In my previous post, I have discussed the usefulness of survey-based feedback. I have also worked with other techniques (teaching journal, natural feedback analysis, recordings) which I will discuss at a later point in time. In the following paragraphs, I will discuss the right use and a good mix of these techniques.
None of the different available evaluation methods for teaching quality, Berk (2005) counts twelve of them, automatically produces better teaching. Teaching quality assessment surveys results are overall a very good data source when it comes to measuring teaching practice, including for formative purposes. They are often subject to fundamental criticism which, however, seem to lack … Continue reading How to digest teaching quality surveys?
What does 'constructive alignment entail' in the context of course design? In order to achieve the highest possible learning quality, it is indispensable to align the curriculum with the teaching method and with the assessment, on the basis of the intended learning outcomes. As a consequence, the quality of teaching and learning is massively improved.
There are three dividing lines that make teaching and learning in my area less effective: first, the division into sub-disciplines; second, the dichotomy between, on the one hand, the world of practical application of legal rules (often called ‘black-letter law’) and, on the other hand, the sphere where law and its context are critically analysed and reflected; and, third, the purely domestic view on law which ignores the internationality of the subject matter.
My courses are doing very well but how to improve students' learning RESULTS?
In this short essay, I will reflect on how I approach teaching in small and large groups, how I approach teaching in small and large groups, to what extent I use teacher-focused and student-focused approaches, and whether I could further support deeper learning by my students through concentrating even more on student-focused teaching.