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KEY LEARNING FOR INTEGRAL EDUCATION

THE ROLE OF THE MANAGER IN BASIC EDUCATION

ESTEEMED EXECUTIVE:
THE PURPOSE OF THIS COURSE IS TO BRING YOU, FROM YOUR FUNCTION,
CLOSER TO THE NEW CURRICULAR PROPOSAL.

LESSON 1.

KEY LEARNINGS FOR THE INTEGRAL EDUCATION OF THE

PLAN AND PROGRAMS OF STUDY.

KEY LEARNINGS
and place your answer in the context

nowledge, skills, abilities, capacities,

sult of experience, study, reasoning
e, critical, autonomous, responsible,

responsible and informed citizens,

defending their rights, who actively
onomic and political life of Mexico.
e motivation and capacity to achieve
evelopment, willing to improve their
ment, as well as to continue learning
ex world that is undergoing dizzying
 THE AIMS OF EDUCATION

TOPIC 1.1

The goals of education The Educational Model is based on a

clear vision of the goals that education should have in the 21st
century, and endorses the principles established in Article 3 of
the Constitution and that the General Law of Education develops
in its Articles 7 and 8, as well as Articles 57, 58 and 59 of the
General Law of the Rights of Children and Adolescents. In an
increasingly interconnected, complex and challenging world,
there are many challenges to building a freer, fairer and more
prosperous Mexico. In this context, education presents a great
opportunity for every Mexican man and woman, and therefore
our nation, to reach their full potential. To achieve this,
education must seek the integral formation of all girls, boys and
young people,27 while at the same time cultivating the
conviction and capacity necessary to contribute to the
construction of a more just and inclusive society. The purpose of
basic and high school education is to contribute to the formation
of free, participatory, responsible and informed citizens, capable
of exercising and defending their rights, who actively participate
in the social, economic and political life of Mexico and the world.
In other words, the Educational Model seeks to educate people
who have the motivation and capacity to achieve their personal,
work and family development, willing to improve their social and
natural environment, as well as to continue with their academic
and professional training.
 EDUCATIONAL MODEL

- Express and communicate correctly, orally and in writing, with confidence,

efficiency and assertiveness, both in Spanish and in an indigenous language, if
spoken; know how to identify key ideas in texts to infer conclusions; be able to
communicate in English; use hypothetical, logical and mathematical thinking to
formulate and solve everyday and complex problems; have the capacity for analysis
and synthesis; know how to argue in a critical, reflective, curious, creative and
demanding manner; be informed about natural and social processes, science and
technology, to understand their environment; be competent and responsible; be
able to understand their environment; be competent and responsible; be informed
about natural and social processes, science and technology, to understand their
environment.The student must be able to analyze and synthesize; be able to argue
in a critical, reflective, curious, creative and demanding manner; be informed
about natural and social processes, science and technology, in order to understand
his/her environment; be competent and responsible in the use of Information and
Communication Technologies; and have the ability and desire to continue learning
independently or in groups throughout his/her life.

- Knows and respects herself, assumes and values her identity, reflects on her
own actions, knows her weaknesses and strengths, is confident in her abilities, is
determined and persevering; recognizes all human beings as equal in dignity and
rights, and is empathetic in her relations with other people and cultures; knows
how to work in a team and has leadership skills; in conflict resolution, favors
dialogue, reason and negotiation; takes care of her physical and mental health;
makes reasoned and responsible decisions that allow her to adapt quickly and
efficiently to changes in her environment; and is capable of designing and
implementing a plan to build a fulfilling life.

- Be oriented and act based on values, behave ethically and live together
harmoniously; know and respect the law; defend the rule of law, democracy and
human rights; promote gender equality; value the ethnic, cultural and linguistic
diversity of our country and the world; know the stories that unite us, give us
identity and belong to a territory, within the framework of a global context; feel
love for Mexico; have creativity and an aesthetic sense, appreciate culture and
the arts; care for the environment; participate responsibly in public life and make
contributions to the sustainable development of their community, their country
and the world.

Pillars of Education
ACTIVITY 2

FIRST
Children learn to learn, rather than memorize,
through a new pedagogical approach.

SECOND
It puts the school at the center of educational
transformation.

THIRD
The New Model
ensuresequityandinclusionin the National Education
System.

FOURTH
The New Model gives the highest priority to
theparticipation of all actors involvedin the
education of girls and boys.

