Learning how to teach in higher education

Introduction 13

Theme 1 How do students learn? 17

1 Learning, remembering, and learning activities 19
1.1 Why student learning? 19
1.2 Learning and remembering 19
1.3 Remembering and memory 23
1.4 Learning activities 26

2 Differences between students 31
2.1 Why differences between students? 31
2.2 Ability to manage learning 39
2.3 Ability to learn in depth 40
2.4 Learning styles 41

3 Teaching activities 51
3.1 Why teach? 51
3.2 Different functions of education 51
3.3 Relation between teaching functions and teaching activities 53
3.4 Cognitive teaching activities 55
3.5 Affective teaching activities 59
3.6 Regulatory teaching activities 61
3.7 Directing the learning process 65
3.8 Dealing with student differences 71

4 Increasing study success 75
4.1 Why increase study success? 75
4.2 The quality of the teacher 76
4.3 Characteristics of the training 80

Theme 2 What should students learn and how do they demonstrate it? 107

5 Setting learning objectives 109
5.1 Why set learning objectives? 109
5.2 Coherence 110
5.3 What functions do learning objectives have? 112
5.4 What types of educational objectives can we distinguish? 113
5.5 Into which categories can we divide knowledge? 116
5.6 Into which categories can we divide skills? 118
5.7 What are the components of a concrete learning objective? 125

6 Testing and assessment 129
6.1 Why test and assess? 129
6.2 Functions of testing and assessment 129
6.3 Choosing a test format 131
6.4 Forms of testing 137
6.5 Quality of testing and assessment 150
6.6 Requirements for an assessment 151
6.7 Developing a test 154
6.8 Digital tests 161
6.9 Preventing plagiarism 165

Theme 3 How do students reach the desired final level? 207

7 Didactic methods 209
7.1 What should you consider when selecting teaching methods? 209
7.2 The didactic educational concept of the programme 211
7.3 Teaching methods at the start of the unit of study 234
7.4 Teacher-driven teaching methods 236