Constructive Alignment and Lesson Outcomes
Thoughts on Constructive Alignment so far:
That are the implications from CA in my lesson delivery?
Interesting to note that the evolution of the CA model came about in a highly reflexive way. Students were forced to reflect on their teaching to deliver the portfolios. Biggs and Tang p96
Did John encourage a mastery approach here? He experimented with a credible teaching model and produced revolutionary results, authentic learning and teaching. The results align well with intrinsic mastery self-goals.
Very effective for Pro Project. We need to absorb declarative knowledge but then also apply professional knowledge. L02 linking theory with practice. Biggs and Tang p97
What value is information without function? When one approaches university with the extrinsic, goals of get the best grade or just get the degree, how much learning is really retained and how much remains functional? Hattie p47
CA focuses not only on what is to be learned - but how it is to be learned; ensuring learning activities are designed to align with learning outcomes. B&T p97
Alignment of ILOs, TLAs and ATs ensure continuity all through the system, Biggs and Tang p99
The benefit seems great - I will experiment with CA ILOs and TLAs in future lesson planning and reflect on the effect on the class.
Cowen's model of "beyond alignment to integration" yet again correlates that a reflexive/reflective approach results in deeper learning, Biggs and Tang p100
Teacher acts as a broker between the student and the learning environment, p100
Negotiated TLAs - this seems difficult to do in large lecture classes - perhaps smaller focused students groups would be better.
It seems clear now that the PG cert itself is a CA course, quite like the teaching and learning course by John.
Not just about covering content but specify the levels of understanding required to satisfy the learning outcomes, p105
Leinhardt calls: "fusing experience with theory: the structure of professional knowledge" p401
Since Middle ages professional knowledge is transmitted within the apprentice/guild model (the natural environment for mastery) Instructional practices tended to be authentic and specific and work typically marked by “schools” of action and thought.
As formal institutions took over responsibility... p402
Professional knowledge learned in practice.... p403
The marriage of declarative knowledge and professional functional knowledge goes well with upholding credibility and authenticity in the eyes of the student
knowing how experts tend to behave... p405
Deering Report and HEC of Australia outline what skills graduates should possess after graduation - looks very much like "authentic human beings" from blog 1.
Graduate outcomes or ILOs are (should be?) concerned with "what type of person do we want to graduate from this institution?
ILO's are so called because they emphasise what a student has to learn, rather than what the teacher has to teach, B&T p118
Formerly, learning objectives were vague and included things like understanding and comprehending. But ILO's break down what understanding should look like - describe, solve, select and present, B&T p119
Krathwohl's revision of Bloom's taxonomy seems to show how lesson, module and course ILOs should be built from simple to complex.
This seems obvious when teaching student's "how" to do a literature review. It's not sufficient to just remember or understand factual or conceptual knowledge. A good review analyses and evaluates all knowledge levels to create at the very least some new conceptual framework.