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Performance Pedagogy : = Utilizing Alternative Methods in the Classroom.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Performance Pedagogy :/
Reminder of title:	Utilizing Alternative Methods in the Classroom.
Author:	Paez, Alexander.
Description:	1 online resource (124 pages)
Notes:	Source: Masters Abstracts International, Volume: 57-05.
Contained By:	Masters Abstracts International57-05(E).
Subject:	Communication. -
Online resource:	click for full text (PQDT)
ISBN:	9780355782622

Performance Pedagogy : = Utilizing Alternative Methods in the Classroom.
Paez, Alexander.

Performance Pedagogy :Utilizing Alternative Methods in the Classroom. - 1 online resource (124 pages)

Source: Masters Abstracts International, Volume: 57-05.

Thesis (M.A.)--University of the Pacific, 2018.

Includes bibliographical references

Teaching methods and styles at the collegiate level have not changed all that much: Professors still generally give lectures from the lectern or stand in the front of the class, while writing on the board or pointing to a slide projected on a screen. Some questions and answers can occur with the occasional group activity; however, the focus seems always to come back to the text. Students read the required textbook, listen to a lecture and take tests. There are however alternative methods that engage the students as well as the professor in the learning process. Active learning is one such method that is rooted in anything course-related that all students in a class session are asked to do other than simply watching, listening and taking notes. Active learning focuses on involving students in the learning process more directly compared to traditional methods. Another method which infuses both a performative background with an academic footing called performance pedagogy, emphasizes on the students bringing their ideologies, cultures, belief systems, and backgrounds into the classroom while incorporating their physical and metaphorical selves into the classroom space. The idea is that when students are exposed to these methods in a classroom setting, they can apply the subject content more effectively outside of the classroom, receive more frequent and immediate feedback, and provide students an opportunity to think about, talk about, and process course material. To demonstrate these methodologies, this teacher's supplement has been created containing class activities for an undergraduate intercultural communication course using a standard sixteen-week semester.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355782622Subjects--Topical Terms:

556422
Communication.
Index Terms--Genre/Form:

554714
Electronic books.

Performance Pedagogy : = Utilizing Alternative Methods in the Classroom.
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500 $a Source: Masters Abstracts International, Volume: 57-05.
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502 $a Thesis (M.A.)--University of the Pacific, 2018.
504 $a Includes bibliographical references
520 $a Teaching methods and styles at the collegiate level have not changed all that much: Professors still generally give lectures from the lectern or stand in the front of the class, while writing on the board or pointing to a slide projected on a screen. Some questions and answers can occur with the occasional group activity; however, the focus seems always to come back to the text. Students read the required textbook, listen to a lecture and take tests. There are however alternative methods that engage the students as well as the professor in the learning process. Active learning is one such method that is rooted in anything course-related that all students in a class session are asked to do other than simply watching, listening and taking notes. Active learning focuses on involving students in the learning process more directly compared to traditional methods. Another method which infuses both a performative background with an academic footing called performance pedagogy, emphasizes on the students bringing their ideologies, cultures, belief systems, and backgrounds into the classroom while incorporating their physical and metaphorical selves into the classroom space. The idea is that when students are exposed to these methods in a classroom setting, they can apply the subject content more effectively outside of the classroom, receive more frequent and immediate feedback, and provide students an opportunity to think about, talk about, and process course material. To demonstrate these methodologies, this teacher's supplement has been created containing class activities for an undergraduate intercultural communication course using a standard sixteen-week semester.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
650 4 $a Communication. $3 556422
650 4 $a Pedagogy. $3 1148703
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710 2 $a University of the Pacific. $b Communication. $3 1194354
773 0 $t Masters Abstracts International $g 57-05(E).
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