FIFTH
The New Model strengthens teacher training and
professional development.

TO FORM FREE,
PARTICIPATIVE,
RESPONSIBLE AND
INFORMED CITIZENS,
CAPABLE OF
EXERCISING AND
DEFENDING THEIR
RIGHTS.
E SUGGEST YOU SEARCH THE INTERNET FOR THE VIDEO "THE FIVE
PILLARS OF EDUCATION" AND THEN COMPLETE THE FOLLOWING CHART

TABLE

WITH WHAT IDEAS I WHICH IDEAS I DO NOT THESE IDEAS ARE NOT
HAVE SHARE OR CLEAR OR SEEM CONFUSING
IDENTIFY I SHARE LESS TO ME
-Improve school -I am pleased that it is
infrastructure. equitable and inclusive - The resources needed
-The school can be for the welfare of our to achieve the goals of
reorganized according students, however, better infrastructure, I
to the needs of the teachers in front of the am currently in
community and the group are not specialists, prefabricated classrooms
entity. we need training in this and no progress is seen in
-That teachers be regard. my school infrastructure.
offered continuing - That it is mentioned
education courses and that teachers are
be taken into account responsible for achieving
for their curriculum. change, since without
-Students should not exaggerating the new
only memorize content. educational model
-The playful game. mentioned here, it is the
peer-to-peer work. hard work of teachers
and it is not something
new.

3.- ANSWER THE FOLLOWING QUESTIONS:

Why is it important to put the school at the center of its educational
context?

Putting the School at the Center means developing mechanisms that allow
educational authorities to know and address the needs of schools.

Seeking to create a renewed and strengthened school with an organization,

resources, support, infrastructure, teachers and services that turn classrooms
into authentic learning spaces.

What actions can be implemented in your community and what difficulties

would have to be overcome?

Autonomy of management, in the flexibility of the school calendar,, Curricular

autonomy, in the attention and adequacy of the difficulties of achievement decent
infrastructure, making the relevant management, the latter may have difficulties
since the resources are managed by other entities.

How can educational practices be improved to help students develop their

potential?

The expectations I have of my students and my teaching practice are elemental to

achieve this development in them, there is neuroscience, education and psychology,
if I repeat to my students that they are the best I will achieve better
expectations, than when I minimize them, that has become clear to me, it does not
matter the context but the attitude of the teacher.

The human brain is extraordinarily plastic, being able to adapt its activity and
change its structure significantly throughout life.

Professionalization of teachers, updating and training in continuing education and

that the governance of the educational system works in terms of good
communication and compliance with its obligations.

What are the characteristics of your school community?

The school is currently operating under a new reality: it is a full-time school with
the commitment to serve students who are dependent on a single working mother
or father or who come from families where both parents work, and who
consequently require an extended schedule in which their children are safe, eat
healthy and use their time in a creative and constructive way, due to the high level
of insecurity that exists in the surroundings of our school.

Where gang groups are observed in the surrounding area.

How do I collaborate to make education inclusive? Indicate three actions that
you can take, three that the school can take and three that the education
authority can take.

TEACHER SCHOOL AUTHORITY

-When I have students
with different abilities,
I look for strategies for
them.
-Work in mixed teams
(boys and girls).
-The values of respect,
tolerance, equity, etc.
are worked on.
-Accepts and supports -Make the
students with different infrastructure a reality:
abilities. Ramps.
-Supported by UDEEI. Digital classrooms, this
-Although the is also an inclusion.
infrastructure is not Support from specialists
adequate, the means are in the school for these
sought to make the students with different
student more abilities to support and
autonomous. guide teachers.

Choose those that support the formation of Mexicans who achieve the mandatory
education graduation profile.

 Free citizens.

 Participatory citizens.

 Informed citizens

 Able to exercise and defend their rights

 Motivated people

 People willing to improve their environment

 Able to achieve personal development

 Continue learning

POSITIVE ATTITUDES TOWARDS LEARNING

There is a type of thinking that occurs in the subject's mind while learning
that can either facilitate or inhibit learning. This means that a student who
does not feel at ease or does not have the right attitude can perform much
worse than when he/she feels good and has a positive attitude. The affective
climate is made up of three very important elements:

Attitudes towards oneself and its relationship with the environment.

