Quick Search:    advanced search

GSW Home   GeoRef Home   My GSW Alerts   Contact GSW   About GSW   Journals List   Help

This Article Figures Only Full Text Full Text (PDF) Alert me when this article is cited Alert me if a correction is posted Citation Map Services Email this article to a friend Similar articles in this journal Alert me to new issues of the journal Download to citation manager Citing Articles Citing Articles via HighWire Citing Articles via Google Scholar Google Scholar Articles by Boyle, A. P. Search for Related Content GeoRef GeoRef Citation

Using Alignment and Reflection to Improve Student Learning

^* Department of Earth and Ocean Sciences
University of Liverpool, Liverpool L69 3GP, UK
E-mail: apboyle{at}liverpool.ac.uk

Greater participation, and the associated increase in student diversity, has changed university education worldwide. The old ways of teaching a small number of well-qualified committed students do not work as well with large classes and more diverse student needs. This essay documents one approach to this challenge. It involves understanding student needs and preferences better, developing a range of ways to deliver learning and assess the results, and finally reflecting on the outcomes. The annual process of reflection allows changes that improve alignment of course aims with their delivery and assessment, and results in improved student learning and perception of the subject.

KEYWORDS: teaching mineralogy, assessment, learning preferences, student diversity, VARK

This article has been cited by other articles:

				D. Perkins What Should Our Students Learn? Elements, April 1, 2007; 3(2): 101 - 106. [Abstract] [Full Text] [PDF]

				K. R. Wirth Teaching for Deeper Understanding and Lifelong Learning Elements, April 1, 2007; 3(2): 107 - 111. [Abstract] [Full Text] [PDF]

				B. L. Dutrow Visual Communication: Do You See What I See? Elements, April 1, 2007; 3(2): 119 - 126. [Abstract] [Full Text] [PDF]