Constructive Alignment Constructive Alignment, cont. Colour changing card trick

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1 UNIS, March 2017

How to become a better teacher

Roy Andersson

[email protected] Centre for Engineering Education, LU

bioCEED, UiB

Anders Ahlberg

[email protected] Centre for Engineering Education, LU

Roy Andersson, LTH

Constructive Alignment (John Biggs)

Course goals –> Learning activities –> Assessment Preferential Which activities Authentic knowledge? leads to the goals? situation?

Contribution ratio In accord/harmony with and structure of -the learning activities?

the subject? -the learning outcomes?

Purpose?

” Do things in the right order!”

or

”Harmonized teaching activities”

Constructive Alignment, cont.

•  With the Learning Outcomes

– Knowledge and understanding (Kunskap och förståelse) – Skills and abilities (Färdighet och förmåga)

– Values and attitudes (Värderingsförmåga och förhållningssätt)

•  With the knowledge level

– Bloom’s taxonomy or the SOLO-taxonomy – Different parts will be at different taxonomy levels

•  With the purpose of the assessment

– Contribute to the learning (feedback)

• ”How can the assessment be used to reach the learning outcomes?”

– Control

• ”How can the assessment be used to test the learning outcomes?”

Colour changing card trick

•  The students will look for something –  either what you ask them to look for –  or what they think will be important

•  There will always be criteria

–  The question is if they are hidden or open

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2 The SOLO taxonomy

5. Extended abstract

Theorize, Generalize, Hypothesize, Reflect

4. Relational

Compare/contrast, Explain causes, Analyse, Relate, Apply

3. Multistructural

Enumerate, Describe, List, Combine, Do algorithms

2. Unistructural

Identify,

Do simple procedure

1. Prestructural

Misses point

Bloom’s taxonomy

6. Evaluation

Make judgments about the value of ideas and solutions

5. Synthesis

Put together pieces to a whole Create new solutions

4. Analysis

Break down complex problems in pieces Identify connections between different parts

3. Application

Solve problems with one single solution Apply theories

2. Comprehension

Understand the meaning (say in own words) Understand connections

1. Knowledge

Facts, definitions, memorizing

Constructive Alignment Constructive Alignment, cont. Colour changing card trick

1

UNIS, March 2017

How to become a better teacher

Roy Andersson

Anders Ahlberg

Constructive Alignment (John Biggs)

Course goals –> Learning activities –> Assessment Preferential Which activities Authentic knowledge? leads to the goals? situation?

Contribution ratio In accord/harmony with and structure of -the learning activities?

the subject? -the learning outcomes?

Purpose?

” Do things in the right order!”

or

”Harmonized teaching activities”

Constructive Alignment, cont.

• With the Learning Outcomes

• With the knowledge level

• With the purpose of the assessment

Colour changing card trick

• The students will look for something – either what you ask them to look for – or what they think will be important

• There will always be criteria

– The question is if they are hidden or open

2

The SOLO taxonomy

5. Extended abstract

4. Relational

3. Multistructural

2. Unistructural

1. Prestructural

Bloom’s taxonomy

6. Evaluation

5. Synthesis

4. Analysis

3. Application

2. Comprehension

1. Knowledge

From eXtreme Programming

Scope + Quality + Resources + Time = 1 (S + Q + R + T = 1)

See new things and contrast these against what is already known

• Assimilation (add new information)

• Accommodation (conceptual change)

Constructivism

After David Kolbs ”Experiential Learning”

Vygotski:

”zone of proximal development”

– not too big – not too small

Festinger:

“Cognitive dissonance”