Reiterative Interrogative Pedagogy ™ is a disruptive approach to student skill acquisition that innovates the student-teacher paradigm. This pedagogy, first developed and codified in 2016 to address student demands for a meta-pedagogy an adult learner could use on-the-job and after graduation, empowers students to become autodidacts to further increase investment returns on tuition dollars.
Training in Reiterative Interrogative Pedagogy is designed for full time and adjunct professors, and to training instructors as well who operate in the corporate learning & development sector.
Only recommended for those in higher education, this innovative pedagogy can give teachers distinct competitive advantages as they pass on those competitive advantages to their students.
Students praise the approach for its application of diversity and inclusion as it requires students to integrate their own experiences and values into their own customized lines of inquiry.
Because of the commoditization of knowledge combined with an abundance of free educational content on the web, the value added of a professor is student skill acquisition at the highest level of Bloom’s taxonomy.
The Reiterative Interrogative Pedagogy is a formalized structure of inquiry students apply across a plethora of disciplines. As an instructional tool, it is predicated on a plug & play iterative process that fosters student agency and innovation as the prime motivators of the approach.
Principles are smart ways to diagnosis and resolve problems that share similar patterns. What all disciplines have in common is that they all contain their own respective guiding principles. The Reiterative Interrogative Pedagogy is based upon codifying these principles for higher impact learning and more efficient instructor-student skill transfer.
For more information, contact Vincent Suppa at Action Training International Inc.