Assignment 1

MAR 301

SEMINAR I
(ARCHITECTURAL PEDAGOGY)

1. What you mean by pedagogy.

SUBMITTED BY: RHYTHM AGGARWAL M.ARCH 3 nd SEM M.ARCH

Answers:

Pedagogy is a term that refers to the method of how teachers teach, in theory and in practice.
Pedagogy is formed by an educator's teaching beliefs and concerns the interplay between culture and
different ways to learn. ... Pedagogy refers to the study of teaching approaches and how they affect
learners.

2. What is the various pedagogical model of education? What models or models y will
select for architectural pedagogy? Explain your answer with suitable example.

Answer:

PEDAGOGICAL MODEL OF EDUCATION

Architectural education is an important type of education that requires

attention and continuous development due to the continuous change in the
nature of architectural practice. Architectural education is distinct from
other vocations because its practice changes according to two dimensions,
one temporal and the other local, as a result of the technological and
cultural consequences affecting both architectural profession and
education. Architectural education involves a wide range of courses, such as
theoretical, practical, studio, and internship courses, each of which has its
own special characteristics. Among these courses, graduation projects are
the most vital courses representing the culmination of architectural
education, and they are considered the final qualification for graduates to
merge into the realm of architectural practice
The pedagogical models are the different approaches to teaching that can be carried out
by teachers in the classroom. Depending on the model they use, teachers will carry out a
series of actions and focus on different parts of the learning process.

Because there are different ways of learning, and because each student is unique, teachers
must be armed with different pedagogical models to be able to adapt to different situations.

The Pedagogical Model describes what effective teachers do in their classrooms to

engage students in intellectually challenging work. It provides an overview of the
learning cycle and breaks it down into five domains or phases of instruction: Engage,
Explore, Explain, Elaborate and Evaluate.

Traditional teaching model

The pedagogical model is known today as a “traditional teaching model", although
originally it was called “transmission model". This model understands teaching as a
direct transmission of knowledge from the teacher to the student, putting the focus
completely on the latter.

SUBMITTED BY: RHYTHM AGGARWAL M.ARCH 3 nd SEM M.ARCH

Students are seen in the traditional model as passive recipients of knowledge,
without needing to play a role in their own learning process. The teacher will have to
make an effort to expose what he knows in the clearest way possible, in such a way
that the students can understand and memorize it.

The teacher must, therefore, have great communication skills as well as being an
expert in their subject. Otherwise, the student will be unable to acquire the
necessary knowledge to conclude that learning has been a success.

In addition to this idea, some of the bases of the transmission model are the
following:

 Students must learn by employing the self-discipline , since it is

necessary to repeat the knowledge again and again so that they can
memorize them. Therefore, the defenders of this model believe that it is
useful to forge the character of the students.
 Innovation and innovation are totally ignored creativity, focusing instead
on learning in the memorization of data and ideas.
 Learning is based almost exclusively on the ear, so it is not very effective
for people who learn better through other senses.
Although it has been demonstrated on numerous occasions the scant effectiveness
of this teaching model, it is still used predominantly in almost all modern societies.

However, although it is not a valid model for most learning situations, it does have a
place at certain times.

For example, when the transmission of pure data or of very complex theories is
necessary, the transmission model continues being the most useful to obtain a
correct learning.

Behavioural pedagogical model

The behavioural pedagogical model is based above all on the Pavlov's studies Y Skinner, creators of
the current of psychology known as behaviourism.

The creators of this branch of thought argued that it is impossible to measure the mental processes of
people, and that therefore, it is necessary to focus on observable behaviours.

Based on this idea, the behavioural pedagogical model tries to set a series of learning objectives that
can be directly observable and measurable. The students, through the use of reinforcements and
different types of stimuli, will have to reach these objectives in a determined time.

In this sense, the behavioural model is much more personalized than the transmission model, since in
order to set the learning objectives, the educator has to first evaluate the starting point of each of the
students.

The role of the teacher in this model, therefore, consists of the following:

 Study the previous abilities of the apprentices

 Teach them the methodology to follow
 Manage reinforcements when one of the objectives has been reached
 Check if learning has occurred

SUBMITTED BY: RHYTHM AGGARWAL M.ARCH 3 nd SEM M.ARCH

East type of learning it occurs, for example, in the practice of sports or in that of a musical instrument.
In these areas, the teacher is limited to fixing the objectives to the student, correct the failures that
occur, and strengthen him when one of the intermediate goals has been reached.

