claus brabrand teaconc 2007 – invited talkjune 25, 2007 constructive alignment for teaching...
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Claus Brabrand TeaConc 2007 – invited talk June 25, 2007
Constructive Alignment for Teaching Model-Based Design for Concurrency
Claus Brabrand((( [email protected] )))
DAIMI, Dept. of Computer ScienceSTENO, Dept. of Studies of Science & Science EducationUPNET, University Teaching/Learning Network University of Aarhus
TeaConc 2007 – Invited Talk
[ 2 ]Claus Brabrand TeaConc 2007 – invited talk June 25, 2007
Outline
Introduction: Background, Motivation, and Expectations
The Theory of Constructive Alignment: FILM: "Teaching Teaching & Understanding Understanding"
"From Theory to Practice": 'From content to competence'
Implementing Alignment: Constructive Alignment for Teaching Concurrency
Open discussion: Debate...
1
2
3
4
5
[ 3 ]Claus Brabrand TeaConc 2007 – invited talk June 25, 2007
Background (~ this talk)
Concurrency 2004+2005: "Pre-alignment"
Learned about teaching/learning theories In particular: Constructive Alignment,
The SOLO Taxonomy, Constructivism, ...
Concurrency 2006+2007: "Post-alignment"
[ 4 ]Claus Brabrand TeaConc 2007 – invited talk June 25, 2007
'Post-It' exercise
But first: Post-It exercise:
T
1) Write down answer to: "what is good teaching?"2) Swap Post-Its...
[ 5 ]Claus Brabrand TeaConc 2007 – invited talk June 25, 2007
Outline
Introduction: Background, Motivation, and Expectations
The Theory of Constructive Alignment: FILM: "Teaching Teaching & Understanding Understanding"
"From Theory to Practice": 'From content to competence'
Implementing Alignment: Constructive Alignment for Teaching Concurrency
Open discussion: Debate...
1
2
3
4
5
[ 6 ]Claus Brabrand TeaConc 2007 – invited talk June 25, 2007
Let's watch the short-film...
Teaching Teaching&
Understanding Understanding
Teaching Teaching&
Understanding Understanding(((((( ))))))
Available on DVD through Aarhus University Press:((( http://www.daimi.au.dk/~brabrand/short-film/ )))
Features Epilogue by John Biggs, DVD menu, and subtitles inEnglish, French, Spanish, Portuguese, Italian, German, and Danish
Inspired by: "Teaching for Quality Learning at University", John Biggs
[ 7 ]Claus Brabrand TeaConc 2007 – invited talk June 25, 2007
Outline
Introduction: Background, Motivation, and Expectations
The Theory of Constructive Alignment: FILM: "Teaching Teaching & Understanding Understanding"
"From Theory to Practice": 'From content to competence'
Implementing Alignment: Constructive Alignment for Teaching Concurrency
Open discussion: Debate...
1
2
3
4
5
[ 8 ]Claus Brabrand TeaConc 2007 – invited talk June 25, 2007
From Content to Competence
(Concurrency 2004+2005) course aims: Given in terms of a 'content description':
Essentially:
This is a bad ideafor 2 reasons...!
The goal is...:
To understand: deadlock interference synchronization ...
[ 9 ]Claus Brabrand TeaConc 2007 – invited talk June 25, 2007
Problem with 'content' as aim
What is the problem with 'content'as learning objectives ?!?
Objective:
To understand: deadlock interference synchronization ...
analyze ...theorize ...
explain ...circa-
describe ...
name solutions
recite conditons
Stud. C
Stud. A
Stud. B
analyze systems
explain causes
Censor
Teacher
BUT, even if it werepossible to agree, we know that the
exam will dictate thelearning anyways.
agreement
analyze systems
explain causes
tacit knowledge
from research-based tradition
(not known by stud.)
[ 10 ]Claus Brabrand TeaConc 2007 – invited talk June 25, 2007
Problem with 'understanding'
Why not use 'understanding'as learning objectives ?!?
The answer is simple:
concept of deadlock ?!
Objective:
To understand: deadlock interference synchronization ...
It cannot be measured (!)
[ 11 ]Claus Brabrand TeaConc 2007 – invited talk June 25, 2007
'Competence' as objectives !
