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Creating Significant Learning Experience: An Integrated Approach to Designing College Courses
Dee Fink poses a fundamental question for all "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.
295 pages, Hardcover
First published March 6, 2003
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Displaying 1 - 30 of 30 reviews
April 22, 2012
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 consideration to it. In particular, I can focus more attention on my students' ability to integrate (not just apply), to care (examining their feelings, interests and values related to the topic, and to excel in the human dimension of learning (learning about themselves and about others).
I also found his model for Integrated Course Design to be thought provoking and compelling. I've already used some of his questions (e.g. What is the special pedagogical challenge in this course?) to attempt to improve our communication about the goals of each course in our new curriculum at the college.
I had low expectations for his chapter on Better Organizational Support for Teachers. So many people write on this topic and with no unique contributions. But Fink's suggestion to add professional development as a fourth dimension to the traditional teaching-research-service model for faculty work would have profound implications in our organization. How do we keep all faculty on a growth curve? In addition, his brief discussion/example of the need to create visible curricular structures demonstrating how curricular goals are attained came at perfect timing to influence a sticking point in the design of our new curriculum.
His closing chapter on the meaning of teaching was most unusual. I can't recall an author ending a book with his vision for the future in quite this way! I also appreciated his discussion of teacher as helmsman. And, his discussion of teacher credibility, leadership and the spiritual dimension of teaching.
I recommend this book to seasoned instructors that are looking for guidance in improving teaching contributions that are already strong. Grab a colleague to join in your reading. There's a lot to discuss here, if you're interested in applying any of it!
I appreciated Fink's taxonomy for promoting significant learning and I know I can improve my courses by giving more consideration to it. In particular, I can focus more attention on my students' ability to integrate (not just apply), to care (examining their feelings, interests and values related to the topic, and to excel in the human dimension of learning (learning about themselves and about others).
I also found his model for Integrated Course Design to be thought provoking and compelling. I've already used some of his questions (e.g. What is the special pedagogical challenge in this course?) to attempt to improve our communication about the goals of each course in our new curriculum at the college.
I had low expectations for his chapter on Better Organizational Support for Teachers. So many people write on this topic and with no unique contributions. But Fink's suggestion to add professional development as a fourth dimension to the traditional teaching-research-service model for faculty work would have profound implications in our organization. How do we keep all faculty on a growth curve? In addition, his brief discussion/example of the need to create visible curricular structures demonstrating how curricular goals are attained came at perfect timing to influence a sticking point in the design of our new curriculum.
His closing chapter on the meaning of teaching was most unusual. I can't recall an author ending a book with his vision for the future in quite this way! I also appreciated his discussion of teacher as helmsman. And, his discussion of teacher credibility, leadership and the spiritual dimension of teaching.
I recommend this book to seasoned instructors that are looking for guidance in improving teaching contributions that are already strong. Grab a colleague to join in your reading. There's a lot to discuss here, if you're interested in applying any of it!
July 26, 2014
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 student loans keep reminding me that I was there.)
I think the first goal for anyone in the instructional design world today is to move from auditive assessments to educative assessments. Instead of asking folks to simply recall information, let's have them apply it to see if they really know it.
Some favorite moments:
* When I talk with faculty, many say their biggest concern is low student attendance in class. Many see daily class attendance running around 50 percent by mid-semester in their lower division courses. And they report other problems as well. Many of the students who do attend spend much of their class time checking their phone message and so on. Students do not complete reading assignments. The energy level in class discussions is low. Students focus on grades rather than on learning. Textbooks keep getting larger and larger, which means teachers have to work harder and harder to cover the material. Many say they have lost the joy in their teaching. And when they try to change, they often feel unsupported by students, colleagues, and their institution.
* Students, for their part, have similar concerns. They often complain about courses not being very interesting, that they just sit and take notes and then cram for exam after exam. They have difficulty seeing the value or significance of what they are learning. They, too, see the textbooks getting larger and larger; for them this means greater cost as well as more material that they have to learn, master, or memorize for the test.
* In this teaching strategy (team-based learning), students read the related material on their own, then come to class and take a test on that material both individually and as a group. This sequence, called the "readiness assurance process," brings nearly all students up to a moderate level of content understanding quickly and effectively. Then the students are able to spend a significant amount of time working in class in small groups, learning how to apply that content through a series of practice application exercises. Eventually students take a test that measures both their content understanding and their ability to use that content. Then the cycle starts over, focused on the next major topic in the course.
* By working through this sequence and getting frequent, immediate feedback on their performance, the small groups gradually evolve into and become something quite different: learning teams. Once these newly formed groups have jelled and become cohesive teams, the members become very committed to the work of their teams and the teams become capable of accomplishing some very challenging learning tasks.
