What is multi-course?

What Does multi-course Mean

The concept of multi-course is not part of the dictionary produced by the Royal Spanish Academy ( RAE ). The term, however, is often used in some regions within the scope of education .

A multi-course is called a didactic, pedagogical and organizational modality that encourages an alternative teaching and learning process. Through the multi-course, students of different ages meet in the same time and space , a practice that encourages inclusion and diversity .
With the multi-course, in this way, groups are formed and work collaboratively. It is intended that students discover a meeting point in the classroom and thus achieve an instance of collective construction of knowledge that is useful at a social level (that is, that students can take advantage of them in their daily lives, also benefiting their community ).

We must not forget that among the various objectives of education systems is precisely the inclusion of individuals in their community, not only for their own satisfaction but also so that they are in a position to fulfill a role that benefits the rest. Countries are not built from personal interests , but from a great common vision that can be achieved through the efforts of many different but complementary groups.
The pedagogical actions, in this framework, must be articulated in didactic sequences that allow the intervention of the different groups of students and allow simultaneous teaching . These groupings can be developed based on different criteria: interests, skills, etc.
What the multi-course does, in short, is to transcend gradualism at the educational level. Teachers must be in charge of making the content more dynamic so that this approach is possible.
Although not all traditional educational systems are the same, in general they do not stand out for their dynamism, but rather for their rigidity: each student must join the corresponding course according to their age and follow the same program as their peers, no matter what. their own special interests and abilities. A person who loves literature must endure a level of mathematics that is as unbearable (and sometimes useless) as the level of language for a future scientist.
Although the multi-course does not pursue the end of this rigidity, it achieves certain advantages through the inevitable exchange between children of different ages, which enriches the experience since it breaks with at least one of the main barriers of the traditional school: the division based on age . For a young child, studying with a four years older can be beneficial for development verbal and motor, while in the opposite direction this relationship can increase compassion and patience, for example.

In rural schools , the multi-course acquires a particular relevance. This is because enrollment is low, making it not always feasible to segment students across multiple courses. Faced with this reality, the multi-course is presented as an option for the curricular organization that facilitates teaching and promotes the acquisition of productive knowledge.
In rural areas, content is often prepared with a greater awareness of its potential usefulness than in cities, where the apparent excess of opportunities tends to cloud future plans. In other words, training in agriculture and field maintenance are essential for rural students, while in the city it is enough to know how to answer a phone call to get a job.
In any case, respect must be the axis of the multi-course, as much as in any other didactic modality. While it may seem more difficult to attract the attention of a diverse group and get them to behave correctly, the inability of them to form a homogeneous "army" against the teacher can have a positive impact on the classroom.

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