L. Dee Fink
- Title: Creating Significant Learning Experiences: An Integrated Approach to Designing College Courses
- Author: L. Dee Fink
- ISBN: 9780787960551
- Page: 220
- Format: Hardcover
Dee Fink poses a fundamental question for all teachers How can I create courses that will provide significant learning experiences for my students In the process of addressing this question, he urges teachers to shift from a content centered approach to a learning centered approach that asks What kinds of learning will be significant for students, and how can I createDee Fink poses a fundamental question for all teachers How can I create courses that will provide significant learning experiences for my students In the process of addressing this question, he urges teachers to shift from a content centered approach to a learning centered approach that asks What kinds of learning will be significant for students, and how can I create a course that will result in that kind of learning Fink provides several conceptual and procedural tools that will be invaluable for all teachers when designing instruction He takes important existing ideas in the literature on college teaching active learning, educative assessment , adds some new ideas a taxonomy of significant learning, the concept of a teaching strategy , and shows how to systematically combine these in a way that results in powerful learning experiences for students Acquiring a deeper understanding of the design process will empower teachers to creatively design courses for significant learning in a variety of situations.
Recent Comments "Creating Significant Learning Experiences: An Integrated Approach to Designing College Courses"
It took me six months, but I've finished. Thanks to Andrea for reading this one with me! When completing a book, I often feel like they could have just produced an article. There's often just one argument and one forward-looking set of suggestions, but they take 200 pages to present it. This was one of those rare books where a book was actually needed. There's a lot here!I appreciated Fink's taxonomy for promoting significant learning and I know I can improve my courses by giving more considerat [...]
This book was on a list of recommended reading for designing eLearning. Even though it's title specifies college courses, this book is a great resource for anyone who designs learning, including corporate programs.I love the emphasis on activity- and problem-based learning. Studies have shown time and again that lecture-based teaching is not effective for learning transfer. I've been out of college for 20 years now and I really can't recall the majority of what I "learned" there (although the st [...]
The book has four main strengths:1. By presenting a taxonomy on significant learning, the books provides a model to streamline thinking about courses, curricula, and education in general.2. Based on this taxonomy, the book identifies the organizational factors that are needed to create significant learning. The book provides a set of recommended changes in the organizational structure of faculty and universities that can improve the conditions for teachers and educations aiming to implement sign [...]
بكل بساطة، كتاب مهم جدا لأي شخص يمارس مهنة التدريس. يتضمن عدة نصائح وجدتها مفيدة جدا لتطوير و زيادة كفاءة التعليم
The author begins this book in a truly maddening fashion. If I hadn’t needed to finish at least half of it for class I wouldn’t have bothered reading past page 5. The opening quote, which inspired the title (probably not the ideas though, as we’ll see later) actually turns “teachers” into a pejorative: “We won’t meet the needs for more and better higher education until professors become designers of learning experiences and not teachers.” What in the world is teaching, if not des [...]
Fink's book makes a very good argument for why we need to change how we teach and, most importantly, how to make this change. After sixteen years of successful teaching, reading Fink makes me want to change my teaching approach and the main reason is that he has convinced me that my students could learn more than they currently do in my classes. He has not convinced me that the students will like this change But what are we trying to achieve here - good teaching evaluations or student learning? [...]
I learned a lot of new ideas to consider when creating or redesigning a course. In this book, those interested in teaching will learn how to create significant learning experiences for their students by using a different taxonomy when creating learning outcomes. To this end, the author, Fink, provides readers with a step-by-step approach to course design using a "backwards" designing approach in which you start with what you want your students to get out of your class in the long run and work ba [...]
This book is very helpful whenever I need to develop a course. Following the 12-step integrated course design process is time consuming work. but the student responses have been awesome. The book encourages me to think from the perspectives of the student learners instead of focusing on the teaching style. The only down side to the illustrative examples is that only one is from engineering (on sustainability engineering).
Students need to do something in class other than just listen. The book could use more examples. After another 50 pages I'll be ready to rewrite my syllabus. Most important point: start with the kind of evaluation (exam) experience that would truly reflect what you want the student to get out of the class, and work back from there.
Very thought-provoking assessment of the strengths and (mostly) weaknesses of the current post-secondary teaching style. Ok, if it's broke, how do we fix it? By rethinking the way that we assess, design, & teach courses, that's how.Highly recommended.
Good advice on backwards course design: Starting with learning objectives then building course content to support them. The problem with this book is its focus on "real world" educational experiences can be hard to apply to the humanities.
This is a must read for anyone designing Higher Education course content. L. Dee Fink lays the ground work and uses a sound Taxonomy to explain his approach to instructional design which puts into play higher and lower level learning.
This is an excellent resource for adult educators who want to improve the quality of teaching and learning for their learners and themselves.
Provides 12-step guide for creating college courses and syllabi. Very helpful for new instructors!
I found the book to be concrete and directive. However, a new edition would be helpful in light of advances in technology.
Good mix of practical advice and scholarship for creating an active-learning environment.
The model of significant learning is a helpful way to re-adjust thinking that is often too content focused.
One of the best books available detailing backward design
378.12509 F4993 2013
Very interesting book, but repeats the same information again and again.
Made me think about my classes. Good advice.
Extremely useful and inspiring book on teaching.
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