course design strategies: constructive alignment · course design strategies: constructive...
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C E N T E R F O R E X C E L L E N C E I N T E A C H I N G A N D L E A R N I N G
http://www.flickr.com/photos/43355952@N06/galleries/72157625303684042
Course design strategies:Constructive alignment
David Green, PhDC E N T E R F O R E X C E L L E N C E I N T E A C H I N G A N D L E A R N I N G I N T E R N A T I O N A L S T U D I E S
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Working from the presumption that we want
to learnto be intellectually challenged
to enjoy their teachingto have better work/life balance
to feel manageable and usefulto save faculty time in the long run
to have enough information to approve courses swiftly
to have better work/life balance
students
faculty
the course design process
the Core Curriculum Committee
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John Biggs and Catherine Tang
Teaching for Quality Learning at University: What the Student Does
Third edition, 2007.
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Constructive alignment
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Constructive alignmentin the research
(BIGGS & TANG, 2007)IMAGE: atheistfoundation.org.au
LEARNINGOUTCOMES
LEARNING & TEACHING ACTIV IT IES
ASSESSMENT
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Constructive alignmentin SU terminology
(BIGGS & TANG, 2007)
LEARNING OBJECTIVES
LEARNING & TEACHING ACTIV IT IES
GRADEDWORK
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MODULE III SOCIAL SCIENCE EXAMPLE:
“Humanitarian crises in Southeast Asia”
LEARNING OBJECTIVES
LEARNING & TEACHING ACTIV IT IES
GRADEDWORK
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MODULE III SOCIAL SCIENCE EXAMPLE:
“Humanitarian crises in Southeast Asia”
engaged in persuasive communication in appropriate civic spheres
On successful completion of this course, you will have:
LEARNING OBJECTIVE
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communicate persuasively
MODULE III SOCIAL SCIENCE EXAMPLE:
“Humanitarian crises in Southeast Asia”
(BIGGS & TANG, 2007)
LEARNING OBJECTIVES
LEARNING & TEACHING ACTIV IT IES
GRADEDWORK
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MODULE III SOCIAL SCIENCE EXAMPLE:
“Humanitarian crises in Southeast Asia”
(BIGGS & TANG, 2007)
Write a lobbying document designed to garner bi-partisan support
for a Southeast Asian humanitarian project
of your choosing(3,000 words) GRADED
WORK
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bi-partisan lobbying document
communicate persuasively
MODULE III SOCIAL SCIENCE EXAMPLE:
“Humanitarian crises in Southeast Asia”
(BIGGS & TANG, 2007)
LEARNING OBJECTIVES
LEARNING & TEACHING ACTIV IT IES
GRADEDWORK
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MODULE III SOCIAL SCIENCE EXAMPLE:
“Humanitarian crises in Southeast Asia”
(BIGGS & TANG, 2007)
LEARNING & TEACHING ACTIV IT IES
ReadingsStudent-led discussions of four humanitarian crisesIn-class debates, taking a different perspective from your ownExercises in reframing messages for specific audiences
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readingsin-class debatesre-framing exercisesstudent-led discussions
bi-partisan lobbying document
communicate persuasively
MODULE III SOCIAL SCIENCE EXAMPLE:
“Humanitarian crises in Southeast Asia”
(BIGGS & TANG, 2007)
LEARNING OBJECTIVES
LEARNING & TEACHING ACTIV IT IES
GRADEDWORK
A L I G N E D
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Why bother?Education is about conceptual change
Conceptual change is more likely if:
students and faculty are clear about where they’re going in a course (objectives)
students experience the need to get there, and faculty can communicate that need
students feel they can focus on the task, rather than worrying they might be caught out
students enter dialogue with faculty and peers to “shape, elaborate, and deepen understanding.”
(BIGGS & TANG, 2007, p.21)
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Questions? Contact CETL at [email protected]
Key reference:Biggs, J., & Tang, C. (2007). Teaching for quality learning at university: What the student does. (3rd ed.)
Maidenhead, UK: Society for Research into Higher Education/Open University Press.
LEARNING OBJECTIVES
LEARNING & TEACHING ACTIV IT IES
GRADEDWORK