'Competence' as learning objectives ! Evaluation = Have the student do something,
and then measure product and/or process
'SOLO' = Structure of the Observed Learning Outcome
Note': inherently operational (~ verbs)
Objective !
To learn to: analyze systems for... explain cause/effects... prove properties of... compare methods of... ...
Note:'understanding' is (of course) pre-requisitional (!)
[ Competence := knowledge + capacity to act upon it ]
[ 12 ]Claus Brabrand TeaConc 2007 – invited talk June 25, 2007
Neighbour Discussion
Discuss with neighbour:"does this make sense ?!?"
(content competence)
T
[ 13 ]Claus Brabrand TeaConc 2007 – invited talk June 25, 2007
Advantages of 'SOLO'
Advantages of 'SOLO': Constructed for research-based (university) teaching Converges on research (at SOLO 5)
SOLO 1 no understanding irrelevant information misses point ...
SOLO 2
SOLO 3
SOLO 4
SOLO 5
"pre-structural"
to identify to do procedure to recite ...
"uni-structural"
to classify to combine to enumerate ...
"multi-structural"
to relate to compare to analyze ...
"relational"
to generalize to hypothesize to theorize ...
"extended abstract"
dep
th(q
ual
itat
ive
leve
ls)
surf
ace
(qu
anti
tati
vele
vels
)
[ 14 ]Claus Brabrand TeaConc 2007 – invited talk June 25, 2007
SOLO (elaborated)
to theorize to generalize to hypothesize to predict to analyze to relate to compare to explain causes to describe to combine to classify to perform algorithm to do simple procedure to define to identify to recite
extendedabstract
relational
multi structural
SOLO 5
SOLO 4
SOLO 3
R
R2
R3
R1
R
xx
Graphic Illustration Legend
immediately relevant aspects – given! related or hypothetical – not given! irrellevant or inappropriate student responsex
R
R
SOLO 2
uni structural
R
x R'
R''
x
RX
[ 15 ]Claus Brabrand TeaConc 2007 – invited talk June 25, 2007
SOLO (more verbs)
"extended abstract"
"relational"
"multi structural" &"uni structural"
to theorize to hypothesize to generalize to critize to predict
to apply theory (to 'near' problems) to reason about (reach conclusion) to explain (cause-effect) to explain (similarities-differences) to explain (strengths-weaknesses)
to describe to structure at collate to combine to classify to perform algorithm
to apply theory (to 'distant' problems) to put-into-perspective to reflect to judge to discuss
SOLO 2+3
SOLO 4
SOLO 5
to analyze to argue to relate to compare to integrate
to enumerate to paraphrase to do simple procedure to define to identify / name to recite
Note: the list is non-exhaustive
[ 16 ]Claus Brabrand TeaConc 2007 – invited talk June 25, 2007
Concrete Example andConcrete Recommendations (4x)
Intended Learning Outcomes [Genetics 101]
After the course, the students are expected to be able to: locate genes on chromosomes do simple calculations : (e.g., recombination frequencies,
in-breeding coefficients, Hardy-Weinberg, evolutionary equilibria).
describe and perform connexion-analysis describe fundamental genetic concepts: (e.g., mutation
variation, in-breeding, natural selection). describe and analyze simple inheritancies analyze inheritance of multiple genes simultaneously
2) List sub-goals as 'bullets': Clearer than text
1) Use 'standard formulation':
put learning focus on student
(Note: competence formulation "to be able to")
3) Use 'Verb + Noun' formulation:
What the student is expected to
do with a given matter .V N
V
V
VV
V
V
V
V
N
N
N
N
4) Avoid 'understanding-goals':
"To understand X", "Be familiar with Y", "Have a notion of Z", ...!
N
[ 17 ]Claus Brabrand TeaConc 2007 – invited talk June 25, 2007
Post-It exercise
Write down 1-2 key competences (i.e., verbs)
(for your concurrency course)
T
5
4
2+3
[ 18 ]Claus Brabrand TeaConc 2007 – invited talk June 25, 2007
Outline
Introduction: Background, Motivation, and Expectations
The Theory of Constructive Alignment: FILM: "Teaching Teaching & Understanding Understanding"
"From Theory to Practice": 'From content to competence'
Implementing Alignment: Constructive Alignment for Teaching Concurrency
Open discussion: Debate...
