Reflective Teaching-Learning

At Aurora, we practice a “Reflective Teaching-Learning” approach aligning with Kolb's cycle as our curriculum emphasizes critical thinking, empowering students to apply their knowledge across various contexts. This pedagogy comprises four stages: Concrete Experience, Reflective Observation, Abstract Conceptualization, and Active Experimentation.

In the Concrete Experience phase, students engage in hands-on activities, experiments, and discussions relevant to the subject. This immersive experience fosters deep understanding and real-world connections. During Reflective Observation, faculty and students critically analyze the teaching experience, identifying successes and challenges. This introspective phase encourages self-awareness and improvement. In Abstract Conceptualization, faculty draw on educational theories to interpret their observations. Students synthesize experiences with established knowledge, gaining insights into teaching principles. Active Experimentation sees faculty refine teaching methods based on insights gained. Students apply conceptualizations in practical projects, fostering innovation and growth.

Peer observation and collaboration enhance the process, promoting shared learning. Student feedback guides faculty in refining practices, ensuring responsiveness to evolving needs. Faculty feedback cultivates a culture of continuous growth and excellence, empowering students for an enhanced learning experience.