Teaching for Quality Learning (3cr)
Code: 1L00FD36-3001
General information
- Enrolment period
- 16.12.2019 - 30.12.2020
- Registration for the implementation has ended.
- Timing
- 15.01.2020 - 31.12.2023
- Implementation has ended.
- Credits
- 3 cr
- Mode of delivery
- Contact learning
- Campus
- TAMK Main Campus
- Teaching languages
- English
- Degree programmes
- Professional Teacher Education
Content (course unit)
This is a self-study course.
Read this book and do all the tasks in it. Finally write a reflection of what you found most useful for your own teaching and why, and how your thinking or teaching changed.
Biggs, J. & Tang, C. Teaching for Quality Learning at University. What the Student Does.
A newer edition of this book from 2011 is available via Tuni-library.
Intended Learning Outcomes:
When you have read this book you should be able to:
1 Explain to a colleague what ‘constructive alignment’ is and where it fits into other models of outcomes-based education.
2 Write a set of no more than five or six intended learning outcomes, each containing a key ‘learning verb’, for a semester-long course you are teaching.
3 Reflect on your current teaching using the constructive alignment framework and devise:
teaching/learning activities that address your intended learning outcomes and that activate those key verbs
assessment tasks that likewise address those key verbs
rubrics or criteria for assessment that enable judgments to be made as to how well your outcomes have been addressed.
4 Develop quality enhancement processes for your own teaching.
5 Identify quality assurance and enhancement processes within your institution that support the implementation of constructively aligned teaching
Content
A set book: Biggs, J. & Tang, C. Teaching for Quality Learning at University. What the Student Does.
Learning Activity:
Self-study
Read and reflect on your learning by doing the tasks in the book. You can copy the task to Word and write your answers there. Your answer doesn’t have to be longer than what the original answer box in the book allows.
After reading the whole book and doing all the tasks, write a reflection of what you found most useful for your own teaching and why, and how your thinking or teaching changed (400-1000 words).
Exam schedules
No exams
Assessment methods and criteria
Assessment of submitted assignments.
Assessment scale
Pass/Fail
Teaching methods
Independent studies. No lectures. Reading a book and accomplishing the assignments.
Learning materials
Teaching for Quality Learning
Student workload
3 cr x 26,7 h/cr =80 hours of student work
Completion alternatives
No