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Ontario Tech acknowledges the lands and people of the Mississaugas of Scugog Island First Nation.

We are thankful to be welcome on these lands in friendship. The lands we are situated on are covered by the Williams Treaties and are the traditional territory of the Mississaugas, a branch of the greater Anishinaabeg Nation, including Algonquin, Ojibway, Odawa and Pottawatomi. These lands remain home to many Indigenous nations and peoples.

We acknowledge this land out of respect for the Indigenous nations who have cared for Turtle Island, also called North America, from before the arrival of settler peoples until this day. Most importantly, we acknowledge that the history of these lands has been tainted by poor treatment and a lack of friendship with the First Nations who call them home.

This history is something we are all affected by because we are all treaty people in Canada. We all have a shared history to reflect on, and each of us is affected by this history in different ways. Our past defines our present, but if we move forward as friends and allies, then it does not have to define our future.

Learn more about Indigenous Education and Cultural Services

Constructive Alignment

Constructive alignment is a methodology to focus the development of your course from beginning to end. It takes a student-centred approach to design.

Focus your content

  • Constructive alignment places a focus on what the student will learn rather than what the teacher will teach.
  • The 'alignment' aspect of constructive alignment involves three key pieces of any course, workshop or learning module: learning outcomes, teaching and learning activities (TLAs) and assessment methods (Biggs & Tang, 2010).  
  • As it can often become overwhelming to choose what to include in a course, given the vast and rapidly growing amount of information available to us, constructive alignment can help narrow the scope in order to focus on what is most important.

Refine your teaching and learning activities

  • Consider whether your course learning outcomes are directly related to the teaching and learning activities and assessment methods included in your course. Do you have any activities or assessments that are not directly related to your course learning outcomes? If so, consider removing those elements in favour of ones that will help you and your students practice and measure the skills that are conveyed in the course learning outcomes.

Examples

Three elements of constructive alignment around a triangle. The three elements included in text are learning outcomes, teaching and learning activities and assesments

The following is a basic, hypothetical example of how constructive alignment can be applied. Please note that the learning outcome used in this example lacks the level of detail that would be recommended for most courses but will be used for the purposes of this exercise.  Visit our Learning Outcomes page for more information on writing effective outcomes.

Learning Outcome: 'By the end of this course, you will be able to plant a tree.'

TLAs: Watch a demonstration of a landscaper planting a tree. Visit a field with peers to practice planting a tree

Assessment Methods: Practical exam where students demonstrate that they can plant a tree.

In the example, all three elements - the learning outcome, TLAs and assessment method - are directly aligned.

References 

Biggs, J., & Tang, C. (2010, February). Applying constructive alignment to outcomes-based teaching and learning. In Training material for “quality teaching for learning in higher education” workshop for master trainers, Ministry of Higher Education, Kuala Lumpur (pp. 23-25).  Retrieved from: https://intranet.tudelft.nl/fileadmin/Files/medewerkersportal/TBM/Onderwijsdag_2014/What-is-ConstructiveAlignment.pdf

Help and Support

For support in implementing constructive alignment in your courses, contact the Teaching and Learning Centre by filling out a

Support Request Form