Guideline Sixteen | Feedback
16. Meaningful and timely feedback to students improves learning. “Knowing what you know and don’t know focuses learning. Students need appropriate feedback on performance to benefit from courses. When getting started, students need help in assessing existing knowledge and competence. In classes, students need frequent opportunities to perform and receive suggestions for improvement. At various …
Read the full post →“Guideline Sixteen | Feedback”
Guideline Fifteen | Aligned Assessment
15. Effective learning is facilitated by assessment practices and other student learning activities that are designed to support the achievement of desired learning outcomes. “The key is that the components in the teaching system, especially the teaching methods used and the assessment tasks, are aligned to the learning activities assumed in the intended outcomes. The …
Read the full post →“Guideline Fifteen | Aligned Assessment”
Guideline Fourteen | Learning Cooperatively
14. Learning cooperatively with peers – rather than in an individualistic or competitive way – may help students develop interpersonal, professional and cognitive skills to a higher level. “Learning is enhanced when it is more like a team effort than a solo race. Good learning, like good work, is collaborative and social, not competitive and …
Read the full post →“Guideline Fourteen | Learning Cooperatively”
Guideline Thirteen | Appropriate IT
13. Learning can be enhanced and independent learning skills developed through appropriate use of information and communication technologies. “The most effective uses of technology supported teaching are possible when underpinned by student centred teaching practices that encourage students to adopt a deep approach to learning.” Housego, S. & Freeman, M. 2000, “Case studies: integrating the …
Read the full post →“Guideline Thirteen | Appropriate IT”
Guideline Twelve | Graduate Attributes
12. Graduate attributes – the qualities and skills the university hopes its students will develop as a result of their university studies – are most effectively acquired in a disciplinary context. “The development, practice and assessment of [graduate attributes] are most effectively achieved within the context of disciplinary knowledge.” Bowden, J., Hart, G., King, B., …
Read the full post →“Guideline Twelve | Graduate Attributes”
Guideline Eleven | Responsibility
11. When students are encouraged to take responsibility for their own learning, they are more likely to develop higher-order thinking skills such as analysis, synthesis and evaluation and be better prepared for life long learning. “Placing learners at the heart of the learning process and meeting their needs, is taken to a progressive step in …
Read the full post →“Guideline Eleven | Responsibility”
Guideline Ten | Clear Goals
10. Clearly articulated expectations, goals, learning outcomes and course requirements increase student motivation and improve learning “Well-expressed statements of intended learning outcomes help students to identify their own targets, and work systematically towards demonstrating their achievement of these targets.” Race, P. 2001, The Lecturer’s Toolkit: A Practical Guide to Learning, Teaching and Assessment, Kogan Page, …
Read the full post →“Guideline Ten | Clear Goals”
Guideline Nine | Multiple Modes
9. Students learn in different ways and their learning can be better supported by the use of multiple teaching methods and modes of instruction (visual, auditory, kinaesthetic, and read/write). “There are many roads to learning. People bring different talents and styles of learning to college. Brilliant students in the seminar room may be all thumbs …
Read the full post →“Guideline Nine | Multiple Modes”
Guideline Eight | Diversity
8. The educational experiences of all students are enhanced when the diversity of their experiences are acknowledged, valued, and drawn on in learning and teaching approaches and activities. “A racially and ethnically diverse university student body has far-ranging and significant benefits for all students, non-minorities and minorities alike.” Gurin, P. 1999, Expert Report of Patricia …
Read the full post →“Guideline Eight | Diversity”