“Teachers and students share ownership of learning outcomes. Students take responsibility for their learning. Teachers take responsibility for providing the appropriate resources for student learning. “
– Adopted from Tina Goodyear
PEDAGOGY, more than a buzzword referring to teaching method and practice, or the art and science of teaching, especially academic subjects, covers many aspects of teaching. education. Pedagogy covers the what, how and why of pedagogical approaches, teaching methods, feedback and evaluations. Instructional approaches are the ways a teacher views content while deciding how to teach it. Teaching methods refer to how a teacher ultimately decides to teach a subject (for example, in the form of a lecture, activity, discussion, etc.). Educational approaches are rooted in a set of principles, beliefs or ideas about the nature of learning that is translated in the classroom. (https://www.academia.edu ›Teaching_Approaches) At the basis of any field of study, be it languages, social sciences, science, mathematics,“ there is a theoretical vision of this what is this field of study and how it can be learned. One approach gives rise to methods, the way of teaching something, that use activities or techniques in the classroom to help learners learn. Teachers select techniques from different approaches according to the different needs of their learners. (https: //www.researchgate .net / publication / 315836577_nTeaching_Approaches_Methods_and_Techniques-_Enamul_ nHoque)
Workshop teaching. Studio teaching is an approach to teaching and learning “that prompts students to actively engage in directing their own learning.” Unlike traditional classrooms, “the instructor is not the center of the class”, but focuses on a problem. It could be “project work and experimentation in a hands-on studio environment”. Traditionally present in the arts and architecture, “it has been adopted for use in other fields” such as teaching technology and science. It is based on solid educational principles, is very flexible, is popular with students and leads to higher learning in most cases. “(https: // education.charlotte. edu› teacher-guides ›studio …). “This teaching philosophy will be new to many students and therefore requires some adaptation time – luckily not a lot of time.” It is very important to let students know what studio teaching is and why it is. studio teaching is used by the teacher because studio teaching may be new to them. (https://serc.carleton.edu/intro geo / studio / how.html).
Educational research in the studio. Research on teaching and learning has shown that “interactive engagement is the key to meaningful learning and intellectual development. Students “develop good mental habits and the skills necessary for lifelong learning”. project, where they fully understand the objectives of the project, help to “develop both a higher and a lower order of thought”. surprised when they find out that they have to attend the course, and everyone has to participate to have a successful course and it takes longer than in a standard course. On our side, as teachers, we should allow some adjustment by inexperienced students to such a class. Reports reveal that students understand and, in the end, say they learn more and have more fun in a classroom. classroom in studio. “The anecdotal reports and qualitative assessments of studio teaching and learning by instructors and students are overwhelmingly positive. However, “there is little research on quantitative evaluations to compare the effectiveness of studio instruction to more traditional approaches.” Content mastery by students in studio classrooms versus traditional classrooms, but content mastery is only one of many potential educational goals. “(https://serc.carleton.edu /introgeo/studio/how.html)
Summary – studio teaching. This method requires a few lessons. It replaces the standard lecture approach and is “based on sound pedagogical principles, is very flexible, is popular with students and leads to higher learning in most cases”. (1) Class activities, “full lectures are rare”. Classroom activities are generally “collaborative and cooperative learning”. They are meaningfully sequenced, “providing a dynamic and integrated learning environment that emphasizes personal intellectual development as well as content learning.” Projects could be “discussions, debates, presentations, paper and pencil exercises, computer projects, working with samples, etc.” Projects can take more than one class session, especially those that are multi-faceted. (2) Class schedules – traditional class schedules are achievable, but it is best to schedule classes in blocks of 2-3 hours. (3) Instructors – distribute homework that starts on projects, provides resources, and is available for students to act as mentors … not as authorities. including one or more group projects, some time for discussion and debriefing, and sometimes short lectures to students. They can ask “3 or 4 students to work on group activities in their free time, not just during scheduled class hours”. Instructors also assign “homework that supports classroom activities” and allows students to control their time and take responsibility for learning. (4) Students – they work in groups to learn and are responsible for their learning. Therefore, in order to prepare for the course, “students should do appropriate readings, master the appropriate skills, gather the necessary information, etc.”. “Students should feel comfortable working with other students and using other students as learning resources. “(Https://serc.carleton.edu/introgeo/studio/ how.html)
Studio instruction, when executed correctly, offers a lot of room for students to be responsible learners – to be better communicators, more collaborative, better critical thinkers, and more creative. No harm, trying.
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Teresita Tanhueco-Tumapon, PhD, one of the Philippines’ most accomplished educators and experts in higher education institutional management, has studied at top universities in the Philippines and Germany, Britain and Japan. She has held senior academic positions at Xavier University, Ateneo de Cagayan; was appointed presidential after EDSA 1986 to standardize campus operations in state institutions and served 17 years thereafter as president of SUC. She is director of the internationalization office and lecturer at Liceo University of Cagayan. The awards include the CHEd Lifetime Professional Achievement Award, the British Council Valuable Services Recognition Award, the Order of Merit of the Federal Republic of Germany and the Ministry of Education award for his initiatives as a pioneer member of the Philippine Teacher. Education Council.