Highly recommend.
© Angela Risner 2014. Unauthorized use and/or duplication of this material without express and written permission from Goodreads or Angela Risner is strictly prohibited. Excerpts and links may be used, provided that full and clear credit is given to Angela Risner with appropriate and specific direction to the original content.
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 student loans keep reminding me that I was there.)
I think the first goal for anyone in the instructional design world today is to move from auditive assessments to educative assessments. Instead of asking folks to simply recall information, let's have them apply it to see if they really know it.
Some favorite moments:
* When I talk with faculty, many say their biggest concern is low student attendance in class. Many see daily class attendance running around 50 percent by mid-semester in their lower division courses. And they report other problems as well. Many of the students who do attend spend much of their class time checking their phone message and so on. Students do not complete reading assignments. The energy level in class discussions is low. Students focus on grades rather than on learning. Textbooks keep getting larger and larger, which means teachers have to work harder and harder to cover the material. Many say they have lost the joy in their teaching. And when they try to change, they often feel unsupported by students, colleagues, and their institution.
* Students, for their part, have similar concerns. They often complain about courses not being very interesting, that they just sit and take notes and then cram for exam after exam. They have difficulty seeing the value or significance of what they are learning. They, too, see the textbooks getting larger and larger; for them this means greater cost as well as more material that they have to learn, master, or memorize for the test.
* In this teaching strategy (team-based learning), students read the related material on their own, then come to class and take a test on that material both individually and as a group. This sequence, called the "readiness assurance process," brings nearly all students up to a moderate level of content understanding quickly and effectively. Then the students are able to spend a significant amount of time working in class in small groups, learning how to apply that content through a series of practice application exercises. Eventually students take a test that measures both their content understanding and their ability to use that content. Then the cycle starts over, focused on the next major topic in the course.
* By working through this sequence and getting frequent, immediate feedback on their performance, the small groups gradually evolve into and become something quite different: learning teams. Once these newly formed groups have jelled and become cohesive teams, the members become very committed to the work of their teams and the teams become capable of accomplishing some very challenging learning tasks.
Highly recommend.
© Angela Risner 2014. Unauthorized use and/or duplication of this material without express and written permission from Goodreads or Angela Risner is strictly prohibited. Excerpts and links may be used, provided that full and clear credit is given to Angela Risner with appropriate and specific direction to the original content.
August 4, 2025
This was probably groundbreaking when it was first published over 20 years ago, but seems kinda basic now. But the core idea that good teaching begins with course design is still valuable and relevant.
“Unless a course is designed properly, all the other components of effective teaching will have only limited impact.”
“Unless a course is designed properly, all the other components of effective teaching will have only limited impact.”
July 14, 2010
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 designing learning experiences? Any class you plan ahead of time (teaching out of the copy of Wired you read on the bus that morning does count) is a designed learning experience; it may not be a good one, but it fits the descriptor.
For the next few pages he goes on a remarkably cliche rant about traditional methods and citing graduates’ lack of knowledge as an indictment of those lazy professors who “repeat the same practices…for years.” He suggests that a college graduate’s inability to date the Civil War between 1850 and 1900 is the result of poor college instruction, but I’m pretty sure that should have been covered more than once by eighth grade. You can forgive a prof for not including it on the American History exam.
I was obviously having a difficult time reading this book until I came to the following passage explaining Fink’s Taxonomy of Significant Learning. The taxonomy is made up of six focal points
* Foundational Knowledge: This is the basic content of a subject
* Application: focuses on how to use the information; engages “critical, creative, and practical thinking”
* Integration: connecting ideas from different realms of life, subjects, and within the subject at hand
* Human Dimension: Learning about themselves and others in relation to the material
* Caring: developing new feelings, interests and values (about the subject or object of study)
* Learning How to Learn: not in the sense of learning strategies, but in the sense of a) learning research practices, and b) recognizing their own learning abilities and how to maximize them.
His explanation of what could have been a truly mundane “new idea” has helped me put into words some nagging thoughts I’ve had about the cognitive and affective taxonomies and the separation of teaching goals.
“One important feature of this taxonomy is that it is not hierarchical but rather relational…achieving any one kind of learning simultaneously enhances the possibility of achieving the other kinds of learning as well. […:]
“And this in turn means that teaching is no longer a zero-sum game. That is, teachers don’t automatically have to give up one kind of learning to achieve another. (32)”
I was sitting at Barnes & Noble when I read this. I sat back in my chair and said aloud, “Oh wow. Very nice.” Then I just stared at the page for a while, trying to adjust to the major reversal of my feelings toward this book. I had complained to my wife about the first section, so I sent her a text message: “This guy just crossed over from wank to freakin’ genius."
