Maximizing student learning: A case example of applying teaching and learning theory in social work

Barbra Ann Teater

Research output: Contribution to journalArticle

15 Citations (Scopus)

Abstract

Social work is a practising profession and when students undergo a social work undergraduate course they are expected to learn and apply the knowledge, skills and values necessary for their future social work career. As an educator, the challenge exists in determining whether students have learnt the material and are prepared to implement the knowledge, skills and values into practice. Current theories on teaching and learning are useful tools to educators who want to ensure that course units are maximizing students' learning potential. This paper focuses on the application of three established teaching and learning theories implemented in a social work module. The paper begins with an overview of Biggs' theory of Constructive Alignment, Biggs' four levels of understanding/Bloom's Taxonomy, and Race's five factors that underpin successful learning. The paper describes the integration of the theories to a social work undergraduate module through the following four-step process: (1) revisit learning outcomes; (2) determine teaching methods and learning activities; (3) design assessment; and (4) receive feedback/evaluate. The students' learning experiences were positively reflected through their personal learning outcomes, formative feedback and summative feedback, which demonstrated the ability to maximize student learning through the incorporation of teaching and learning theory.
Original languageEnglish
Pages (from-to)571-585
Number of pages15
JournalSocial Work Education: The International Journal
Volume30
Issue number5
DOIs
Publication statusPublished - Aug 2011

Fingerprint

learning theory
social work
Teaching
learning
student
educator
teaching method
taxonomy
Values
profession
career
ability

Cite this

Maximizing student learning: A case example of applying teaching and learning theory in social work. / Teater, Barbra Ann.

In: Social Work Education: The International Journal, Vol. 30, No. 5, 08.2011, p. 571-585.

Research output: Contribution to journalArticle

@article{2459dabc56f84e6b9294e09e2571686b,
title = "Maximizing student learning: A case example of applying teaching and learning theory in social work",
abstract = "Social work is a practising profession and when students undergo a social work undergraduate course they are expected to learn and apply the knowledge, skills and values necessary for their future social work career. As an educator, the challenge exists in determining whether students have learnt the material and are prepared to implement the knowledge, skills and values into practice. Current theories on teaching and learning are useful tools to educators who want to ensure that course units are maximizing students' learning potential. This paper focuses on the application of three established teaching and learning theories implemented in a social work module. The paper begins with an overview of Biggs' theory of Constructive Alignment, Biggs' four levels of understanding/Bloom's Taxonomy, and Race's five factors that underpin successful learning. The paper describes the integration of the theories to a social work undergraduate module through the following four-step process: (1) revisit learning outcomes; (2) determine teaching methods and learning activities; (3) design assessment; and (4) receive feedback/evaluate. The students' learning experiences were positively reflected through their personal learning outcomes, formative feedback and summative feedback, which demonstrated the ability to maximize student learning through the incorporation of teaching and learning theory.",
author = "Teater, {Barbra Ann}",
year = "2011",
month = "8",
doi = "10.1080/02615479.2010.505262",
language = "English",
volume = "30",
pages = "571--585",
journal = "Social Work Education: The International Journal",
issn = "0261-5479",
publisher = "Routledge",
number = "5",

}

TY - JOUR

T1 - Maximizing student learning: A case example of applying teaching and learning theory in social work

AU - Teater, Barbra Ann

PY - 2011/8

Y1 - 2011/8

N2 - Social work is a practising profession and when students undergo a social work undergraduate course they are expected to learn and apply the knowledge, skills and values necessary for their future social work career. As an educator, the challenge exists in determining whether students have learnt the material and are prepared to implement the knowledge, skills and values into practice. Current theories on teaching and learning are useful tools to educators who want to ensure that course units are maximizing students' learning potential. This paper focuses on the application of three established teaching and learning theories implemented in a social work module. The paper begins with an overview of Biggs' theory of Constructive Alignment, Biggs' four levels of understanding/Bloom's Taxonomy, and Race's five factors that underpin successful learning. The paper describes the integration of the theories to a social work undergraduate module through the following four-step process: (1) revisit learning outcomes; (2) determine teaching methods and learning activities; (3) design assessment; and (4) receive feedback/evaluate. The students' learning experiences were positively reflected through their personal learning outcomes, formative feedback and summative feedback, which demonstrated the ability to maximize student learning through the incorporation of teaching and learning theory.

AB - Social work is a practising profession and when students undergo a social work undergraduate course they are expected to learn and apply the knowledge, skills and values necessary for their future social work career. As an educator, the challenge exists in determining whether students have learnt the material and are prepared to implement the knowledge, skills and values into practice. Current theories on teaching and learning are useful tools to educators who want to ensure that course units are maximizing students' learning potential. This paper focuses on the application of three established teaching and learning theories implemented in a social work module. The paper begins with an overview of Biggs' theory of Constructive Alignment, Biggs' four levels of understanding/Bloom's Taxonomy, and Race's five factors that underpin successful learning. The paper describes the integration of the theories to a social work undergraduate module through the following four-step process: (1) revisit learning outcomes; (2) determine teaching methods and learning activities; (3) design assessment; and (4) receive feedback/evaluate. The students' learning experiences were positively reflected through their personal learning outcomes, formative feedback and summative feedback, which demonstrated the ability to maximize student learning through the incorporation of teaching and learning theory.

UR - http://www.scopus.com/inward/record.url?scp=80053514829&partnerID=8YFLogxK

UR - http://dx.doi.org/10.1080/02615479.2010.505262

U2 - 10.1080/02615479.2010.505262

DO - 10.1080/02615479.2010.505262

M3 - Article

VL - 30

SP - 571

EP - 585

JO - Social Work Education: The International Journal

JF - Social Work Education: The International Journal

SN - 0261-5479

IS - 5

ER -