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Teaching for quality learning at university : what the student does / John Biggs, Catherine So-kum Tang and Gregor Kennedy, authors.

By: Contributor(s): Maidenhead, UK : Open University Press, 2022Edition: Fifth editionDescription: xxiv, 384 pages : illustrations ; 23 cmISBN:
  • 9780335250820
Subject(s): DDC classification:
  • 23 378.125 B48 2022
LOC classification:
  • LB2331 .B526 2022
Contents:
Part 1: Effective teaching and learning in today's universities 1. The evolving context of 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 and understanding 6. Constructively aligned teaching and assessment Part 2: Designing constructively aligned teaching and learning 7. Designing intended learning outcomes 8. Teaching/learning activities for declarative intended learning outcomes 9. Teaching/learning activities for functioning intended learning outcomes 10. Aligning assessment tasks with intended learning outcomes: principles 11. Assessing and grading for declarative intended learning outcomes 12. Assessing and grading for functioning intended learning outcomes Part 3: Constructive alignment in action 13. Implementing, supporting and enhancing constructive alignment 14. Constructive alignment as implemented: some examples
Summary: "The concept of constructive alignment has supported generations of students and teachers within higher education. It is a 'backward design' method of teaching where the student outcomes are identified first and the teacher then designs teaching activities to enable students to achieve those outcomes, assessing how well they have been achieved. Each chapter outlines how to design the learning outcomes, teaching and assessments for success in learning. This updated edition of Teaching for Quality Learning at University: provides a comprehensive, research-based theory of teaching for teacher reflection, outlines how educational technology can be used in constructively aligned teaching, helps staff developers to provide support for staff and departments in line with institutional policies, offers a framework for quality assurance and quality enhancement across a whole institution. Teaching for Quality Learning at University continues to be used as a framework for designing higher education teaching systems globally and is essential reading for those in the field." -- provided by publisher
Holdings
Item type Current library Collection Call number Status Date due Barcode
Books Books College Library General Circulation Section GC GC 378.125 B48 2022 (Browse shelf(Opens below)) Checked out 12/31/2024 HNU005022

Previous edition: published as "Teaching for quality learning at university" by John Biggs and Catherine Tang. 2011
First published in 1999

Includes bibliographical references (p. [291]-304) and index.

Part 1: Effective teaching and learning in today's universities
1. The evolving context of 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 and understanding
6. Constructively aligned teaching and assessment
Part 2: Designing constructively aligned teaching and learning
7. Designing intended learning outcomes
8. Teaching/learning activities for declarative intended learning outcomes
9. Teaching/learning activities for functioning intended learning outcomes
10. Aligning assessment tasks with intended learning outcomes: principles
11. Assessing and grading for declarative intended learning outcomes
12. Assessing and grading for functioning intended learning outcomes
Part 3: Constructive alignment in action
13. Implementing, supporting and enhancing constructive alignment
14. Constructive alignment as implemented: some examples

"The concept of constructive alignment has supported generations of students and teachers within higher education. It is a 'backward design' method of teaching where the student outcomes are identified first and the teacher then designs teaching activities to enable students to achieve those outcomes, assessing how well they have been achieved. Each chapter outlines how to design the learning outcomes, teaching and assessments for success in learning. This updated edition of Teaching for Quality Learning at University: provides a comprehensive, research-based theory of teaching for teacher reflection, outlines how educational technology can be used in constructively aligned teaching, helps staff developers to provide support for staff and departments in line with institutional policies, offers a framework for quality assurance and quality enhancement across a whole institution. Teaching for Quality Learning at University continues to be used as a framework for designing higher education teaching systems globally and is essential reading for those in the field." --

provided by publisher

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In English

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