Critical Thinking Curriculum

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The vision of the FPEL curriculum at the Centre for Preparatory Studies involves providing “a creative, co-operative and flexible environment in which students and staff can learn, grow and fulfill their potential” (Centre for Preparatory Studies, 2017, n.p.).

Integration of knowledge and practice is one of the key values of the Centre.

In addition to this, there is an emphasis on the development of cognitive skills (Goodliffe, 2010), which include knowledge, comprehension, application, analysis, synthesis and evaluation (Bloom, 1956).

The development of these skills demands a lot of effort as they have to meet the needs of the students and their future programs.

It is carefully sequenced to help students achieve the learning outcomes of one level and then provide them with the skills required to perform at the next level.

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Similarly, the courses at each level are developed so as to prepare students for the competencies needed at the next higher level.

Therefore, the Foundation Program is a “constantly developing context” (Burns, 2013, p. Consequently, the program is designed to: (a) Equip students with the knowledge and skills necessary for undertaking university education (b) Provide students with sufficient analytical skills and knowledge in their areas of study (c) Improve the efficiency of teaching and learning in the classroom through students’ independent study (d) Provide quality education in English language, Arabic language, Mathematics, Information Technology, and Life Skills (Comprehensive Curriculum Document, 2017).

The Foundation Program English language (FPEL) curriculum consists of six proficiency levels.

The learning outcome statements were derived from an analysis of the needs of the learners and the colleges offering instruction at the university.

Based on these three approaches and the learning outcomes that follow, the process of curriculum development involved the following stages: . The Foundation English Language Programme curriculum was developed after obtaining data from the students, the faculty, the administrators and other stakeholders using various tools such as questionnaires, interviews, and group discussions.

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