1
2
3
4
5
Claus Brabrand TeaConc 2007 – invited talk June 25, 2007
10' Break
Please put the Post-Its on the wall
"What is good teaching?" Key competences(in your course)
[ 20 ]Claus Brabrand TeaConc 2007 – invited talk June 25, 2007
Outline
Introduction: Background, Motivation, and Expectations
The Theory of Constructive Alignment: FILM: "Teaching Teaching & Understanding Understanding"
"From Theory to Practice": 'From content to competence'
Implementing Alignment: Constructive Alignment for Teaching Concurrency
Open discussion: Debate...
1
2
3
4
5
[ 21 ]Claus Brabrand TeaConc 2007 – invited talk June 25, 2007
Disclaimer
not to exhibit a perfectly aligned course; but to show how the principles of alignment can be put to use (in particular, how it may serve as guidelines for the exam and TLA).
[ TLA := Teaching/Learning Activities ]
The point of this part is:
[ 22 ]Claus Brabrand TeaConc 2007 – invited talk June 25, 2007
Implementation Process
Process (course specific):
1) Think carefully about: overall goal of course (what are the stud. to learn?)
2) Operationalize these goals: and express them as intended learning outcomes
3) Choose carefully the form(s) of examination (~ intended learning outcomes)
4) Choose carefully the form(s) of teaching (~ intended learning outcomes)
alignment
[ 23 ]Claus Brabrand TeaConc 2007 – invited talk June 25, 2007
Starting Point
Content description (Concurrency '04+'05):
What is the overall goal of the course...?(what are the students to learn)
[ 24 ]Claus Brabrand TeaConc 2007 – invited talk June 25, 2007
Overall Course Philosophy
Model-Based Design for Concurrency:
[ 25 ]Claus Brabrand TeaConc 2007 – invited talk June 25, 2007
Thoroughly Motivate(what can they do, if they 'bother' learning this?)
[ 26 ]Claus Brabrand TeaConc 2007 – invited talk June 25, 2007
Implementation Process
Process (course specific):
1) Think carefully about: overall goal of course (what are the stud. to learn?)
2) Operationalize these goals: and express them as intended learning outcomes
3) Choose carefully the form(s) of examination (~ intended learning outcomes)
4) Choose carefully the form(s) of teaching (~ intended learning outcomes)
alignment
[ 27 ]Claus Brabrand TeaConc 2007 – invited talk June 25, 2007
#1
#2
#3
Intended Learning Outcomes
Model-based design
for Concurrency
.. .
SM
I
#1#2
#3
Intended Learning Outcomes(based on The SOLO Taxonomy):
Note:explicitlyincludedas a non-goal
T
[ 28 ]Claus Brabrand TeaConc 2007 – invited talk June 25, 2007
Implementation Process
Process (course specific):
1) Think carefully about: overall goal of course (what are the stud. to learn?)
2) Operationalize these goals: and express them as intended learning outcomes
3) Choose carefully the form(s) of examination (~ intended learning outcomes)
4) Choose carefully the form(s) of teaching (~ intended learning outcomes)
alignment
[ 29 ]Claus Brabrand TeaConc 2007 – invited talk June 25, 2007
On Aligning the Exam (~ ILOs)
Pre-alignment (Concurrency 2004+2005): Group Project (50%) Individual Multiple-Choice Test (50%)
Post-alignment (Concurrency 2006+2007): Group Project (50%) Individual Multiple-Choice Test (50%)
However;BIG differences...!Coincidentally:
'Inherited' from pre-2004:
Because it seemed like agood idea to do a project
Carefully designed (~ILOs):
Project good for evaluating
model-based design process
Added in 2005:Politically motivated: exammust have individual part!
Carefully designed (~ILOs):
MC-test good for evaluating
analytical skills (~problem):
to analyze/compare models
[ 30 ]Claus Brabrand TeaConc 2007 – invited talk June 25, 2007
Project (pre- vs. post-alignment)
2004 Project: "The Beer Factory":
2006 Project: "The Banana Republic":
Some student projects with no appearant model impl. relationship (at least, to me)!
