Location
Main Entry - Personal Name
Title Statement Teaching for quality learning at university : what the student does
Publication, Distribution, etc. (Imprint) Maidenhead : Open University Press, 2011
Dewey Decimal Classification Number
SAB Classification Code
Edition Statement
Physical Description
General Note Previous ed.: 2007 Published in association with the Society for Research into Higher Education
Bibliography, etc. Note Includes bibliographical references and index
Index Term - Uncontrolled
Added Entry - Corporate Name
Additional Physical Form Entry Online version ISBN 9780335242764
ISBN
Waiting
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*1001 $aBiggs, John B.$q(John Burville),$d1934-
*24510$aTeaching for quality learning at university :$bwhat the student does /$cJohn Biggs and Catherine Tang.
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*504 $aIncludes bibliographical references and index
*653 0$aLearning
*653 0$aTeaching
*653 0$aStudents
*653 0$aStudy skills
*653 0$aHigher education
*653 0$aStudieteknik
*653 0$aPedagogik
*653 0$aHögskoleundervisning
*653 0$aScientific Communication
*7001 $aTang, Catherine So-Kum$4aut
*7102 $aSociety for Research into Higher Education.
*77608$iOnline version$z9780335242764$wIMP(SE-LIBR)12545450
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*900 $6100$aBiggs, J. B.$q(John Burville),$d1934-$uBiggs, John B.$q(John Burville),$d1934-
*950 $6650$aDidaktik$uPedagogisk metodik
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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."
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."
"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. 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."
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:
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.
Foreword to original edition Preface to fourth edition Acknowledgements The outcomes we intend readers to achieve 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 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 Constructive alignment in action Implementing, supporting and enhancing constructive alignment Constructive alignment as implemented: some examples References Index