“Teaching pedagogy of any institute reflects its core credentials & conscience”.
We at Campus breathe by the belief that learning is rejoice only if it’s discovery. Our core academic team spends mighty times to evolve innovative, noble & novel methodologies to make teaching realistic, research-oriented & worth reasonable. Pedagogical strategies are inclined towards real time challenges thus leading students strive & sustain every hurdle somewhat successfully. They actually learn the tactics how to confront issues & feasible means to resolve them.
Interestingly, what they come to learn is simply ‘applying logics to the problems they face”. To meet expectations of both worlds, i.e. industry & academics; we relentlessly Endeavour into developing and evolving interactive measures to make teaching a novel profession, a enthusiastic passion.
|pen-Ended Instruction||Lessons are structured so that multiple/complex answers are possible: students are not simply steered toward one “right” answer.|
|Integrated Learning||Learning brings together content and skills from more than one subject area |
Satisfactory: content from a number of different subject areas is readily identifiable
Good: resource is appropriate for use in more than one subject area
Very Good: the lines between subjects are blurred
|Inquiry Learning|| Learning is directed by questions, problems, or challenges that students work to address. |
Satisfactory: Students are provided with questions/problems to solve and some direction on how to arrive at solutions.
Good: students, assisted by the teacher clarify the question(s) to ask and the process to follow to arrive at solutions. Sometimes referred to as Guided Inquiry
Very Good: students generate the questions and assume much of the responsibility for how to solve them. . Sometimes referred to as self-directed learning.
|Differentiated Instruction||Activities address a range of student learning styles, abilities and readiness. |
Satisfactory: includes a variety of instructional approaches
Good: addresses the needs of visual, auditory & kinesthetic learners
Very Good: also includes strategies for learners with difficulties
|Experiential Learning||Authentic learning experiences are provided |
Satisfactory: learning is made concrete. ‘Working with real objects, using real sources of information
Good: learning takes place in a real-world context. Simulation, mentorship
Very good: learning provides experience beyond the classroom. Addressing real world issues and problems
|Co-operative Learning||Group and cooperative learning strategies are a priority. |
Satisfactory: students work in groups;
Good: cooperative learning skills are explicitly taught and practiced
Very Good: cooperative learning skills are explicitly taught, practiced and assessed
|Assessment & Evaluation of Student Learning||Tools are provided that help students and teachers to capture formative and summative information about students' learning and performance. These tools may include reflection questions, checklists, rubrics, etc.|
|Peer Teaching||Provides opportunities for students to actively present their knowledge and skills to peers and/or act as teachers and mentors. |
Satisfactory: incidental teaching that arises from cooperative learning, presentations, etc.
Good or Very Good: an opportunity is intentionally created to empower students to teach other students/community members. The audience is somehow reliant on the students’ teaching (students are not simply ‘presenting’)
|Case Studies||Relevant case studies are included. Case studies are thorough descriptions of real events from real situations that students use to explore concepts in an authentic context.|
|Locus of Control||Meaningful opportunities are provided for students to choose elements of program content, the medium in which they wish to work, and/or to go deeper into a chosen issue.|