No explicit learning objectives (only 'list of contents') No explicit project grading criteria
result
[ 31 ]Claus Brabrand TeaConc 2007 – invited talk June 25, 2007
The Banana Republic
Project designed (~ ILO's): (a) Construct unsafe model (w/o controller); (b) Test model - observe that collisions with 'El Presidente' can occur; (c) Define safety property NO_CRASH; (d) Verify that collisions can occur; (e) Construct a controller (such that collisions can no longer occur); (f) Verify that collisions can no longer occur; (g) Define liveness property ('El Presidente' can eventually leave); (h) Implement model in Java.
Grading (of the report): construct models...
apply common solutions...
relate specmodel...
test model... define properties...
verify model wrt. properties...
implement model...
relate modelimpl...
All ILO's except:
analyze models
compare models
Betterevaluatedon MC-test
[ 32 ]Claus Brabrand TeaConc 2007 – invited talk June 25, 2007
2004 MC-test:
2006 Project:
MC-test (pre- vs. post-alignment)
analyze models (and programs) wrt. behavior
(a bunch of seemingly reasonable questions):
Carefully designed (~ ILO's):
Bad Alignment
compare models (and program) wrt. behavior
[ 33 ]Claus Brabrand TeaConc 2007 – invited talk June 25, 2007
Example: analyze models
Good Alignment
[ 34 ]Claus Brabrand TeaConc 2007 – invited talk June 25, 2007
Example: compare models
Good Alignment
[ 35 ]Claus Brabrand TeaConc 2007 – invited talk June 25, 2007
Implementation Process
Process (course specific):
1) Think carefully about: overall goal of course (what are the stud. to learn?)
2) Operationalize these goals: and express them as intended learning outcomes
3) Choose carefully the form(s) of examination (~ intended learning outcomes)
4) Choose carefully the form(s) of teaching (~ intended learning outcomes)
alignment
[ 36 ]Claus Brabrand TeaConc 2007 – invited talk June 25, 2007
On Aligning the TLA (~ ILOs)
Pre-alignment (Concurrency 2004+2005): Lectures (2-3 hrs/week) 'Theoretical Exercise Classes' (2 hrs/week) 'Programming Lab' (2 hrs/week)
Post-alignment (Concurrency 2006+2007): Lectures (2-3 hrs/week) with activation exercises 'Theoretical Exercise Classes' (2h/w) apply common solutions
'Programming Lab' (2 hrs/week) hands-on training for project
Weekly hand-ins (every week) train for project (w/ feedback!)
MC-test sample questions (given early) train for MC-test
[ Idea due to colleague Thomas Hildebrandt at ITU ]
essentially teacher-centric "monologues"
stu
den
t-ce
ntr
ic
[ 37 ]Claus Brabrand TeaConc 2007 – invited talk June 25, 2007
TLA's (post-alignment)
Student-centric: 'Theoretical Exercise Classes' (2h/w) apply common solutions
'Programming Lab' (2 hrs/week) hands-on training for project
Weekly hand-ins (every week) train for project (w/ feedback!)
MC-test sample questions (given early) train for MC-test
Teacher-centric: Lectures (2-3 hrs/week) with activation exercises
{ apply common solutions }
{ construct, implement, test, verify, define, apply }
{ construct, implement, relate }
{ analyze, compare }
introduce fundamental concepts/problems/solutions (in terms of models & impl)
[ 38 ]Claus Brabrand TeaConc 2007 – invited talk June 25, 2007
Implementation Process
Process (course specific):
1) Think carefully about: overall goal of course (what are the stud. to learn?)
2) Operationalize these goals: and express them as intended learning outcomes
3) Choose carefully the form(s) of examination (~ intended learning outcomes)
4) Choose carefully the form(s) of teaching (~ intended learning outcomes)
alignment??
[ 39 ]Claus Brabrand TeaConc 2007 – invited talk June 25, 2007
Conclusions (pre vs. post)
Subjectively: Constructive Alignment (!!!):
To the point that I bothered making a film about it :)
Own behavior changed: From 'intuition' to conscious choices;
awareness of alternatives and of consequences of choices (~ student learning)
My students' behavior (from my perspective): More focusses on learning the objectives (esp. 'to relate')
Student background and prerequisites; The "Susan/Robert ratio"; Teacher's experience gain;
Disclaimer:(many factors involved that vary from-year-to-year)
... ...and many more
[ 40 ]Claus Brabrand TeaConc 2007 – invited talk June 25, 2007
Objectively (I/III):(Questionnaire at end, 7-step scale) Student satisfaction:
"slightly more satisfied" ..or
"constructive alignment doesn't compromize student satisfaction"
Student proficiency:
More useful figures (~learning)! However: I only have
post-alignment data :( Thus: "inconclusive" :(
self-reported
Pre ('04-'05)Post ('06-'07)
Pre ('04+'05)Post ('06+'07)
[ 41 ]Claus Brabrand TeaConc 2007 – invited talk June 25, 2007
Objectively (II/III):(Competences explicitly tested & trained)
Competences explicitly tested and trained for:
Conclusion: "Substantial SOLO-level increase" (~ good teaching) ! Much better projects (esp. 'modelimpl' relationship) !
