Aligning for Learning: Strategies for Teaching EffectivenessDonald H. Wulff, Wayne H. Jacobson Aligning for Learning offers faculty, instructional developers, administrators, and researchers a clear model through which to approach the complexities of effective teaching and learning. The alignment model is the culmination of 20 years of research done by Donald Wulff and others at the Center for Instructional Development and Research at the University of Washington. It helps instructors incorporate instructional components and communication strategies into a representation of teaching effectiveness related to rapport, structure, engagement, and interaction, in an effort to align themselves, their content, and their students in a consistent learning goal. This book combines the alignment model with the contributors’ years of experience as instructors, instructional developers, and administrators to produce a practical volume on teaching and learning that contains ideas applicable to a variety of institutions and instructional settings. Divided into five parts, this book
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Contents
THE ALIGNMENT MODEL | 3 |
Using Alignment in Inclusive Teaching and Learning | 18 |
Designing for Alignment | 35 |
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able activities adjustments administrators align students alignment issues alignment model alignment perspective approach areas ask students assessment behaviors biodemography challenges changes chapter CIDR classroom colleagues complexity components concepts Coordinated Studies course content critical pedagogy curriculum decisions dents discipline discourse community discussion engage students evaluating teaching example expectations experience faculty feminist pedagogies focus framework grades help align help students Highline Community College identify implement important improve Instructional Development instructor and students interaction Jossey-Bass large classes learning goals lecture ment mentee's mentor and mentee ongoing participation pedagogy practices problem-based learning questions rapport reflect relevant response papers role scholarship socially transformative SoTL specific strategies for aligning structure student and instructor student feedback student learning student perceptions student ratings students and content Table taught teachers teaching and learning teaching effectiveness tions tors understanding University of Washington Wulff