Attitudes towards oneself and their relationship to the task.
Attitudes towards oneself and one's relationship with others.

1. FIELDS OF ACADEMIC TRAINING

ATTITUDES
POSITIVE 2. AREAS OF PERSONAL DEVELOPMENT AND
TOWARDS SOCIAL
LEARNING

3. AREAS OF CURRICULAR AUTONOMY

KEY LEARNINGS

CURRICULAR ORGANIZATION 2011 CURRICULAR ORGANIZATION 2017

4 formative fields: Language and
communication, Mathematical
thinking, Exploration and
understanding of the natural and
social world, and Personal
development and living together.
4 curricular standards: 3rd
preschool, 3rd grade, 6th grade and
3rd year of junior high school.
3 curricular components: Academic
training fields, Areas of curricular
autonomy and Areas of personal and
social development.
4 levels: At the end of preschool, at
the end of elementary school, at the
end of middle school and at the end
of high school.
 Focused on key learnings
Focused onExpected Learning

THREE KEY IDEAS ON HOW YOU WOULD CHANGE YOUR

PLANNING
Didactic planning implies the organization of a set of ideas and activities that
allow the development of an educational process with sense, meaning and
continuity. It constitutes a model or pattern that allows to face in an orderly
and congruent way, situations that the student will face in his professional or
daily life and, in the case of the teacher, in his teaching practice.

Enable the development of an educational process with meaning, significance

and continuity.
Constitute a model or pattern that allows teachers to face their practice in
an orderly and consistent manner.
Elaboration involves analyzing and organizing the educational contents,
determining the objectives, intentions and educational purposes to be
achieved, as well as establishing the sequence of activities in time and space.
Together, the information they contain forms a comprehensive action plan,
which provides clarity on the educational foundations that will guide the
teaching and learning process.

How and with whom do you learn?

Sharing findings with my school community.

In order to identify the main concepts. Include strategies to transmit it to

the educational actors involved in your community in order to contextualize
them in the challenges implied by the Educational Model.
 Achievement of the Profile of Graduation

PREVIOUS PROGRAM NEW PROGRAM

The contents had to be memorized, to Nowadays, this knowledge is intended to last
take it for granted that the subject matter a lifetime and I agree that learning is learned
was learned. by making it playful.
The educational levels worked What was learned in preschool should be
independently without having a link. taken into account in order to provide
continuity and link it to the upper secondary
level, making this learning meaningful.
The contents were extensive and Now with the key learnings we move on to
 therefore the main objective was lost.
Emotional issues were not considered in
the curriculum despite the fact that we
teachers have worked on them generation
after generation.
The second language was not given the
weight it should have like other subjects.
The contents were the same for all.
Few teachers were continuously updated
The courses for teachers were specific,
the same for all.
what we are really interested in learning and
teaching.
I agree that it is important to take into
account the socioemotional aspects in order
to achieve quality learning; a child who goes
through complicated situations in his life
affects and has repercussions on his quality
of life.
It is given the corresponding weight, hoping
that this subject will make our students more
competitive, as well as tics, bringing them
closer to the reality of society.
At present, each school is expected to teach
what its community really needs, key learning
for its context.
At present, merit will be given to teachers
who constantly evaluate themselves in order
to improve their teaching practice.
At present, various modalities are intended
and adapted to each of the teachers.

Positive attitudes towards learning.

Knowledge, skills, attitudes and values.

As teachers, we can apply concrete strategies that lead
students to improve their own work environment. The physical
environment of the classroom is a factor that the students
themselves can maintain and decorate. The teacher can
encourage participation by establishing groups of students to
perform these tasks on a rotating basis. One way to encourage
these activities is to allow the learners themselves to set their
own standards of tidiness and grooming so that meeting them
is recognized as a goal of common interest rather than
something imposed from outside.
Feelings of comfort also have to do with the learners' bodily
and psychological states.

Write down what are the main curricular innovations regarding the field of
Academic Training or the Personal and Social Development Area in which you work.
It also indicates which aspects are currently being maintained.
 Read
● Key La organización
learning y estructura
that allows continuous learning de
suchlos
as programas
language andde estudio (Aprendizajes
communication, mathematical
Clave
thinking, para la educación
understanding integral,
of SEP
the 2017,
naturalpp 145-150
and or 2017, Libro
social world,para etc.
el
maestro, pp. 149-154) and make a graphic organizer in which you describe the main
similarities
● Personal and differences
and social development inforthe organization
students to develop of in
the Expected Learnings
a comprehensive mannerof the
through
artistic, cultural and sports activities, as well as activities
2011 program and those of the 2017 program. IN THIS BOX for students to learn to regulate their
emotions, develop values and coexist with others.

