This book is a support and elaboration of the actual experience and experimentation of the course facilitator in Organizational Behavior at postgraduate level. Concrete, specific details and relevant information about creative pedagogy techniques are embodied in this book for purposes of constructing conspicuous images on how the innovative teaching-learning techniques be employed for the learners to be responsibly free in engaging themselves in a conducive academic environment.
Innovative teaching-learning through creative pedagogy is a lasting and pervasive tool of educators that involves the whole person of the educators’ and the learners’ feelings, potentials and intellect.
Creative pedagogy is effective when the learners experience greater self-direction and greater freedom to communicate in the academic environment.
Experience in real teaching- learning goes along with commitment and conviction to take that wholesome adventure, motivating and non threatening creative pedagogy journey. This book then assures the readers of the pledge of the authors to disseminate a convincing evidence based body of information that teaching-learning at postgraduate level is not just giving lip service nor a come and go exercise and neither a punitive action or a set of stereotyped pattern but rather a great chance of a lifetime for the learners to be responsibly free in engaging themselves in creative pedagogy techniques as instruments of inspiration.
Table of Contents
1 TOWARDS A PARADIGM SHIFT
2 FUNDAMENTAL ASSUMPTIONS
3 THE TEACHING-LEARNING MILIEU
4 THE IMPACT OF CREATIVE PEDAGOGY
5 THE ADVOCACY: THE CREATIVE PEDAGOGY PACKAGE (CPP)
Research Objectives and Core Themes
This book aims to advocate for and document the implementation of creative pedagogy techniques within postgraduate academic environments, shifting the teacher's role from an authoritative figure to an enabler who fosters critical thinking and active student engagement.
- Shifting educational paradigms from traditional lectures to interactive learning.
- Utilizing creative, theater-based pedagogies to enhance student participation.
- Applying action research as a core strategy for organizational behavioral studies.
- Developing a comprehensive pedagogical package for postgraduate instruction.
- Fostering critical thinking, responsibility, and self-reliance among learners.
Excerpt from the Book
TOWARDS A PARADIGM SHIFT
Each educator has his/her strengths and preferences when managing a classroom scenario. Ideally, an effective educator should possess a variety of teaching techniques to accommodate students’ learning needs. There may not be one single best approach to teaching as there is more need for flexible teaching approaches.
The prevailing scenario in the educational arena nowadays is where the teacher is no longer an authoritative figure in the students’ learning but rather an enabler. Organizing a course into meaningful bits of activities, situations and experiences will be better absorbed and lasts indefinitely in every learner’s academic life. Further, in this context, the course is taught better and the students learn more if the students themselves are involved in their learning.
Innovative teaching-learning addresses the challenge of a paradigm shift from the traditional and conservative ways towards creating an educational climate for the learners to take more responsibility of their own learning in an academic environment where they find more meaning. Creative pedagogy is innovative art of teaching categorized as theatre based that greatly involves the student in his learning to develop him into a self-reliant, responsible, critically minded and creative character or actor in the theatre of learning. At the forefront are approaches that provide learning materials, situations, activities and experiences to enable the learners to acquire knowledge, attitude, values, habits, skills in critical thinking, decision-making, self-direction, self-reliance, mechanical manipulation and bodily movement.
Summary of Chapters
1 TOWARDS A PARADIGM SHIFT: This chapter highlights the need for a shift from traditional, lecture-heavy teaching methods toward more flexible and engaging pedagogical approaches.
2 FUNDAMENTAL ASSUMPTIONS: This chapter outlines the core premises of the creative pedagogy package, emphasizing that students learn best through active participation rather than passive reception of information.
3 THE TEACHING-LEARNING MILIEU: This chapter examines current issues in higher education, such as excessive reliance on written exams and large class sizes, which necessitate a more innovative teaching strategy.
4 THE IMPACT OF CREATIVE PEDAGOGY: This chapter details the positive outcomes of implementing creative pedagogy, including increased student engagement, risk-taking, and the cultivation of critical thinking skills.
5 THE ADVOCACY: THE CREATIVE PEDAGOGY PACKAGE (CPP): This chapter provides the practical documentation and activity plans for integrating creative pedagogy techniques into postgraduate curricula.
Keywords
Creative Pedagogy, Organizational Behavior, Postgraduate Education, Action Research, Teaching-Learning Milieu, Paradigm Shift, Active Learning, Student Engagement, Pedagogical Techniques, Critical Thinking, Educational Climate, Classroom Management, Organizational Effectiveness, Instructional Innovation, Higher Education.
Frequently Asked Questions
What is the primary goal of this publication?
The book advocates for and provides a practical guide on implementing creative pedagogy techniques at the postgraduate level to create a more meaningful and engaging learning environment.
What are the core thematic areas covered?
The main themes include pedagogical paradigm shifts, fundamental learning assumptions, analysis of teaching environments, the impact of innovative teaching, and practical activity plans for organizational behavior courses.
What is the main research question or objective?
The book seeks to address how educators can move away from traditional, teacher-centered instruction to become enablers who foster student responsibility, critical thinking, and active participation.
What scientific methods are employed?
The book is grounded in action research, utilizing quasi-experimental design and pedagogical experimentation to validate the effectiveness of creative teaching techniques in postgraduate classroom settings.
What is the focus of the main section?
The main section centers on the "Creative Pedagogy Package (CPP)," providing a detailed weekly activity plan, including group dynamics, research forums, academic debates, and interactive tracer techniques.
Which keywords best characterize this work?
Key terms include Creative Pedagogy, Organizational Behavior, Action Research, Active Learning, and Student Engagement.
How is the "Creative Pedagogy Package" applied in a classroom?
The package is applied through a semester-long activity plan that replaces traditional lectures with tasks like panel discussions, case reports, journal sharing, and academic debates, all supported by pre- and post-assessments.
What role does "Action Research" play in the curriculum?
Action research is presented as the highlight of the Organizational Behavior course, where students are tasked with investigating real-world issues in their workplaces and presenting their findings in a research forum.
How is student performance evaluated within these creative techniques?
Evaluation is conducted through continuous assessment, including the quality of presentations, participation in group dynamics, critique papers, worksheets, and socio-grams that gauge contribution and performance.
- Citar trabajo
- Novembrieta Sumil (Autor), Manuel Sumil (Autor), 2015, Innovative Teaching. Learning at Postgraduate Level, Múnich, GRIN Verlag, https://www.grin.com/document/306620
