Description
Book SynopsisâœBiggs and Tang, now with Kennedy, have ensured this new edition remains an international leader for university teaching for the next decade.âDenise Chalmers AM, Emeritus Professor, University of Western Australia, Australia
âœThis book, a fifth edition, can truly be called a âœclassicâ on the topic of teaching, learning and curriculum design in higher education.âMichael Prosser, Honorary Professorial Fellow, Centre for the Study of Higher Education, University of Melbourne, Australia
âœYou should be inspired to increase the quality of your teaching, your learning, and your learning about teaching.âJohn R. Kirby, Professor Emeritus of Educational Psychology, Queenâs University, Canada
The concept of constructive alignment has supported generations of students and teachers within higher education. It is a âbackward designâ method of teaching where the student outcomes are identified first and the teacher then de
Table of ContentsPART I: EFFECTIVE TEACHING AND LEARNING FOR TODAY’S UNIVERSITIES1.The Changing Scene in 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 II: DESIGNING CONSTRUCTIVELY ALIGNED OUTCOMES-BASED TEACHING AND LEARNING7. 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 III: CONSTRUCTIVE ALIGNMENT IN ACTION13.Implementing, Supporting and Enhancing Constructive Alignment
14. Constructive Alignment as Implemented: Some Examples
