Source: @giuliaforsythe http://www.flickr.com/photos/gforsythe/7132198243/sizes/z/in/photostream/ I recently had the pleasure of seeing Dr. Stephen Brookfield present at the University of Guelph’s Teaching and Learning Innovations Conference. Dr. Brookfield’s presentation modeled the way.  He reminded us of the importance of silence in the classroom:  silence is an endemic, essential part of the rhythm of the learning process.  …

Graphic courtesy of Doug Schaefer Constructive Alignment is an approach to course design which begins with the end in mind (i.e. what should students know and be able to demonstrate at the end of the course).  It assumes that when learning objectives, assessment methods, and teaching and learning activities are intentionally aligned, that the outcomes…

I recently co-authored a Guide  to support programs, departments and instructors at the University of Guelph as they continue to develop and assess learning outcomes such that curricula become increasingly coherent, aligned and evidenced.   We highlight the following 5 steps to curriculum development. 1. Plan Curriculum committees are often overwhelmed by the  inherent complexities associated…

http://avon.schoolfusion.us/modules/groups/integrated_home.phtml?gid=1332931&sessionid=fe08a841191915532b3da4c81287a5e1 I recently read Peter Knight’s (2001) presentation of a process-based approach to curriculum planning and development.  A critic of outcomes-based approaches to higher education, he argues that complex learning can “not easily [be] reducible to precise statements” that  “grow like mould and become unwieldy” (p.373); and that these approaches run the risk of reducing…

An outcomes-based approach to education clearly specifies what students are expected to learn and arranges the curriculum such that these intended outcomes are achieved (Harden, 2007). Learning outcomes provide the base for an effectively aligned and integrated curriculum, where instructional activities and assessment strategies are explicitly linked to course-specific and degree-level learning outcomes, which are…

Source:http://www.flickr.com/photos/matthewmcvickar/2107684920/sizes/z/in/photostream/ Research suggests that effective teaching and learning environments: 1) facilitate a deep approach to learning where students are actively involved and seek further meaning and understanding through experience, application, practice and reflection; 2) provide organization and structure through clearly defined goals, learning objectives and standards for performance; 3) provide opportunities for students to receive…

Source: http://www.flickr.com/photos/samhames/5250383314/sizes/m/in/photostream/  “Large class sizes, the increasing diversity of the student corpus, and mounting cost-efficiency imperatives have become commonplace.  In this context, a major challenge for academic faculty is how curriculum, teaching and assessment can be enhanced so that graduates will become more effective communicators and meet the needs of contemporary knowledge economies” (p. 89).…

Hazel et al. 2002 present a compelling exploration of meaningful/deep (in comparison to rote/surface) learning in terms of the relationship between students’ approaches to learning and their perceptions of the learning environment, within the context of biology.  Data was collected from 272 students from similar first year biology subjects at 2 Australian Universities.  The Presage-Process-Product…

I attended an explorative session at the Society for Teaching and Learning in Higher Education (2011) Conference in Saskatoon, Saskatchewan. The session highlighted a Community-Based Art exibit at the University of Saskatchewan. http://stlhe2011.pathable.com/talks/18987 Here is my personal poetic journey:   LEARNING, LEADERSHIP, Passion & Compassion, Sympathy, Inspiration, Collaboration & CHANGE, Innovation, Tradition, Diversity & Culture,…

What does learner-centredness mean to you?  How would you describe a learner-centred course? – inclusive design – understanding how different learners learn differently – active learning – mindful of other courses the student might be taking in their course of study, being mindful of flow – aligned and relevant (personal and real-world relevance) – there…