[ 42 ]Claus Brabrand TeaConc 2007 – invited talk June 25, 2007
Objectively (III/III):(Qualitative data from 2006 eval) Anonymous student in 2006 evaluation:
“This course has been awesome! It took me a while to be able to think in models, but I saw the light along the way.”
“Lectures have been great, the theoretical exercise classes have been rewarding and the feedback has been immense and insightful”
“I did not have a lot of time to do the exercises, but they seemed relevant from week to week.”
“The mini project was a good and solid exercise in analyzing a problem, making a model and implementing it. A very good exercise!”
Overall:
Teaching:
Exercises:
Project:
[ 43 ]Claus Brabrand TeaConc 2007 – invited talk June 25, 2007
Outline
Introduction: Background, Motivation, and Expectations
The Theory of Constructive Alignment: FILM: "Teaching Teaching & Understanding Understanding"
"From Theory to Practice": 'From content to competence'
Implementing Alignment: Constructive Alignment for Teaching Concurrency
Open discussion: Debate...
1
2
3
4
5
[ 44 ]Claus Brabrand TeaConc 2007 – invited talk June 25, 2007
Open Discussion...
"What is good teaching?"
R’
xR
R’’
x
The Short-Film
Cognition & structures
The SOLO Taxonomy
Association
new ~ old
analyzeexplain
'The Book'
John Biggs
"understanding"
content competence
Student activation
Student models
Susan & RobertTeacher models
levels 1 - 2 - 3
Intended learning outcomes (ILO)
Constructive AlignmentExam
SatisfactionExperiences
Pre vs. Post
Students at Uni
Model-based designfor Concurrency
. ..
My researchand teaching
'TLA'Teaching/Learning Activities
Tips'n'Tricks ???
S M
I
?
[ 45 ]Claus Brabrand TeaConc 2007 – invited talk June 25, 2007
Tips'n'Tricks (activation)
Neighbour discussions:
Frequent breaks:
Post-It exercise: focus: zoom in anonymous (!) swap'able everyone will engage empathetic control shared knowledge pool
pu
lse
re
ad
er
me
asu
rem
en
ts:
more questions (students dare ask them)
better questions (students had a chance to discuss)
1-2 min timeout [Phil Race]
Form variation:
lecturing blended with in-class activation exercises
[ 46 ]Claus Brabrand TeaConc 2007 – invited talk June 25, 2007
Tips'n'Tricks (cont'd)
"Less-is-more":
Use many examples:(build on student pre-knowledge)
Explicit structure:
analyze compare relate
common deadlock, uncommon deadlock, A-synchronization, B-synchronization, hand-shake, multi-party synchronization, multi-party hand-shake, binary semaphores, generalized semaphores, blocking semaphores, recursive locks, ...
vs.
Emphasize depth over breadth (coverage)
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self evident to you [ teacher ] not to a learner [ student ] (esp. during learning process)
Student 'recap' at end:
after 1 dayafter 1 week
after 3 weeks
after 2 weeks
now
[ 47 ]Claus Brabrand TeaConc 2007 – invited talk June 25, 2007
Now, please: "3-minute recap"
Please spend 3' on thinking about and writing down the most important points from the talk – now!:
After 1 dayAfter 1 week
After 3 weeksAfter 2 weeks
Immediately
Claus Brabrand TeaConc 2007 – invited talk June 25, 2007
Thank You!
((( http://www.daimi.au.dk/~brabrand/short-film/ )))
Film's homepage:
Claus Brabrand TeaConc 2007 – invited talk June 25, 2007
BONUS SLIDES
[ 50 ]Claus Brabrand TeaConc 2007 – invited talk June 25, 2007
The Role of the Exam
Alignment: A theory of planning (over the course of a course) A theory of motivation (and incentive)
The exam as a...:"Necessary evil"
Motivational and learning-guidingpedagogical tool for the teacher(!)
applicationof alignment
"The exam does not come after, but before the course!"
