I've been curious lately (an hour of aimlessly thinking) as to how do curriculum specialists or curricularists write learning competencies. From what I recall, there is always a higher basis such as a country's educational agenda. However, what about for subjects or courses that had to start from scratch or that could only get limited reference due to the field's unique nature? Do you try to fit in a national agenda or similar document to support the competencies you write, or is there something else that can be used that isn't too reliant on government decisions? If there are cases where everything is truly built from scratch, I'd like to hear from them as well.
- I can analyze how multicultural perspectives influence classroom dynamics and student engagement.
- I am able to design inclusive learning activities that support students from diverse linguistic and cultural backgrounds.
- I can critically evaluate educational practices through the lens of equity and cultural responsiveness.
- I am developing the ability to adapt my teaching strategies to meet the needs of multilingual learners in a variety of classroom settings.
As you rightly said, the educational policy of a given country is what all scholastic and academic institutions should abide by. I am going to take an accreditation perspective on your issue of learning competences. In academia, the Institution (here, University) has a Strategic Plan which gives the broad goals and objectives that distinguish it from other institutions. Being part of the Institution, colleges inherit, so to speak, such goals and objectives, and articulate them more specifically in their Strategic Plan. In turn, in their Starategic Plans departments (here, Programs) spell them out as course goals and objectives in their curricula. Now, I don't understand what you mean by "courses that had to start from scratch." If by "scratch" you mean that they do not relate to the goals and objectives of the Institution, College, and Program, how can you justify them in the curricula? The objectives within each syllabus of each course of each curriculum should refer back to the Institution, College, and Program. However, if there is need to introduce new courses that are felt to be needed by the students' needs or those of new circumstances, the Strategic Plans of the Institution, College, and Program should also be changed to accommodate the introduction of new courses based on new competencies or obejectives.
In light of technological development, educational curricula must be changed to suit the student’s attention, make him learn with passion and love to study, and introduce modern technical educational methods
- Badges
- Science topic
- Similar topics
- Agriculture