scholarly journals Signature Pedagogy and Beyond: Reflections on Baltrinic and Wachter Morris (2020)

2020 ◽  
Author(s):  
L. DiAnne Borders
Keyword(s):  
Signature Pedagogy

scholarly journals Towards a signature pedagogy for design and technology education: a literature review

2021 ◽  
Author(s):  
Matt McLain
Keyword(s):  
Technology Education ◽  
Professional Education ◽  
Design Education ◽  
Design Thinking ◽  
Deep Structure ◽  
Project Based Learning ◽  
Design And Technology ◽  
Environment Design ◽  
Design And Technology Education ◽  
Signature Pedagogy

AbstractDrawing on the work of Lee Shulman, this article reviews literature exploring the concept of signature pedagogies, which are described as having have surface, deep and implicit structures. These structures are complex and changing; concerned with habits of head, hand and heart. Emerging from professional education and now being explored in STEM and Humanities education, they are characteristic forms of teaching and learning that are common across a sector. Common themes emerge from within a range of disciplines including art, built environment, design, music, religious, social work and teacher education. These include the roles of the curriculum, the teacher, the learning environment, as well as capability, uncertainty and the challenges associated with signature pedagogies. Focusing on literature from design education, the paper explores the nature of signature pedagogy in design and technology, as a tool for professional discourse. The conclusions propose a discursive framework for design and technology education in which the structures are tied together by the three fundamental activities of ideating, realising and critiquing; more commonly thought of as designing, making and evaluating. The deep structure being project-based learning, undergirded by the implicit values and attitudes associated with design thinking; including collaboration, creativity, empathy, iteration and problem solving. Design and technology education has something unique to offer the broad and balanced curriculum through its signature pedagogies and the way that knowledge is experienced by learners.

scholarly journals Students’ views of the architectural design review: The design crit in East Africa

2019 ◽  
Vol 19 (4) ◽  
pp. 377-396
Author(s):  
Mark RO Olweny
Keyword(s):  
Architectural Design ◽  
Architectural Education ◽  
Hostile Environment ◽  
East African ◽  
Focus Group Discussions ◽  
Group Discussions ◽  
Design Review ◽  
Signature Pedagogy ◽  
Associated Design ◽  
Goals And Objectives

The design studio and the associated design review can be regarded as the signature pedagogy of architectural education, where students garner the essence of what it means to be an architect. Here, novices are transformed into architects through the acquisition of architectural cultural capital. This paper investigates the design review in East African schools of architecture from a student’s perspective, garnered from focus group discussions carried out in five schools of architecture, and corroborated through observations. Findings indicate challenges in the design review, vis-à-vis the broader goals and objectives of architectural education. However, it did uncover attempts at change, via a ‘back seat instructor approach’, for example, breaking down the stereotype of the design review as a hostile environment for students. The paper concludes with a few recommendations to help recast this signature pedagogical approach as a truly discursive environment.

The HOTSHOT taxonomy and a signature pedagogy framework for operating department practice: The juxtaposition to the academic apartheid surrounding higher order thinking

2019 ◽  
Vol 29 (6) ◽  
pp. 185-192
Author(s):  
Philip T Beckwith
Keyword(s):  
Higher Order Thinking ◽  
Higher Order ◽  
Parts Of Speech ◽  
Black And White ◽  
Signature Pedagogy

Bloom’s insistence on using verbs and Anderson and Karthwohl’s juxtaposition with nouns creates an academic apartheid, where there is only black and white with no grey when addressing the parts of speech used to define Higher Order Thinking. This paper embraces the grey and by draining the conceptual swamp surrounding traditional perceptions of Higher Order Thinking, creates fertile new ground which in turn feeds emergent notions, and allows pioneering characterisation of Higher Order Thinking to propagate.

Sign in / Sign up

Export Citation Format

Share Document