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 greater schooling. offers a origin within the appropriate pedagogic ideas and learn. up to date and revised to mirror the swift adjustments in greater schooling; reminiscent of higher use of know-how in instructing and widening pupil variety. earlier ed: c1999. Hardcover, softcover to be had from the writer.

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1). Clearly those responsible for organizing learning need to be able to create opportunities for learning that are sensitive to these different styles of learning. However, it should not be forgotten that even though learners may have different preferences, for effective learning they will need to be encouraged to move through all the constituent elements in the learning cycle. 1 Learning styles (based on Wolf and Kolb, 1984) Learning Style Strengths Dominant Learning Ability Convergent Practical application of ideas AC and AE Divergent Imaginative ability and generation of ideas CE and RO Assimilation Creating theoretical models and making sense of disparate observations AC and RO Accommodative Carrying out plans and tasks that involve them in new experiences CE and AE The preferred learning style of an individual may have a relationship to the particular disciplinary framework in which the learning is taking place.

Like Bloom’s taxonomy, with which it can be aligned, it is concerned primarily with the cognitive domain (see Chapter 3 for further discussion of learning objectives and Bloom). The SOLO taxonomy is an hierarchical classification in which each level is the foundation for the next. It defines five levels of understanding, each of increasing complexity: • • • • Prestructural – understanding at the individual word level. Students at this level may miss the point or use tautology to cover lack of understanding.

Intellectual Examines the subject matter in terms of assumptions held in the discipline with regard to a particular body of information, attitudes and skills. It asks questions such as: should the course be taught at the macro- or micro-level of conceptual analysis? Problem-based Identifies one or more specific problems to be addressed. It is not objective-defined but objectivebased through inference. It eventually gets to a systematic approach but not sequentially. It places an emphasis on the process of understanding the problem.

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