Some of the basic ideas of the model are the following:

 The teacher ceases to be an essential figure, and focuses on the student and the
learning objectives that must be achieved.
 The student has to actively participate in their education, as they learn by doing.
 Emphasis is placed on repetition and practice to master the required learning.
 Individual teaching is preferred, unlike in the previous model, where a single teacher is
responsible for a large number of students.
 The following are the models

Constructivist pedagogical model

This pedagogical model, unlike the traditional one, considers that learning can never come from an external
source to the student. On the contrary, each apprentice has to"build"his own knowledge (hence the name of the
model).

Therefore, the constructivist pedagogical model is opposed to passive learning in which the teacher is the source
of all knowledge; and it also differs from the role of the teacher as a source of reinforcement and encouragement.

In this model, the teacher must generate the adequate conditions so that the student can build his learning.
Some of the basic ideas of this model are the following:

 For a teaching process to be effective, what is known as significant learning. The student has to
believe that what he is learning can be useful in real life. Therefore, the teacher must adapt the
learning objectives according to the characteristics of their students.
 Because in general there is no single way to solve problems or perform a task, from the
constructivist model learning by discovery is encouraged. Teachers do not have to give an answer
to each question posed by learning, but must provide students with the necessary tools to
discover them for themselves.
 Learning should occur gradually, so that students always have a challenge, but that is not so big
as to demotivate or prevent them from moving forward.
 The learning is done in most cases by imitating a model. Observing a person who already
masters what they want to learn, students are able to retain and later reproduce their behaviours.
This process is known as" vicarious learning "
In the constructivist pedagogical model, the focus of attention is placed on learning by competences. The teacher
must determine what skills, knowledge and attitudes are necessary for the development of an effective life.

Once the basic skills that the student must learn are determined, the most effective way to acquire them will be
sought based on the theory of multiple intelligences.

This theory considers that, instead of existing only one type of general intelligence, each person has more or less
ability in seven differentiated areas.

This pedagogical model is based above all on the theories of Vygotsky and Luria, two Russian social
psychologists of the first half of the 20th century.

Cognitive pedagogical model

The cognitive model, also known as a developmentalist model, is based on the studies of Psychology of
Development by Jean Piaget . It is based on the idea that the human being is going through different phases in
his intellectual maturation, in such a way that the learning has to be adapted to the moment and the age of each
student.

The role of the teacher, therefore, is to detect in which of the phases of the development each student is, and to
propose learning according to it. In this sense, it is also significant learning.

SUBMITTED BY: RHYTHM AGGARWAL M.ARCH 3 nd SEM M.ARCH

In this pedagogical model, the focus of the learning objectives as such is removed. On the contrary, the important
thing is that the student acquires certain ways of thinking and mental structures that make it easier to achieve the
learning on their own.

Social pedagogical model

This model is based on the maximum development of the abilities and concerns of the students. In this sense,
from the social pedagogical model not only scientific or technical contents are studied, but also the acquisition of
values and attitudes that promote a better coexistence in society is promoted.

This approach is characterized by the emphasis that is placed on teamwork, since it is considered that a group
will always be able to solve problems greater than an individual on their own.

Again according to the theory of meaningful learning, the teachings have to be applicable in the real world. The
teacher, therefore, should be responsible for raising challenges and issues to students, who must solve them by
collaborating with each other while improve their social skills.

Romantic pedagogical model

This last model is based on the idea that it is necessary to take into account completely the inner world of the
student. The apprentice becomes, therefore, the focus of the learning process, which will take place in a
protected and sensitive environment.

The basic idea of this pedagogical model is that the child already has inside everything necessary to become a
valid and functional person. The role of the teacher, therefore, is to allow the student to develop freely and find
their own answers.

In this sense, the romantic pedagogical model is based on the currents of humanistic psychology and on the idea
of non-directivity.

Pedagogical model by discovery

At Learning by discovery, the child has an active role, is not the receiver, but the person who acts in
the world to learn. This model is also called heuristic and is opposed to traditional, in which the
student is a passive receiver of what the teacher teaches.

Some of its basic principles are:

 Children have a natural ability to learn, play and participate in the world.
 An important part of learning is solving problems.
 Hypotheses are created and tested.
 The child has an active role in learning.
 Influences the sociocultural environment, since this will depend on the learning
experiences that the child has

SUBMITTED BY: RHYTHM AGGARWAL M.ARCH 3 nd SEM M.ARCH

Technology advancements
have profound impact on
design thinking in architecture,
professional practice and
architectural education. New
models of representation,
along
with computational design
thinking and innovative
approaches in digital
fabrication bring
new demands for the
rethinking of educational
pedagogy for the new
generation of

SUBMITTED BY: RHYTHM AGGARWAL M.ARCH 3 nd SEM M.ARCH

architects in the digital age.
While learning by making has
been deeply rooted in the
process of architectural
education, digital modes of
design, representation and
manufacturing reconcile the
dual nature of design process
that has traditionally oscillated
between drawing and making,
visual and material. In this
paper, the relationship between
making process in design-led
research and other aspects that
challenge architectural

