Learning Strategies in the Constructive Alignment of Tertiary Teaching

Autor/in	Hattie, John
Titel	Learning Strategies in the Constructive Alignment of Tertiary Teaching
Quelle	In: Psychology of Education Review, 43 (2019) 1, S.20-22 (3 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1463-9807
Schlagwörter	Learning Strategies; Student Educational Objectives; Teaching Methods; Student Evaluation; Higher Education; Academic Achievement; Alignment (Education) + Suchen Sie Ihr Suchwort? Learning methode; Learning techniques; Lernmethode; Lernstrategie; Teaching method; Lehrmethode; Unterrichtsmethode; Schulnote; Studentische Bewertung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Schulleistung
Abstract	The relation between what many students desire and how the nature of the teaching is related to the core notion in Entwistle's paper -- the need for teachers to consider the constructive alignment in the interactions between teaching and learning. First proposed by John Biggs (1996), the claim is that there should be alignment between the outcomes we intend students to learn, our manner of teaching, and the assessments of that learning. While this interaction is powerful, there can be a hierarchy in their respective importance. Students in higher education often succeed by listening not so much to what the teacher claims is important (in their teaching), but noting how they assess. When teachers espouse deep thinking but their assessments command surface factual knowledge then 'successful' students are those who provide the facts. So, not only are there outcomes, course materials, teaching methods, assessments, but strategies of learning that need to considered in providing constructive alignment. [This is in response to the article, "Contributions of Educational Psychology to Understanding Student Learning: What Has Been Discovered -- What More Could Be Done?" For that article, see EJ1247419.] (ERIC).
Anmerkungen	British Psychological Society. St Andrews House, 48 Princess Road East, Leicester, LE1 7DR, UK. Tel: +44-116-254-9568; e-mail: info@bps.org.uk; Web site: http://www.bps.org.uk/publications/journals/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01