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| Author | : Biggs, John |
| Publisher | : McGraw-Hill Education (UK) |
| Total Pages | : 418 |
| Release | : 2011-09-01 |
| Genre | : Education |
| ISBN | : 0335242758 |
A bestselling book for higher education teachers and adminstrators interested in assuring effective teaching.
| Author | : Biggs |
| Publisher | : Open University Press |
| Total Pages | : 335 |
| Release | : 2007 |
| Genre | : College students |
| ISBN | : 9780335235063 |
"This book is a sophisticated and insightful conceptualization of outcomes-based learning developed from the concept of constructive alignment. The first author has already made a significant contribution to the scholarship and practice of teaching and learning in universities…Together with the second author, there is now added richness through the practical implementation and practices. The ideas in this book are all tried and shown to contribute to more successful learning experience and outcome for students." Denise Chalmers, Carrick Institute of Education, Australia Teaching for Quality Learning at Universityfocuses on implementing a constructively aligned outcomes-based model at both classroom and institutional level. The theory, which is now used worldwide as a framework for good teaching and assessment, is 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 teachers Provide a framework for administrators interested in quality assurance and enhancement of teaching across the whole university The book's "how to" approach addresses several important issues: designing high level outcomes, the learning activities most likely to achieve them in small and large classes, and appropriate assessment and grading procedures. It is an accessible, jargon-free guide to all university teachers interested in enhancing their teaching and their students' learning, and for administrators and teaching developers who are involved in teaching-related decisions on an institution-wide basis. The authors have also included useful web links to further material.
| Author | : John Biggs |
| Publisher | : McGraw-Hill Education (UK) |
| Total Pages | : 410 |
| Release | : 2022-11-02 |
| Genre | : Education |
| ISBN | : 0335250831 |
“Biggs and Tang, now with Kennedy, have ensured this new edition remains an international leader for university teaching for the next decade.” Denise Chalmers AM, Emeritus Professor, University of Western Australia, Australia “This book, a fifth edition, can truly be called a “classic” on the topic of teaching, learning and curriculum design in higher education.” Michael Prosser, Honorary Professorial Fellow, Centre for the Study of Higher Education, University of Melbourne, Australia “You should be inspired to increase the quality of your teaching, your learning, and your learning about teaching.” John R. Kirby, Professor Emeritus of Educational Psychology, Queen’s University, Canada 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. John Biggs has held Chairs in Education in Canada, Australia, and Hong Kong. He has published extensively on student learning and the implications of his research for teaching. He developed his concept of constructive alignment at the University of Hong Kong, first outlined in Teaching for Quality Learning at University in 1999. Catherine Tang has over 15 years of teaching experience in tertiary education and is the former Head of the Centre for Learning, Teaching and Supervision at the Education University of Hong Kong (the then Hong Kong Institute of Education) and the Educational Development Centre at the Hong Kong Polytechnic University. Gregor Kennedy is the Deputy Vice-Chancellor (Academic) at the University of Melbourne, Australia and a Professor of Higher Education in the Melbourne Centre for the Study of Higher Education.
| Author | : John Burville Biggs |
| Publisher | : Open University Press |
| Total Pages | : 280 |
| Release | : 1999 |
| Genre | : Education |
| ISBN | : |
Since the first edition of Teaching for Quality Learning at University, the tertiary sector has changed dramatically. Individual teachers, as reflective practitioners, still need to make their own decisions about how they are going to get students actively involved in large classes, to teach international students, and to assess in ways that enhance the quality of learning. But now that quality assurance and quality enhancement are required at the institutional level, the concept of constructive alignment is applied to the reflective institution, where it becomes a powerful underpinning to quality enhancement procedures.
| Author | : Biggs, John Burville Biggs |
| Publisher | : |
| Total Pages | : 309 |
| Release | : 2004 |
| Genre | : |
| ISBN | : |
| Author | : John Biggs |
| Publisher | : McGraw-Hill Education (UK) |
| Total Pages | : 418 |
| Release | : 2011-09-16 |
| Genre | : Education |
| ISBN | : 0335242766 |
"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." Paul Ramsden, Brisbane, Australia "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." John Kirby, Queens University, Ontario, Canada 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 university. The 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.