SUBMITTED BY: RHYTHM AGGARWAL M.ARCH 3 nd SEM M.ARCH

education are analysed and
described.
Technology advancements
have profound impact on
design thinking in architecture,
professional practice and
architectural education. New
models of representation,
along
with computational design
thinking and innovative
approaches in digital
fabrication bring
new demands for the
rethinking of educational

SUBMITTED BY: RHYTHM AGGARWAL M.ARCH 3 nd SEM M.ARCH

pedagogy for the new
generation of
architects in the digital age.
While learning by making has
been deeply rooted in the
process of architectural
education, digital modes of
design, representation and
manufacturing reconcile the
dual nature of design process
that has traditionally oscillated
between drawing and making,
visual and material. In this
paper, the relationship between

SUBMITTED BY: RHYTHM AGGARWAL M.ARCH 3 nd SEM M.ARCH

making process in design-led
research and other aspects that
challenge architectural
education are analysed and
described.
echnology advancements have
profound impact on design
thinking in architecture,
professional practice and
architectural education. New
models of representation,
along
with computational design
thinking and innovative
approaches in digital
fabrication bring

SUBMITTED BY: RHYTHM AGGARWAL M.ARCH 3 nd SEM M.ARCH

new demands for the
rethinking of educational
pedagogy for the new
generation of
architects in the digital age.
While learning by making has
been deeply rooted in the
process of architectural
education, digital modes of
design, representation and
manufacturing reconcile the
dual nature of design process
that has traditionally oscillated
between drawing and making,
visual and material. In this
paper, the relationship between

SUBMITTED BY: RHYTHM AGGARWAL M.ARCH 3 nd SEM M.ARCH

making process in design-led
research and other aspects that
challenge architectural
education are analysed and
described. Along with
emerging trends in this topic,
current
design-led research position
and strategies at some
Australasia schools of
architecture are
presented.
echnology advancements have
profound impact on design
thinking in architecture,

SUBMITTED BY: RHYTHM AGGARWAL M.ARCH 3 nd SEM M.ARCH

professional practice and
architectural education. New
models of representation,
along
with computational design
thinking and innovative
approaches in digital
fabrication bring
new demands for the
rethinking of educational
pedagogy for the new
generation of
architects in the digital age.
While learning by making has
been deeply rooted in the

SUBMITTED BY: RHYTHM AGGARWAL M.ARCH 3 nd SEM M.ARCH

process of architectural
education, digital modes of
design, representation and
manufacturing reconcile the
dual nature of design process
that has traditionally oscillated
between drawing and making,
visual and material. In this
paper, the relationship between
making process in design-led
research and other aspects that
challenge architectural
education are analysed and
described. Along with
emerging trends in this topic,
current

SUBMITTED BY: RHYTHM AGGARWAL M.ARCH 3 nd SEM M.ARCH

design-led research position
and strategies at some
Australasia schools of
architecture are
presented.

In my view Cognitive pedagogical model is much more relevant for the architectural pedalogy
This method is a kind of practical skill exercise that trainer shows it. Trainer should provide essential
equipment before performance of show and as a professional trainer should practice and perform essential
skills. (Such as drawing two-point perspectives) mostly after that student learn the essential knowledge and
theories, will be able to prepare for learning practical skills. Steps for performance of this method are: 1.
Preparing step: trainer should exactly determine the target of teaching and already provide essential
equipment. 2. Explaining step: explain the way and the reason of doing the task and the interesting part for
students is expressing questions that are expected to answer by them at the end of teaching. 3. Demo step:
trainers should show the correct method and the steps of them for example they should explain performing
steps of watercolour techniques to students. 4. Experiment and evaluation steps: after running steps that
mentioned before, trainers should get outcome from learners to know they completely learn these skills or
not? And if they did not, solve their problems. In active learning students involve what they learn, answer the
questions, collaborate in discussions and describe things.

Architectural education is an important type of education that requires attention and continuous
development due to the continuous change in the nature of architectural practice. Architectural
education is distinct from other vocations because its practice changes according to two dimensions,
one temporal and the other local, as a result of the technological and cultural consequences affecting
both architectural profession and education. Architectural education involves a wide range of courses,
such as theoretical, practical, studio, and internship courses, each of which has its own special
characteristics. Among these courses, graduation projects are the most vital courses representing the
culmination of architectural education, and they are considered the final qualification for graduates to
merge into the realm of architectural practice.

SUBMITTED BY: RHYTHM AGGARWAL M.ARCH 3 nd SEM M.ARCH