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Planning Teaching in an Outcomes-based Curriculum
In part of this resource is an example of a teaching plan (these are sometimes called lesson plans). You may be surprised that it does not include a section on content. Many teachers still think of planning a teaching session in terms of making a list of the content to be covered; but this approach can lead to problems because it focuses on what the teacher will do without sufficient thought being given to what the students might do. The learner-centred model of Higher Education, however, requires a clear focus on what students need to do in order to maximise their marks. It requires that teaching sessions (and courses) should be described in terms of what it is that the students should be able to do on completion. Statements that describe what it is the students should be able to do at the end of a session are called intended outcomes or outcomes for short. A template for a teaching plan is also included.
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This poster offers educators an overview of designing a syllabus on the Canvas learning management system that supports personalised learning pathways. It highlights (1) a gamified pedagogy grounded in gaming principles and (2) adaptive learning strategies using MasteryPaths.
This toolkit draws on our experiences facilitating a SATLE-funded community-engaged learning project that brought students of the School of Languages, Literatures, and Cultures (UCC) together with people in Cork seeking international protection for a series of three wellbeing and creativity workshops.
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A collection of case studies of evidence-informed interventions implemented by higher education institutions in Ireland to support student retention and progression across the undergraduate lifecycle. These exemplars are presented here as a national evidence base of student progression initiatives.
Following this link opens a new browser tab and sends you to an external website outside of the National Resource Hub
URL: https://drive.google.com/file/d/0BxV1LO6iHp1ySDJaeWVHYVF5LU0/edit
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