Teaching/Learning aims

Tips from our pros

Our Internal link opens in the same window:Center for Teaching and Learning (ZLL) regularly organises workshops on topics such as time management, learning methods, teaching methods and much more. The ZLL also supports lecturers in the development, implementation and further development of contemporary and innovative teaching models.

 

Constructive Alignment

I am sure there is one question you are sick of hearing − "Is this going to be in the exam"?

And there is one sentence that learners are sick of hearing − "We're not learning for school, we're learning for life!"

Isn't it understandable that, with so much material to learn, students primarily prioritise learning the content that will be tested?
How can the above, almost contradictory starting points be reduced to a common denominator?

One approach is the so-called Constructive Alignment (by John Biggs):
A constructive alignment of learning objectives, learning methods and examination methods.

If what is tested is based on the teacher's own teaching objectives, it is perhaps most likely that what a teacher has in mind will be learned − but with the constructivist openness that learners acquire knowledge actively and independently and that unintended learning outcomes can also be achieved.