By Heather Fry, Steve Ketteridge, Stephanie Marshall, Steven Ketteridge
Instruction manual for these constructing their services and knowing of educating in larger schooling. offers a origin within the appropriate pedagogic ideas and study. up-to-date and revised to mirror the speedy alterations in better schooling; reminiscent of larger use of expertise in educating and widening scholar range. prior ed: c1999. Hardcover, softcover on hand from the writer.
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There has been much debate and publication in this area in recent years. For further discussion and consideration of the implications see Prosser and Trigwell (1999). The current state of play dictates that neither approaches nor styles should be regarded as fixed, ie both may be modifiable, but that both may be habituated and hard to change. Interrogating Practice Think of occasions when you have chosen to use a deep approach to learning. Think of other occasions when you have used a surface approach and consider how many of these involved an achieving intention.
How satisfied are you with your approach? How successful is it for your students’ learning? (Based on Young, 1978) SYSTEMATIC APPROACH AND OUTCOMES-BASED PLANNING Among the various planning approaches commonly used in higher education, the systematic approach to course/module planning is most closely linked to the outcomes approach to teaching and learning. In fact, the specification of outcomes is the first step in the systematic approach. 1 illustrates each of the component parts of a systematic approach to course/module design.
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. (iii) Use of information: assess teaching/learning methods and activities.