By Heather Fry, Steve Ketteridge, Stephanie Marshall, Steven Ketteridge
Instruction manual for these constructing their services and figuring out of training in better schooling. offers a starting place within the correct pedagogic ideas and learn. up to date and revised to mirror the speedy adjustments in larger schooling; equivalent to higher use of expertise in instructing and widening pupil range. prior ed: c1999. Hardcover, softcover to be had from the writer.
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Additional resources for A Handbook for Teaching and Learning in Higher Education: Enhancing Academic Practice
These are pairs of very different types of ability, described by some as polar opposites in the learning process, and the learner may have to choose which one to allow to dominate in the particular learning situation (see Chapter 15). The way in which the learner resolves these tensions will have an effect on the learning outcome and the development of different types of strength in the learner and, as will be seen, may pertain to personality traits and/or disciplinary differences. 1). Clearly those responsible for organizing learning need to be able to create opportunities for learning that are sensitive to these different styles of learning.
The major difference between the two types of learning is the level of meaning placed by the student on knowledge acquisition. Bloom’s taxonomies of learning are useful in helping to write outcomes that also take into account deep and surface approaches to learning. Practical advice for writing learning outcomes In order to assist the student produce the result which is appropriate for the level of achievement intended, it is important to word outcomes carefully. 3 Suggested words for outcome level statements (cognitive domain) Level Suggested Words Evaluation Synthesis Analysis Application Comprehension Knowledge Judge, appraise, evaluate, compare, assess Design, organize, formulate, propose Distinguish, analyse, calculate, test, inspect Apply, use, demonstrate, illustrate, practice Describe, explain, discuss, recognize Define, list, name, recall, record (Adapted from Bloom, 1956) possible words that have been identified as useful for this purpose.
Iii) Use of information: assessment and development of affective objectives. Special attention to some students. Relate course material to experiences, interests, and aspirations as a way to make it meaningful, ensure concrete experience before presenting abstractions, use skills and experiences in the course. 3. Demographic Information (i) Examples: age, academic status, work status, residence, degree programme, class/work schedule. 5 continued (ii) Possible source of information: self-report questionnaire, oral introduction at first class session.