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ESTABLISHING RELEVANCE

Development of Interdisciplinary Program on Climate Change and Sustainability Policy- CLIMASP”. CLIMASP Course Curriculum Development. ESTABLISHING RELEVANCE. Jerash University. Introduction; Relevance is a critical factor in maintaining student interest and motivation.

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ESTABLISHING RELEVANCE

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  1. Development of Interdisciplinary Program on Climate Change and Sustainability Policy- CLIMASP” CLIMASP Course Curriculum Development ESTABLISHING RELEVANCE Jerash University

  2. Introduction; • Relevance is a critical factor in maintaining student interest and motivation. • The element of establishing relevance is one of the most important aspects of the teaching and learning environment which motivate or demotivate students study. • One major factor that contribute to poor motivation is inability of students to see the relevance of what they are learning to their future careers.

  3. Relevance can bring theory to life, and provide the motivation necessary to inspire deep and sustained learning in higher education. • By establishing real-world relevance, students are provided with an important opportunity to relate the course subject matter to the world around them. • Relevance matters.

  4. Relevance is how one thing is related to another. In education, the term relevance typically refers to learning experiences that are either directly applicable to the personal aspirations, interests, or cultural experiences of students (personal relevance) or that are connected in some way to real-world issues, problems, and contexts (life relevance). Relevance refers to learning in which students apply core knowledge, concepts, or skills, to solve real-world problems. Having practical value or applicability. What is meant by relevance?

  5. When learning is relevant? Learning is relevant when the students: Understands how information or skill has some application in their life. Has an opportunity to follow their own process rather than just learn “the facts.” Are not just learning content and skills, but are learning how they learn.

  6. There are at least four clear dimensions suggestedfor making Jerash University climate change related courses and learning relevant; • Relevance for preparing students for potential careers. • Relevance for understanding scientific phenomena and coping with the challengesin students’s life. • Relevance for students becoming effective future citizens in the society in which they live. • Relevance for having involved courses with practical value or applicability. • These dimensions can be combined in many various ways. Dimensions suggested to establish the relevance of course content and activities

  7. In addition to strategies formulated by Vassilios and Nelly in CLIMASP to course revision, the following practices intended to be adopted by Jerash University to establish the relevance of course content and activities; • A. Regular sharing and discussing the learning outcomes of the course; • - Outcomes help clarify what students will know and do when they complete the course • - Students need to know why the knowledge and skills identified in the learning outcomes are important in their future lives. Practices to establish the relevance of course content and activities

  8. B. Tying learning outcomes to the required activities and assignments; - Linking assignment descriptions to learning outcomes is a very important procedure because those links are not obvious to students. C. Establish relevance at the start of every class period; • Another way of establishing the relevance of topics is to relate them to applications in everyday life. D. Sowing how theory can be applied in practice; • Using real life examples, problem based learning and service learning methods are the core element in this practice. • Being given the chance to apply theory gives students a chance to see whether they understand it. Application also demonstrates how the theory is relevant.

  9. E. Establishing relevance to local cases; • It is a good way to establish relevance by showing that theory applies to local issues. This implies that courses content should bee specially related to local issues. • Example; Examples in textbooks from the USA or the UK are normally of the country in which they were written. It must seem to Jordanian students that both theory and applications come from Western countries. It is therefore a good way to establish relevance by showing that theory applies to local issues.

  10. F. Establishing relevance of topics; • Students’ learning should be motivated by finding ways to show the relevance of topics included in the courses. • If relevance was established students took an interest in the topic. Establishing relevance and stimulating intrinsic interest seemed to be intimately related.

  11. THANKS A LOT

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