A Handbook for Teaching and Learning in Higher Education: by Heather Fry, Steve Ketteridge, Stephanie Marshall, Steven

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 starting place within the correct pedagogic rules and study. up to date and revised to mirror the fast adjustments in greater schooling; resembling larger use of know-how in educating and widening scholar range. past ed: c1999. Hardcover, softcover on hand from the writer.

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2 is interesting, in that those studying the disciplines in quadrants 1 and 2 are described as showing some preference for reflective practice. However, we must ask ourselves, noting that some of the disciplines mentioned in quadrants 3 and 4 are now strongly associated with reflective practice, just how useful this classification really is. 2 Classification of academic knowledge 1. Abstract Reflective AC–RO Hard Pure Natural Sciences Mathematics 3. Abstract Active AC–AE Hard Applied Science-based professions, Engineering, Medicine and other healthcare professions 2.

Interrogating Practice Call to mind three occasions when conscious reflection on something you have experienced (in the street, the laboratory, on the television, from reading, etc) has enhanced your understanding or ability to carry out a particular task. STUDY, APPROACHES TO LEVELS OF UNDERSTANDING AND LEARNING STYLES Approaches to study In the 1970s, Marton (1975) conducted empirical work that has subsequently gained much credibility and currency in higher education. Considerable subsequent work has taken place, eg, by Marton and Saljo (1984).

For example, a course designed to teach problem-solving skills would use approaches to assessment which permit assessment of problem-solving abilities, not knowledge recall; a course emphasizing cooperative activities and personal presentation skills would probably need to use testing techniques other than written ones. At a more detailed level, the questions or items used within an assessment component need to be created according to some form of blueprint. 1, where a test item is to be generated for each cell in the table.

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