● Curricular autonomyDifferences
with which each school will define part of Similarities
the curriculum to deepen key
learning or incorporate knowledge such as chess, robotics, regional content or social impact projects.

The main reference for classroom evaluation is
the expected learning established in the 2011
preschool curricula for each formative field,
and for primary and secondary school in each
subject. The expected learning outcomes
synthetically indicate the knowledge, skills,
attitudes and values that all students should
attain as a result of the activities carried out
in a given period, that is, they are achievement
indicators that define what is expected of each
student in terms of knowing, knowing how to do
and knowing how to be. The expected learning is
the fundamental reference for the teacher to
focus his intervention, the organization of the
students' work, observation, recording and
obtaining evidence for the evaluation of
learning. The achievement of expected learning
involves reaching short-term goals that
demonstrate what the student has learned.
The achievement of the expected learning
allows students to develop the competencies of
the formative fields, of the subjects and
competencies for life; in addition, it
contributes to the construction of the
graduation profile of Basic Education students.
The learning per grade level is annual in nature
and is organized in tables according to the
curricular organizers that correspond to each
subject or area.
These tables reflect the articulation between
levels established in this Plan, since they show,
for each curricular space and in a single table,
the graduation of expected learning throughout
preschool and until the end of high school, or
from the grade in which the subject is begun
until the last grade in which it is taught.
These tables are useful for teachers to know
and assess the expected learning prior to the
course in which they receive the students, as
well as those of subsequent grades.
Since the purpose of these dosage tables is to
show the gradualness of learning, they do not
necessarily include the totality of the expected
learning of all the programs of study, in order
to account for the progress that the student
will make throughout the grades in which
he/she takes the subject or area in question.
For this reason, only secondary education is
broken down into grades; primary education is
generally organized into three cycles and
preschool is presented as a single stage, since
the achievement of the expected learning
outcomes is stipulated by level and not by
grade.

Read carefully the description of the Expected Learnings (2017, pp. 110- 111 o
2017, Teacher's Book, pp. 114-115). Make a comparative table in which you write
the main similarities and differences of the Expected Learnings of the 2011 and
2017 program. You can use a template like the following.
 SIMILARITIES
Defines what the student will achieve at the end of the school year.
Its approach begins with a verb that indicates the action
Gradually increase knowledge, skills, attitudes and values.
They constitute a fundamental reference for planning and evaluation in the
classroom.

2017
Focused on Key Learning
They are based on the principles of inclusion and equity.
They recognize that their achievement is not achieved through one-time
experiences.
A space is allocated for curricular autonomy.
They enable the person to develop a life project.
3 curricular components: academic training fields, areas of curricular
autonomy and areas of personal and social development.
4 levels: At the end of preschool, at the end of elementary school, at the end
of middle school and at the end of high school.

Write in three main ideas about how you will change your planning by implementing
the key learnings:

 Recognizing the student as an essential part and raison d'être of our teaching
practice implies for the teacher to develop an attitude in which he/she recognizes the
student as the final beneficiary of his/her task. This requires an effort to get each
student involved in his/her learning. This helps teachers understand how their students
learn, which gives them the guidelines to create, adapt or use didactic activities and
resources that help them encourage their students so that they can actively learn.
 Modeling learning. This requires the teacher tobecome a role model, so he/she must be
consistent with what he/she says and does. To have a greater impact, the teacher must
show himself as a person who reads, writes, searches for information, analyzes,
generates conclusions and/or performs any other practice he considers necessary for his
students to learn so that they can understand why he uses this or that didactic strategy.
 Recognize the existence and value of informal learning. This implies for the teacher to
understand the fact thatlearning does not only take place at school, but on the
contrary, that students can learn by using different sources of information to deepen
their knowledge and at the same time satisfy their personal needs and interests.
Therefore, it should encourage web searches to incorporate the results into the
classroom and enrich the teaching process.

 Understand evaluation as a process related to planning. In this sense,evaluation should

be seen as a fundamental part of planning, with a view - on the part of teachers and
principals - to organize teaching based on how students learn and how they progress in
the expected learning.

