By Heather Fry, Steve Ketteridge, Stephanie Marshall, Steven Ketteridge
Instruction manual for these constructing their services and knowing of training in better schooling. presents a starting place within the suitable pedagogic rules and learn. up to date and revised to mirror the swift alterations in larger schooling; comparable to better use of expertise in instructing and widening scholar range. prior ed: c1999. Hardcover, softcover on hand from the writer.
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Additional resources for A Handbook for Teaching and Learning in Higher Education: Enhancing Academic Practice
2. Specify how the information available could be used in your course/module planning. 5 Categories of student characteristics 1. Knowledge on Entry (i) Knowledge and skills relevant to the outcomes of the course/module (eg, IT skills for a statistics course). (ii) Possible source of information: student self-report, pre-test (diagnostic test), result of previous course(s)/module(s). (iii) Use of information: to alter outcomes, provide learning development activities, decide on concrete versus abstract presentation of information; pace of presentation.
Step A: plan outcomes – sequence topics Learning outcome statements have some degree of flexibility when compared to the rigid rules for writing learning objectives as outlined by Mager (1962). The expectations for writing learning objectives included defining: • • • • • who is to perform the desired behaviour (eg, the student); what actual behaviour would demonstrate the objective (eg, to write); the result of the behaviour (eg, the product); the conditions under which the behaviour would be performed (eg, in a twohour exam); the standard used to evaluate the success of the product (eg, 70 per cent correct) (Goldsmid, 1976; Robert Gordon University, 1996).
Whenever encountering the term ‘learning style’, it is important to be clear about which categorization is being referred to, and not to confuse learning style with approaches to study/learning. It is also essential to bear in mind that there is a major contrast between approaches and styles, at least in the view of their main proponents, in the degree of immutability of these qualities. The contrast is between approaches to learning (which are modifiable) with learning styles (which are fixed and part of personality characteristics and traits).
A Handbook for Teaching and Learning in Higher Education: Enhancing Academic Practice by Heather Fry, Steve Ketteridge, Stephanie Marshall, Steven Ketteridge