Rethinking Pedagogy
In this session, the trainer describes the different frameworks and approaches to rethink and re-invent pedagogy to Integrate Sustainability in Architecture Curricula. The trainer further aims at dissecting current pedagogical lacunae in the teaching process practiced in lecture and studio courses and graduating to a higher understanding of the pedagogical craft required to embed sustainability into technical, humanities and design education. Understanding the process of identifying relevant educational objectives (Bloom’s taxonomy that spans the realm of remembering, understanding, applying, analysing, evaluating and creating) and integrating the spectrum of systems of learning (associative, indirect + interactive, experiential, co-operative, and project-based) into lesson plans and activities that encompass existing and augmented syllabus content. The trainer would also aim to help the participants understand the different soft skills and presentation skills that they could develop, in order to get students invested in the idea of holistic design in alignment with principles of building physics. The session ensures to provide a deeper level of understanding of the Kolb’s learning cycle, Bloom’s taxonomy of learning objectives, other imperative and often-ignored systems of learning, beyond that conventionally applied techniques of studio and lecture courses in architecture colleges. It also aims to stimulate ideas for the group activity sessions on Day 3, demonstrating that these ideas are already in practice in contexts similar to theirs and are not futuristic fantasies.