[ 51 ]Claus Brabrand TeaConc 2007 – invited talk June 25, 2007
Motivation Beyond the Exam
Motivational problem: “Why bother learn the course material?”:
Tell them why it is important to learn these things: How could these skills benefit them in their work/life/…
(focus on advantages)
[ Example… ]
[ 52 ]Claus Brabrand TeaConc 2007 – invited talk June 25, 2007
Program worldModel world
ConcreteAbstract
P Mabstraction
concretization
Programs and Models
[ 53 ]Claus Brabrand TeaConc 2007 – invited talk June 25, 2007
On Program EquivalenceProgram world
Model world
ConcreteAbstract
~
P
P’
M
M’
1. P ~ P’ ?2. abstract
3. M ~ M’ ?
4. relate
5. M ~ M’ !6. concretize7. P ~ P’ !
What discerns a really good programmer from one that is not so good is the capability of moving (consciously or unconsciously) between the concrete world of programs and the abstract world of models (via abstraction and concretization).
Specifically, such a programmer is capable of (consciously or unconsciously): - 1) abstracting programs into models - 2) reasoning about the models - 3) concretizing the insights back into the world of programs
[ 54 ]Claus Brabrand TeaConc 2007 – invited talk June 25, 2007
On Property Satisfaction
What discerns a really good programmer from one that is not so good is the capability of moving (consciously or unconsciously) between the concrete world of programs and the abstract world of models (via abstraction and concretization).
Specifically, such a programmer is capable of (consciously or unconsciously): - 1) abstracting programs into models - 2) reasoning about the models - 3) concretizing the insights back into the world of programs
[ 55 ]Claus Brabrand TeaConc 2007 – invited talk June 25, 2007
Notes on Skill Acquisition
From the world of psychoanalysis: Skill acquisition progresses according to the following
stages of learning: 1. Unconscious incompetence 2. Conscious incompetence 3. Conscious competence 4. Unconscious competence
5. Capacity for moving consciously between stages 3. and 4.: [ required by a teacher ]
[ 56 ]Claus Brabrand TeaConc 2007 – invited talk June 25, 2007
A taxonomy / language for teaching impersonalizes teaching
Emotional detachment (aka. “dissociation”) The teacher is good/bad
identity: good/bad teacher The methods are good/bad
behavior: good/bad method knowledge: good/bad method
With dissociation: more capable of dealing with critique better to listen
to constructive advice (…just like with our research)
Impersonalization
identitymoralknowledgebehavior
“Neutological levels”
[model of the mind, “NLP”]
ethics
experience
reactions
convictions
capabilities
interaction
[ 57 ]Claus Brabrand TeaConc 2007 – invited talk June 25, 2007
Based on John Biggs' Theories
2nd edition
(3rd edition expected this fall)
"Teaching for Quality Learning at University", John Biggs
[ 58 ]Claus Brabrand TeaConc 2007 – invited talk June 25, 2007
Teacher’sintention
Student’sactivity
Exam’sassessment
e.g.- explain- relate- prove- apply
e.g.- memorize- describe
UNALIGNED COURSE
e.g.- memorize- describe
"Dealing with the test"
[ 59 ]Claus Brabrand TeaConc 2007 – invited talk June 25, 2007
Teacher’sintention
Student’sactivity
Exam’sassessment
e.g.- explain- relate- prove- apply
ALIGNED COURSE
e.g.- explain- relate- prove- apply
e.g.- explain- relate- prove- apply
e.g.- explain- relate- prove- apply
e.g.- explain- relate- prove- apply
[ 60 ]Claus Brabrand TeaConc 2007 – invited talk June 25, 2007
Definition: “Good Teaching”
Definition:
Good news: We now know how to do this:
Alignment!!! Explicitly defined course objectives (as verbs)! Discourage surface-learning! Encourage depth-learning! “Less-is-more”: depth rather than breadth of coverage!
”Good teaching is getting most students to use the higher cognitive level processes that the more academic students use spontaneously”
-- “Teaching for Quality Learning at University”, John Biggs, 2003