What the Student Does: Teaching for Enhanced Learning

Autor/in	Biggs, John
Titel	What the Student Does: Teaching for Enhanced Learning
Quelle	In: Higher Education Research and Development, 31 (2012) 1, S.39-55 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0729-4360
DOI	10.1080/07294360.2012.642839
Schlagwörter	Academic Achievement; Student Diversity; Academic Standards; Teacher Responsibility; Learner Engagement; Student Motivation; Problem Based Learning; Constructivism (Learning); Classroom Environment; Teacher Effectiveness; Learning Processes; Cognitive Style; Adjustment (to Environment); Teaching Methods; Teaching Styles; Thinking Skills; Alignment (Education); Higher Education + Suchen Sie Ihr Suchwort? Schulleistung; Lehrverpflichtung; Schulische Motivation; Problem-based learning; Problemorientiertes Lernen; Klassenklima; Unterrichtsklima; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Learning process; Lernprozess; Cognitive styles; Kognitiver Stil; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrstil; Unterrichtsstil; Denkfähigkeit; Hochschulbildung; Hochschulsystem; Hochschulwesen
Abstract	Many teachers see major difficulties in maintaining academic standards in today's larger and more diversified classes. The problem becomes more tractable if learning outcomes are seen as more a function of students' activities than of their fixed characteristics. The teacher's job is then to organise the teaching/learning context so that all students are more likely to use the higher order learning processes which "academic" students use spontaneously. This may be achieved when all components are aligned, so that objectives express the kinds of understanding that we want from students, the teaching context encourages students to undertake the learning activities likely to achieve those understandings, and the assessment tasks tell students what activities are required of them, and tell us how well the objectives have been met. Two examples of aligned teaching systems are described: problem-based learning and the learning portfolio. (Contains 2 tables, 3 figures and 1 note.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10