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Reading Notes: A handbook for teaching and learning in higher education: enhancing academic practice.

Alice Walton

Fry, H.; Ketteridge, S.; Marshall, S. (2009). A handbook for teaching and learning in higher education: enhancing academic practice. Routledge. New York; London. Chapter 4: ‘Newstead Planning teaching and learning: curriculum design and development’ pages 40 – 57 (ebook)




Main aim of teaching –  To have high quality learning outcomes. (deep learning)

Cognitive learning – Students can demonstrate new knowledge and skills learnt. What do students know that they didn’t before? What can they do that they couldn’t before? How have they developed?

Verb Use in Learning Outcomes

Demonstrate and awareness, demonstrate an ability, formulate independently, articulate reasoned arguments, identify, undertake (Bloom’s Taonomy of Verbs 1979) Shows 6 levels of cognitive ability.

 

Knowledge:






Comprehension:







Application:






Analysis:






Synthesis:







Evaluation:






Learning outcomes are centred around the developmental process of teaching (Cowen 2006) model. Questioning How What and Why?

Bigg’s model of alignment teaching, learning and assessment (1999) outlines the difference between student and staff perspectives.











Level 1 learning normally has more teacher facilitation scaffolded in to learning time for support. (p55)


Level 5 and 6, students can be given more student directed learning to allow for research, reflection, the sharing of experience, engaging and critical discussion.


The cumulative information from summative evaluation creates formative evaluation, helping to make future decisions and changes to lesson planning. (Lorraine Steffani chapter 4, p56)

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