Using Constructive Alignment to Foster Teaching Learning Processes

Preeti Jaiswal

doi:10.5539/elt.v12n6p10

Abstract

This paper delineates the process of constructively aligning course intended learning outcomes, teaching learning activities, and assessment tasks to boost students&rsquo; accomplishments of intended learning outcomes. It, also highlights, how the usage of two teaching tools, well-regarded by educators, emerged propitious in analyzing students&rsquo; progression in learning and in augmenting their academic skills. Biggs&rsquo; model of constructive alignment, Biggs&rsquo; SOLO taxonomy and Bloom&rsquo;s taxonomy of educational objectives were used for this purpose. Four factors emerged pivotal for efficacy and effectiveness of the process - creating positive learning environments, linking academic content to real life situations, selecting appropriate teaching learning activities and developing learning outcomes that are measurable and attainable, to facilitate the teaching and learning processes.

Highlights

In the teacher centred lecture approach, focus is on the teacher transferring knowledge while students learn passively through rote learning and memorization, and emphasis is on the content coverage
The essence of this approach, is that all segments - the methodologies, the learning resources, the in class learning activities along with extended learning opportunities that support learning, the curriculum, the intended learning outcomes, as well as the assessment tasks and rubrics for evaluating students’ learning – are aligned to each other to facilitate the accomplishment of the intended learning outcomes
In constructivist approach the relevance is on optimizing active learning opportunities by using student centred approaches and a good functional curriculum design that aligns the teaching learning activities, assessment tasks to intended learning outcomes to measure the level of ILO achieved

Summary

Introduction

In the teacher centred lecture approach, focus is on the teacher transferring knowledge while students learn passively through rote learning and memorization, and emphasis is on the content coverage. Alignment ascribes to the ambiance that educators create, to support active learning activities, for attaining the intended learning outcomes The essence of this approach, is that all segments - the methodologies, the learning resources, the in class learning activities along with extended learning opportunities that support learning, the curriculum, the intended learning outcomes, as well as the assessment tasks and rubrics for evaluating students’ learning – are aligned to each other to facilitate the accomplishment of the intended learning outcomes. In constructivist approach the relevance is on optimizing active learning opportunities by using student centred approaches and a good functional curriculum design that aligns the teaching learning activities, assessment tasks to intended learning outcomes to measure the level of ILO achieved. Bloom’s taxonomy is effective in encouraging higher-order thinking in learners by developing from lower-level cognitive skills.

Methods

Discussion

Conclusion