One of the main facets of postmodernism is that systems are rarely linear or hierarchical, and can usually be better described as webs or matrices. I was having a difficult time reading Creating Significant Learning Experiences until I came to this passage explaining his Taxonomy of Significant Learning. But his explanation of what could have been a truly mundane “new idea” has helped me put into words some nagging thoughts I’ve had about the cognitive and affective taxonomies and the separation of teaching goals.
For the next few pages he goes on a remarkably cliche rant about traditional methods and citing graduates’ lack of knowledge as an indictment of those lazy professors who “repeat the same practices…for years.” He suggests that a college graduate’s inability to date the Civil War between 1850 and 1900 is the result of poor college instruction, but I’m pretty sure that should have been covered more than once by eighth grade. You can forgive a prof for not including it on the American History exam.
I was obviously having a difficult time reading this book until I came to the following passage explaining Fink’s Taxonomy of Significant Learning. The taxonomy is made up of six focal points
* Foundational Knowledge: This is the basic content of a subject
* Application: focuses on how to use the information; engages “critical, creative, and practical thinking”
* Integration: connecting ideas from different realms of life, subjects, and within the subject at hand
* Human Dimension: Learning about themselves and others in relation to the material
* Caring: developing new feelings, interests and values (about the subject or object of study)
* Learning How to Learn: not in the sense of learning strategies, but in the sense of a) learning research practices, and b) recognizing their own learning abilities and how to maximize them.
His explanation of what could have been a truly mundane “new idea” has helped me put into words some nagging thoughts I’ve had about the cognitive and affective taxonomies and the separation of teaching goals.
“One important feature of this taxonomy is that it is not hierarchical but rather relational…achieving any one kind of learning simultaneously enhances the possibility of achieving the other kinds of learning as well. […:]
“And this in turn means that teaching is no longer a zero-sum game. That is, teachers don’t automatically have to give up one kind of learning to achieve another. (32)”
I was sitting at Barnes & Noble when I read this. I sat back in my chair and said aloud, “Oh wow. Very nice.” Then I just stared at the page for a while, trying to adjust to the major reversal of my feelings toward this book. I had complained to my wife about the first section, so I sent her a text message: “This guy just crossed over from wank to freakin’ genius."
One of the main facets of postmodernism is that systems are rarely linear or hierarchical, and can usually be better described as webs or matrices. I was having a difficult time reading Creating Significant Learning Experiences until I came to this passage explaining his Taxonomy of Significant Learning. But his explanation of what could have been a truly mundane “new idea” has helped me put into words some nagging thoughts I’ve had about the cognitive and affective taxonomies and the separation of teaching goals.
February 9, 2018
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 significant learning.
3. By presenting a guide on how to create your own course, the book provides a tool to simplify the design process.
4. The book has a message that resonates well with my own experience both as a student and a teacher: if students see themselves as intentional learners, they would be more motivated and achieve better results.
The main drawback of the book is the structure. Some threads go on for such a long time that it necessary to occasionally skip pages or sections because they introduce no new content.
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 significant learning.
3. By presenting a guide on how to create your own course, the book provides a tool to simplify the design process.
4. The book has a message that resonates well with my own experience both as a student and a teacher: if students see themselves as intentional learners, they would be more motivated and achieve better results.
The main drawback of the book is the structure. Some threads go on for such a long time that it necessary to occasionally skip pages or sections because they introduce no new content.
November 17, 2020
Manche von euch wissen, dass ich vor 25 Jahren als Lehrerin gestartet bin und unterrichten über alles in der Welt liebe.
Daher ist dieses Buch auch ein spezielles für alle die Dozenten und Referenten sind, Seminare und Workshops halten. L. Dee Fink hat das Buch “creating significant learning experiences” für College Dozenten geschrieben.
Das heißt jedoch nicht, dass sich die Inhalte nicht auf andere Lehrveranstaltungen ebenfalls ummünzen lassen.
Sein Ansatz geht in die Richtung, das seit vielen Jahren Lehrveranstaltungen stattfinden, bei denen das Wissen nicht wirklich in den Köpfen der Studenten hängen bleibt.
Was außerordentlich schade ist, denn erstens investiert jeder Zeit und jeder sollte das Wissen, dass er dort lernt auch wirklich anwenden können.
Doch wenn nach wie vor alte Modelle verwendet werden, bei denen ein Dozent vorne steht und einen Monolog hält, dann wird im Wissenstransfer nicht viel passieren.
