intends students to learn: “outcomes” Planning starts with clear learning outcomes and the aim of planning is to align our learning activities with these. Rationale: the planning of learning experiences and assessment of student learning has a significant impact on students‟ approaches to learning. Consider the disciplinary contexts
Constructive alignment How will the intended learning outcomes be communicated to students, staff and external audiences? Use language which students can understand
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