Empowering Students: Different Pedagogical Approaches for Nurturing Creativity and Innovation
Schools typically choose a pedagogical approach and education board based on a variety of factors, including the needs and goals of their clients, the context in which the education will be delivered, and their own expertise and experience.
When selecting a pedagogical approach, schools may consider factors such as the age and learning style of the students, the subject matter being taught, and the goals of the education program.
When choosing an education board, school may consider factors such as the geographic region in which the education will be delivered, the requirements of the local education system, and the available resources and support networks. For example, a school may recommend a particular education board that is known for its innovative curriculum and teaching methods, or that offers strong support for teachers and schools.
Pedagogical Approaches
There’s no one-size-fits-all method for teaching and learning—each pedagogical approach comes with its own goals and strategies. In this post, we’ll explore five popular methods—inquiry-based, project-based, problem-based, experiential, and entrepreneurial learning—focusing on what they emphasize, what students gain from them, how they play out in the classroom, and what makes each approach distinct.
To bring these concepts to life, we’ll look at how each method might be used in a “School Garden” unit.
- Traditional Approach
- Focus: Memorizing facts and definitions without necessarily applying them.
- What Students Learn:
- Names of plants, insects, and gardening tools purely by recall (e.g., memorizing the parts of a plant: root, stem, leaf, flower and key vocabulary (e.g., “photosynthesis,” “chlorophyll”) from textbooks alone.
- How It Looks in Class:
- Teacher might give lectures and require students to recite information or fill in worksheets.
- There’s little hands-on work or why these facts matter in a real garden setting.
- Inquiry-Based Learning
- Focus: Students develop their own questions about the garden (e.g., “How do worms help the soil?”).
- What Students Learn:
- Observation & Research: Investigating plant growth, soil conditions, and insect roles through data collection.
- Critical Thinking: Making predictions and refining hypotheses.
- How It Looks in Class:
- Students might design small experiments and keep a science journal to record results.
- Encouraged to ask follow-up questions and explore multiple possibilities.
- Project-Based Learning
- Focus: Students collaborate on a long-term project (e.g., designing and building the school garden).
- What Students Learn:
- Planning & Organization: Creating timelines and dividing tasks (like seed selection and garden layout).
- Teamwork: Working in groups to bring the garden to life, then presenting it to the school community.
- How It Looks in Class:
- Over several weeks, students take the idea of a garden from plan to fully functional space.
- They monitor progress, adjust strategies, and showcase results—often with visuals or a garden “open day.”
- Problem-Based Learning
- Focus: Addressing a specific challenge within the school garden (e.g., “The soil is too dry—how can we fix this?”).
- What Students Learn:
- Solution-Finding: Investigating mulch, compost, or irrigation techniques to solve the dryness problem.
- Real-World Relevance: Seeing how scientific concepts and creativity help plants thrive.
- How It Looks in Class:
- Students define the problem, brainstorm possible solutions, test a solution, and evaluate results (like measuring soil moisture before and after applying mulch).
- Experiential Learning
- Focus: Hands-on activities (digging, planting, watering) and reflection on these real tasks.
- What Students Learn:
- Practical Skills: Properly planting seeds, safe tool handling, weekly maintenance routines.
- Reflection: Keeping a journal (“What did I do?” “What did I learn?”).
- How It Looks in Class:
- Each day, students work directly in the garden, observe changes, and adjust their methods based on real-time experiences.
- Entrepreneurial Learning
- Focus: Entrepreneurial Thinking: Learning how to create value for the school or community
- What Students Learn
- Skill Mastery: They learn various skills related to gardening
- Value Creation: They brainstorm ways the garden can benefit others—maybe offering fresh herbs to the cafeteria, creating a “seed library” for families, or organizing a mini “garden fair” where students share tips and seedlings.
- Leadership & Innovation: They might pitch these ideas to the principal, showcasing how the garden adds value to the school’s environment or well-being.
- How It Looks in Class:
- Students work toward specific skill badges (e.g., “Soil Expert” or “Design Guru”).
- They learn to spot opportunities (e.g., a school event to promote healthy eating) and find creative ways to use the garden for everyone’s benefit. There may be some basic budgeting involved (e.g., buying seeds or tools).
Summary
- Traditional Approach: Students mostly memorize facts about plants or garden terms from books without doing much in the garden.
- Inquiry-Based: Students ask questions about the garden, test ideas, and learn by discovering the answers.
- Project-Based: Students plan and create the whole garden in a big team project, building something real.
- Problem-Based: Students focus on one big issue (like fixing dry soil) and learn by solving it together.
