Loading...

Teaching Pattern

Teaching Pattern

College of Hospitality Administration believes: ‘Learning’ is not a single way approach; it may comprise mastering intellectual principles, understanding proofs, recollecting realistic facts, attaining techniques, methods and tactics, acknowledgment, thinking, conversing ideas, or emerging behavior appropriate to specific conditions; it is around modification.’

Over the years, CHA’s teaching methodology has been enriched by an array of helpful theories and Proficient practices that contributed to all fields of holistic discipline in hospitality education. Studies in Hotel management can be divided into two broad areas: the first is theory and the second is practice. Theory is discussed during lectures and practice takes place in the areas where the industry exists.

C.H.A. puts onward the idea that ‘effective teaching involves students engaging in an understanding of the dialectical relations of knowledge rather than teacher’s simply bringing facts and content to the students. In the case of the hotel management field of trainings, teaching can be considered as both an exciting and a complicated task at once at the same time. Hotel management constitutes a significant part of the tourism industry and therefore of tourism educations. The curriculum includes assorted topics in modules that concentrate on particular directions in hotel operations and management.

THEORETICAL SESSION:

In this pattern of theoretical framework, four constituents of student learning are determined:

  1. Cognitive processing strategies
  2. Metacognitive regulation strategies
  3. Conceptions of learning
  4. Learning motivations or orientations

PRACTICAL SESSION:

In this pattern of practical framework, the trainers of College of Hospitality Administration differs from typical beginning-to-end tactics to instructional design where the instructor first adopts what content to teach before developing activities and assessments for the resulting learning. C.H.A. instead activates with desired end goals by focusing on what the learner will learn, rather than what the teacher will teach. In this sense, C.H.A. adopts student-centered approach with a vision of outcome based learning.