How KSM’s unique teaching pedagogy will shape your career

The characteristic that separates top B-Schools in India from the rest is evolution. It’s a virtue of change that brings advancements in the method of teaching, designing of curriculum and the fundamental approach of the faculty towards their students. Without evolution, a B-school might become stagnant in their lackadaisical approach towards management students, and therefore, lose their status of being recognized as the cream of the crop.

By keeping all of the above mentioned in mind, Krupanidhi’s teaching pedagogy is based on cognitive research covered in “How People Learn”. It evaluates the learning environment on four interdependent approaches, focusing on teaching critical thinking, creativity, and interpersonal growth.

Let’s take a look at KSM’s unique teaching pedagogy and how it will shape the career of our students – 

Learner-centred Pedagogy – Traditionally, universities have always focused on teacher-centred pedagogy as the standard for quality teaching. From inputs and credentials of the faculty to cover the entire syllabus, the teacher’s authority in the classroom has been considered as the standard-bearer for imparting education. 

However, every learning model has a shelf-life. While the teacher-centred pedagogy was successful in covering the syllabus, it didn’t facilitate active student participation in the class and lead to limited student growth. Understanding this concern, KSM, offering the best MBA courses in Bangalore, has implemented the learner-centred model. 

The idea that supports the learner-centred approach is that teachers aren’t providers of knowledge but facilitators of learning. What knowledge and skills have students acquired from a particular teacher? How will it make them competent in their field of work? These questions can be answered by our skilled faculty, who can captivate their class, and encourage active participation of the students. They can create such a holistic environment by implementing and sustaining practices that foster an interactive learning experience. 

Knowledge-centred Pedagogy – In knowledge-centred pedagogy, our faculty presents facts, ideas, concepts, and principles only when there is a need to do so. It’s because this type of environment facilitates a form of learning where students should be able to grasp new information and can answer questions based on it. Rather than encouraging rote memorization from reference books, knowledge-centered pedagogy emphasizes on sense-making. It is crucial to the development of students’ metacognitive skills such as planning to approach a task, creating strategies to solve a problem, monitoring one’s own comprehension of the text, responding to self-assessment, etc. 

To implement a knowledge-centred learning environment, our faculty focus on the following questions – 

  • What will be taught? – Since the whole point of this exercise is to create an out-of-the-box learning experience, our professors make it a point to teach fresh concepts that focus on knowledge sharing frequently.
  • How will it be taught? – The pedagogy will go beyond classrooms through experiential learning, creating live scenarios, and similar forms of learning, which will encourage active student participation.

Assessment-Centred Pedagogy – In addition to learner-centred and knowledge-centred pedagogy, the learning atmosphere also has to be assessment centred. It provides an opportunity for students to receive feedback and revision on their work and helps them accomplish their goals faster. 

There are two types of assessment-centred pedagogy. Let’s distinguish them –

  • Formative assessment – Formative assessment involves the use of assessment as a source of feedback to students to improve their pattern of learning. An example of formative assessment would be teachers advising students on their work, such as drafts of paper or preparations for presentations. 
  • Summative assessment – Summative assessment measures what students have learned at the end of each learning activity. An example of a summative assessment would be assessing the performance of students in teacher-made tests at the end of a lecture. Afterwards, teachers can summon students individually to analyze their performance and scope of improvement. 

Through an assessment-centred Pedagogy, we aim to build the skills of self-assessment in our students and also develop a mindset of continuously improving themselves academically and professionally.

Community-Centred Pedagogy – Community-Centered Pedagogy is a learning concept that encourages students to participate in a like-minded community for improvement. Through camaraderie and collaboration, they’re encouraged to learn from their mistakes and become a better version of themselves. 

This approach also promises a profound learning experience, supported by the community’s guidance, context-providing, foundational knowledge, and intellectual analysis. It brings an opportunity for students to bring ideas based on their personal observations and social interactions with peers partaking in the community. 

In addition, community-centred pedagogy promotes experiential learning. The idea is to give students an opportunity to apply concepts learned in their curriculum to analyze and solve problems of the community. As a result, students get a taste of real-world setting and go beyond traditional classroom learning. 

Through our unique teaching efforts, we aim to provide a form of education to our students that is not only unheard of but also impacts positively in their academic, personal, and professional lives.

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