Im Buch schlüsselt er extrem detailliert und konkret auf, wie wir wahre Lernziele ermitteln können, wie sich daraus Notengebung entwickeln lässt, welche Art von Transfermöglichkeiten es gibt das Wissen zu den Studenten hinzubekommen, so dass es wirklich auf Dauer hängen bleibt.
Und, das ist für mich auch ein extrem wichtiger Faktor, wie kann es kurzweilig, anregend und motivierend sein zu unterrichten.
Gleich vorweg, ja das lässt sich auch für extrem trockene Themen wie Rechnungswesen, Jura, steuerliche Themen anwenden.
Ja es ist Aufwand, ja es kostet mehr Zeit in der Vorbereitung, doch ich kann euch garantieren die Ergebnisse sind sensationell.
Ich kann dieses Buch jedem ans Herz legen der unterrichtet und daran interessiert ist, dass das was er den Schüler und Schülerinnen beibringen möchte ihnen wirklich auf Dauer im Leben weiterhelfen kann. Von mir gibt es 5 Sterne!
Daher ist dieses Buch auch ein spezielles für alle die Dozenten und Referenten sind, Seminare und Workshops halten. L. Dee Fink hat das Buch “creating significant learning experiences” für College Dozenten geschrieben.
Das heißt jedoch nicht, dass sich die Inhalte nicht auf andere Lehrveranstaltungen ebenfalls ummünzen lassen.
Sein Ansatz geht in die Richtung, das seit vielen Jahren Lehrveranstaltungen stattfinden, bei denen das Wissen nicht wirklich in den Köpfen der Studenten hängen bleibt.
Was außerordentlich schade ist, denn erstens investiert jeder Zeit und jeder sollte das Wissen, dass er dort lernt auch wirklich anwenden können.
Doch wenn nach wie vor alte Modelle verwendet werden, bei denen ein Dozent vorne steht und einen Monolog hält, dann wird im Wissenstransfer nicht viel passieren.
Im Buch schlüsselt er extrem detailliert und konkret auf, wie wir wahre Lernziele ermitteln können, wie sich daraus Notengebung entwickeln lässt, welche Art von Transfermöglichkeiten es gibt das Wissen zu den Studenten hinzubekommen, so dass es wirklich auf Dauer hängen bleibt.
Und, das ist für mich auch ein extrem wichtiger Faktor, wie kann es kurzweilig, anregend und motivierend sein zu unterrichten.
Gleich vorweg, ja das lässt sich auch für extrem trockene Themen wie Rechnungswesen, Jura, steuerliche Themen anwenden.
Ja es ist Aufwand, ja es kostet mehr Zeit in der Vorbereitung, doch ich kann euch garantieren die Ergebnisse sind sensationell.
Ich kann dieses Buch jedem ans Herz legen der unterrichtet und daran interessiert ist, dass das was er den Schüler und Schülerinnen beibringen möchte ihnen wirklich auf Dauer im Leben weiterhelfen kann. Von mir gibt es 5 Sterne!
February 5, 2024
This was an interesting, if repetitive, book about how to design a college course at various levels. Because it is meant for a broad range of audiences, the advice given here can sometimes feel too general or lacking substance, but there was still a lot here about what the purpose of a course is and what the framework should be as you set one up. Another text I feel I will be returning to in the future!
March 6, 2022
I think this book is really interesting and contains a lot of really valuable information about how to structure courses outside of the traditional lecture model, but something about the way it is written did not hold my attention well. I think it's a me problem and not a problem with the book. IDK
June 22, 2019
The writing is a bit redundant but this book is still a must read for educators. The appendix in the back serves as a great refresher on course planning and design. As a librarian, I found Chapter 3 most relevant for rethinking one shot instruction sessions.
July 26, 2017
بكل بساطة، كتاب مهم جدا لأي شخص يمارس مهنة التدريس.
يتضمن عدة نصائح وجدتها مفيدة جدا لتطوير و زيادة كفاءة التعليم
يتضمن عدة نصائح وجدتها مفيدة جدا لتطوير و زيادة كفاءة التعليم
March 13, 2021
The Bible for all teachers in higher education
September 2, 2014
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? If it is the latter then one should take Fink's advice to heart.
As all teachers know, making a change is very difficult and uncomfortable. The eventual outcome is uncertain, initial failure is almost certain. In order to overcome this and facilitate the transition, Fink provides a 12-step plan that we can follow. The key here is to be intentional, to focus on significant learning activities, and to use backward design. And, to constantly making sure that all components of the course are integrated (especially assessment techniques).
