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- contact@sarva.co.in
- Nagarbhavi, Bengaluru - 560091
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A thoughtfully developed pedagogy improves the quality of teaching. It makes the student more receptive during learning sessions. Consequently, this improves the student’s level of participation in the teaching-learning process.
An appropriate pedagogy helps impart education to students with different learning abilities. Students develop a deeper understanding of subject matter. Subsequently, this ensures the achievement of the learning outcomes of a program.
A thoughtfully developed pedagogy improves the quality of teaching. It makes the student more receptive during learning sessions. Consequently, this improves the student’s level of participation in the teaching-learning process.
A thoughtfully developed pedagogy makes students develop higher level cognitive skills, viz. analysis, synthesis and evaluation.
A competent teacher keeps the students motivated, interested and eager to learn. Also, such an instructor employs a judicious blend of skills, abilities and knowledge.
An idea about the students’ learning styles helps instructors adopt the appropriate pedagogical approach. Also, a pedagogical approach that complements students’ learning styles helps accelerate the learning process. It keeps students motivated and interested in learning.
The field of study also influences the choice of pedagogy. For instance, physics requires a balance of theory and laboratory sessions. Political science, on the other hand, does not need laboratory sessions. Architecture requires field visits, besides theory and laboratory sessions.
Projectors, virtual laboratories, etc. help widen the scope of the teaching-learning process. Such educational resources keep the learning sessions alive and students engaged.
The policies of an education system, curriculum standards, etc. also influence the pedagogical approach. For instance, an exam that tests the ability of a student to memorize and recall facts discourages the instructor to employ a pedagogy that develops higher order thinking.
This approach puts the student at the center of the learning process. The student develops new ideas and concepts on the basis of their existing and past knowledge. The instructor merely facilitates the process by developing activities. Students discover and learn by solving problems. Learning might happen at a slower pace owing to limited conversations between the student and instructor.
Under the reflective approach, instructors keep a regular check on their teaching pedagogy. They observe and check the suitability of their pedagogy in a teaching-learning set-up. Moreover, this approach is more suited to serve as a model approach for trainee-teachers.
The collaborative approach requires students to work together in small teams. The students may have different levels of ability. The reason: isolated learners do not learn as much as students working together in a team. In a research-oriented set-up, this small team may also comprise a teacher and a researcher.
The integrative approach relates classroom education with real-world applications. The students, thus, find the classroom teaching more meaningful and relevant. The students learn with a goal to improve their knowledge in a subject. Thus, this approach kindles the interest of students in mathematics and science.
This approach puts the student at the center of the learning process. So, it requires that Students ask questions and use reasoning and problem-solving skills to reach a solution. Inquiry based approach may be of four types: confirmation, structured, guided and open. The figure presented here summarizes the descriptions of the different inquiry-based approaches.
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