| Author | : Aída Walqui |
| Publisher | : Teachers College Press |
| Total Pages | : 257 |
| Release | : 2019 |
| Genre | : Education |
| ISBN | : 0807776858 |
This book presents an ambitious model for how educators can design high-quality, challenging, and supportive learning opportunities for English Learners and other students identified to be in need of language and literacy support. Starting with the premise that conceptual, analytic, and language practices develop simultaneously as students engage in disciplinary learning, the authors argue for instruction that amplifies—rather than simplifies—expectations, concepts, texts, and learning tasks. The authors offer clear guidance for designing lessons and units and provide examples that demonstrate the approach in various subject areas, including math, science, English, and social studies. This practical resource will guide teachers through the coherent design of tasks, lessons, and units of study that invite English Learners (and all students) to engage in productive, meaningful, and intellectually engaging activity. “This book offers the most detailed guide available for designing instruction for students categorized as ELLs. Theoretically grounded and informed by years of implementation and study, this work is without equal in the field. I recommend the book enthusiastically as required reading in all teacher preparation programs.” —Guadalupe Valdés, Bonnie Katz Tenenbaum Professor of Education, Stanford Graduate School of Education “Reflecting its title, this book is an amplification of what it means to provide the best learning opportunities for English Language learners. Drawing on classroom-based research, Amplifying the Curriculum offers many practical examples of intellectually engaging units and tasks. This innovative book belongs on the bookshelves of all teachers.” —Pauline Gibbons, UNSW Sydney “This timely book is a call to educators across the nation to integrate language, literacy, and disciplinary knowledge to improve the education of our new American students.” —Tatyana Kleyn, The City College of New York
| Author | : John B. Biggs |
| Publisher | : Academic Press |
| Total Pages | : 262 |
| Release | : 2014-05-10 |
| Genre | : Education |
| ISBN | : 1483273318 |
Educational Psychology Series: Evaluating the Quality of Learning: The SOLO Taxonomy (Structure of the Observed Learning Outcome) focuses on the approaches, methodologies, and techniques employed in the valuation of the quality of learning. The publication first offers information on the quality and quantity of learning and origin and description of the Structure of the Observed Learning Outcome (SOLO) taxonomy. Discussions focus on general intellectual development and the growth of quality; some assumptions and applications of stage theory; from developmental stage to levels of learning quality; and general intellectual development and the growth of quality. The text then examines the teaching of history, elementary mathematics, English, and geography. Topics include interpreting a map and drawing conclusions, explaining a natural phenomenon, appreciation of poetry, implications for the teaching of history, English, and mathematics, numbers and operations, and general application of SOLO to history. The manuscript takes a look at modern languages, place of the taxonomy in instructional design, and some methodological considerations. Concerns include alternative formats for obtaining SOLO responses, instructional processes, curriculum analysis, remediation, and teacher intentions. The publication is a vital source of data for educators interested in the SOLO taxonomy.
| Author | : Roger Ellis |
| Publisher | : Routledge |
| Total Pages | : 510 |
| Release | : 2018-07-03 |
| Genre | : Education |
| ISBN | : 1351740326 |
This practical and authoritative handbook provides a comprehensive overview of the issues and approaches to assuring quality in university teaching. Including contributions from major international figures, the book contains a wealth of ideas and practical advice to help universities commit to quality in teaching and offers insights into how the topics raised can be directly applied. The book initially identifies some of the key issues surrounding the topic, such as the evidence-based identification of teaching quality; the training of university lecturers and faculty; external and internal quality assurance; the tension between professional autonomy and governmental regulation; and the involvement of students in developing quality. It then moves on to present ideas and initiatives to address these problems, tackling the subject through four sections: Assuring Quality – questioning what quality assurance means and how it might be practised; Identifying Quality – examining what knowledge exists at present and how it might be further researched; Developing Quality – investigating the development of staff through teacher training and appraisal; Case Studies of Quality Assurance – reviewing six case studies of quality assurance in a range of contrasting subjects including the professional subjects of Medicine, Nursing and Teacher Training which are also addressed systemically in the first section. Full of practical advice, Handbook of Quality Assurance for University Teaching is an invaluable and unique resource for Faculty, Subject Leaders, University Administrators and Quality Assessors.
| Author | : Julie Hinde McLeod |
| Publisher | : Social Science Press |
| Total Pages | : 0 |
| Release | : 2007 |
| Genre | : Effective teaching |
| ISBN | : 9780170130936 |
Quality Teaching for Quality Learning: Planning through Reflection provides teachers, as reflective practitioners, with the knowledge and skills to structure quality pedagogy to achieve high quality learning outcomes for their students and schools. It encourages teachers to constantly re-assess their practice in the light of the context in which they teach. Quality Teaching for Quality Learning: Planning through Reflection provides teachers with an understanding of the dimensions of Quality Teaching: intellectual quality, quality learning environment and significance. Each element of each dimension is examined by asking what it is; where it comes from; what it means for teaching; and what it means for learning. Teaching strategies and learning activities are outlined for each element to support program - and lesson - planning and assessment and the evaluation of teaching and learning. The text is essential reading for teachers who want an overview of how to plan before, during and after teaching experiences and to know how to assess the quality of their teaching and planning. The material presented is the result of many years of working with teachers to best assist their professional growth. The authors are the coordinators of the extensive and highly esteemed primary education programs at the University of Newcastle at the Port Macquarie, Newcastle and Ourimbah campuses. They have published extensively for school and academic audiences in a variety of areas including literacy, numeracy and social education.