The three phases and twelve steps are:
Initial Phase:
1. Identify important situational factors (who and where are you teaching)
2. Identify important learning goals (what are you trying to achieve, what should students be able to do after completion [use Fink's taxonomy of significant learning])
3. Formulate feedback and assessment procedures (procedures that support the learning goals, ideally use educative assessment that is forward-looking)
4. Generate teaching and learning activities (what will the students actually do)
5. Integrate the above four components (make sure they support each other)
Intermediate Phase:
6. Create a course structure (identify the most important concepts or issues, four to seven, and arrange them in the proper order of effective learning)
7. Select an effective teaching strategy (not teaching tactic, but teaching strategy = a particular combination of learning activities in a particular sequence)
8. Create overall scheme of learning activities (especially what will students do out-of-class and in-class and in which order)
Final Phase:
9. Put together a grading system (should be diverse, reflect all learning goals, and should be weighted according to relative importance)
10. Identify what might go wrong (give it one final check and review)
11. Write the syllabus (yes, we did a lot of work before doing this!)
12. Plan an evaluation of the course and your teaching (midterm assessment?)
Two additional comments. One, Fink's thinking is consistent with the current move towards a flipped classroom. Two, even after clear understanding and acceptance of Fink's arguments and approach it is difficult and very time-consuming to make a change. It is probably more realistic to slowly adopt Fink's approach over time.
This is an important book.
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? If it is the latter then one should take Fink's advice to heart.
As all teachers know, making a change is very difficult and uncomfortable. The eventual outcome is uncertain, initial failure is almost certain. In order to overcome this and facilitate the transition, Fink provides a 12-step plan that we can follow. The key here is to be intentional, to focus on significant learning activities, and to use backward design. And, to constantly making sure that all components of the course are integrated (especially assessment techniques).
The three phases and twelve steps are:
Initial Phase:
1. Identify important situational factors (who and where are you teaching)
2. Identify important learning goals (what are you trying to achieve, what should students be able to do after completion [use Fink's taxonomy of significant learning])
3. Formulate feedback and assessment procedures (procedures that support the learning goals, ideally use educative assessment that is forward-looking)
4. Generate teaching and learning activities (what will the students actually do)
5. Integrate the above four components (make sure they support each other)
Intermediate Phase:
6. Create a course structure (identify the most important concepts or issues, four to seven, and arrange them in the proper order of effective learning)
7. Select an effective teaching strategy (not teaching tactic, but teaching strategy = a particular combination of learning activities in a particular sequence)
8. Create overall scheme of learning activities (especially what will students do out-of-class and in-class and in which order)
Final Phase:
9. Put together a grading system (should be diverse, reflect all learning goals, and should be weighted according to relative importance)
10. Identify what might go wrong (give it one final check and review)
11. Write the syllabus (yes, we did a lot of work before doing this!)
12. Plan an evaluation of the course and your teaching (midterm assessment?)
Two additional comments. One, Fink's thinking is consistent with the current move towards a flipped classroom. Two, even after clear understanding and acceptance of Fink's arguments and approach it is difficult and very time-consuming to make a change. It is probably more realistic to slowly adopt Fink's approach over time.
This is an important book.
June 24, 2015
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 backwards from there. This book, however, is reading intensive (or it was for me). And, the book won't make as much sense until you start applying it to your course(s). Highly recommended for instructors who are either designing a course or redesigning a course. But, be prepared to invest a considerable amount of time when reading and applying the knowledge.
April 13, 2012
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).
Currently reading
June 24, 2008Students 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.
September 2, 2008
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.
Highly recommended.
April 22, 2014
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.
December 11, 2013
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.
Read
May 4, 2011The model of significant learning is a helpful way to re-adjust thinking that is often too content focused.
August 5, 2011
Provides 12-step guide for creating college courses and syllabi. Very helpful for new instructors!
February 17, 2013
I found the book to be concrete and directive. However, a new edition would be helpful in light of advances in technology.
Read
July 6, 2013Very interesting book, but repeats the same information again and again.
July 22, 2014
Made me think about my classes. Good advice.
August 13, 2014
Good mix of practical advice and scholarship for creating an active-learning environment.
Read
October 31, 2014378.12509 F4993 2013
April 27, 2015
This is an excellent resource for adult educators who want to improve the quality of teaching and learning for their learners and themselves.
May 2, 2015
Extremely useful and inspiring book on teaching.
March 1, 2016
One of the best books available detailing backward design
July 30, 2012
Slow, but many good ideas to ponder. Will use some of those ideas when next designing a class.
Read
July 7, 2017Very good model for course design; practical and comprehensive
Displaying 1 - 30 of 30 reviews