- Experiential: Students learn by doing all the gardening tasks—digging, watering, observing—and reflect on what happens.
- Entrepreneurial: Students master clear garden skills step by step and figure out how the garden can help the school or community—developing a mindset that looks for ways to create value. They also learn about budgeting and money management related to the project.
Each approach offers a different way to learn and appreciate the school garden. While traditional approach might be useful for learning definitions, the other methods show you how to apply what you learn, solve real problems, and find creative ways to make the garden valuable to everyone.
Entrepreneurial learning is most superior as it focuses on innovation and value creation, guiding students to transform ideas into real solutions. At the same time, it helps them build the subject knowledge, skills, and mindset needed to succeed—both in a school garden project and beyond. They also develop financial management skills.
Likewise, approaches such as Flipped Learning, Reggio Emilia, Waldorf, and Montessori each offer their own unique strengths and insights that can enrich how students learn and engage with a school garden or any other hands-on project.
Rather than rigidly following a single method, it often works best to blend different approaches, giving students the chance to explore what helps them learn most effectively. This way, learners can discover which methods resonate most and support their individual growth
To cultivate entrepreneurial skills, mindset, and knowledge in young learners, we combine the entrepreneurial learning approach with flipped learning—giving students more room to explore ideas independently and apply their insights in hands-on, collaborative activities.
Difference between Pedagogical Approach and Education Board
Pedagogy refers to the theories, methods, and principles of teaching and learning, including the strategies and techniques used by educators to engage with students and help them learn effectively. It encompasses the entire process of teaching and learning, from curriculum design and lesson planning to instructional techniques and assessment.
An education board, on the other hand, refers to a governing body that oversees and regulates the educational system within a particular region or country. Education boards are responsible for setting academic standards, developing curricula, and ensuring that schools and teachers meet certain criteria and qualifications.
While pedagogy focuses on the actual teaching and learning process, education boards are responsible for creating and enforcing the broader policies and frameworks that shape how education is delivered within a given system. In other words, pedagogy is more focused on the practical aspects of teaching and learning, while education boards have a more administrative and regulatory role in shaping the overall educational system.
Type of Educational Boards
There are many types of educational boards around the world, each with its own curriculum, exam format, and grading system. Here are some of the most well-known ones:
- CBSE (Central Board of Secondary Education) – India
- ICSE (Indian Certificate of Secondary Education) – India
- IB (International Baccalaureate) – International
- IGCSE (International General Certificate of Secondary Education) – International
- GCSE (General Certificate of Secondary Education) – United Kingdom
- A-Levels (Advanced Level) – United Kingdom
- HSC (Higher Secondary Certificate) – Bangladesh
- WAEC (West African Examinations Council) – West Africa
- SAT (Scholastic Assessment Test) – United States
- ACT (American College Testing) – United States
- GED (General Educational Development) – United States and Canada
- AP (Advanced Placement) – United States
- NSW (New South Wales) – Australia
- VCE (Victorian Certificate of Education) – Australia
This list is not exhaustive, and there are many other types of boards that exist in different countries.
We at Kidspreneurship work closely with schools to understand their needs and develop a customized entrepreneurial learning approach that is tailored to their specific context and goals. Ultimately, the choice of pedagogical approach and education board will depend on the unique needs and goals of the school.
There are two other popular approaches that you should be aware of – The constructivist approach and the behaviorist approach. These are two contrasting pedagogical approaches that differ in their underlying principles and teaching methods.
Difference between Constructivist Approach and Behaviorist Approach
The constructivist approach is based on the idea that learning is an active process in which learners construct their own understanding of the world through their experiences and interactions with their environment. In this approach, the role of the teacher is to facilitate learning by creating a rich learning environment, providing opportunities for exploration and discovery, and helping students to reflect on their experiences and make meaning from them. The constructivist approach emphasizes critical thinking, problem-solving, and self-directed learning.
On the other hand, the behaviorist approach is based on the idea that learning is a passive process in which learners acquire knowledge and skills through the reinforcement of correct behavior and the punishment of incorrect behavior. In this approach, the role of the teacher is to provide clear and specific instructions, to break down complex tasks into smaller components, and to provide immediate feedback on student performance. The behaviorist approach emphasizes rote learning, repetition, and drill and practice.
In summary, the constructivist approach emphasizes active and self-directed learning, while the behaviorist approach emphasizes passive learning through reinforcement and punishment. The choice of approach will depend on factors such as the subject matter being taught, the age and learning style of the students, and the goals of the education program. Some educators may choose to blend elements of both approaches to create a hybrid approach that incorporates the strengths of each approach.