 Overcome the vision of discipline as mere compliance with rules. This means a change in
which schools must accommodate cognitive and moral self-regulation in order to foster a
safe, friendly, welcoming, collaborative and stimulating learning environment in which each
child or young person is valued and feels safe and free to learn and to live together.
Write a paper explaining some examples of how you motivate and influence your
students to reach their full potential. Draw up a table indicating the actions you
carry out:

Precise techniques to motivate children in the classroom.

Start by getting to know the students.The initial introduction of all group members is not only necessary to try to connect with the kids
Demonstrate enthusiasm: "If you are apathetic or bored, the students will be too. Such enthusiasm often comes from a taste for the su
Dedicate time to each student,remembering that each student has different needs and competencies. As much as possible, let's try to i
Maintain high expectations.It is desirable to show confidence in students with motivational phrases ("you can do it") and practical advic
Point out the importance of the subject.Explain why the subject is important and how it can be useful in their professional life.
Vary teaching methods.By all means avoid boredom and routine: try to make each class a new adventure. Listening is important, but le
Encourage student participation with questions, whichwill increase their interest and learning. Sancho recommends asking questions r
Use humor:interrupting classes with anecdotes or jokes related to the subject matter creates a more relaxed atmosphere that favors stu
Organize the study material.Clear, readable and attractive material motivates learning. Outdated, out-of-date notes indicate little conce
Telling round stories. That each class has a beginning, a development and an end. It is frustrating for students to leave things half done
 The power of high expectations

Positive beliefs: What we think about our children and youth.

Favorable Climate: What we project in the classroom and towards each

student.

Opportunities: The way we motivate and challenge them to do their best.

Positive feedback: The way we help students to move forward, even when
they make mistakes there are lessons to be learned

Indicate in this document what actions you can implement to strengthen their
motivation and attitude towards learning.

Present new, surprising information. -To pose problems and questions. -Activate previous knowledge. -Make the functionali
A diagnosis must be made prior to planning the instructional process in order to know the expectations and needs of the stu
SCHEDULING, TO ENSURE THE LIKELIHOOD OF SUCCESS Manage a positive attitude. Program group work, where each stude
Keep an open and flexible mind to knowledge and changes. Present new information. Orient students' attention to the tas
MANAGING MOTIVATION "DURING" Create an affective, stimulating and respectful climate during the instructional process
 SELF-EVALUATION

EVALUATE YOUR WORK.

Is self-acceptance a sign of change?

TRUE

FALSE

Evaluation is the most powerful weapon to change the world

TRUE

FALSE

Education is the ability to adapt to change

TRUE

FALSE

Time is always a factor in how things change.

TRUE

FALSE

Children are the most enterprising and creative people

TRUE

FALSE

Linda Cliat-Wyman's "Non-negotiables" system was designed to inhibit violent

behavior in the classroom.

TRUE

FALSE
Leadership must be exercised alone in order to concentrate the power of action.

TRUE

FALSE

For Linda Cliat-Wyman, getting to know learners on a personal level is key to

driving change and improvement.

TRUE

FALSE

In the expression "this is a school" mentioned in Linda Cliat-Wyman's lecture,

upon arriving at her new campus as principal, was the role of teachers in
destroying the culture of the school.

TRUE

FALSE

ETHICS OF CARE
IMPLEMENTATION OF SCHOOL-BASED CARE.

How does the ethic of care manifest itself in the school?

Good practice or the exercise of the profession means that the professional,
while providing a service to others and to society, acquires an ethical character or
personality. It is therefore important to revitalize the professions by recalling
what their legitimate purposes are and what skills need to be developed to achieve
them. When the professional acquires and exercises his skills in an excellent way,
he is formed as a citizen and as a moral person. An excellent professional is one
who competes with himself to offer a good professional product; he does not
settle for professional mediocrity, but aspires to excellence in service to the
people who require him as users of his profession. It is necessary to aim for this
moral revolution in everyday life if we want professions and professionals that
contribute to a decent and vigorous civil society.
From an educational point of view, the best way to strengthen win-win
relationships is to strengthen cooperative work. How would you implement it in
your school, between management and teachers?

AT THE TEACHER'S DISCRETION

How could you foster the change from an individualistic and closed
intelligence to an altruistic and open intelligence in the school environment?

MY STRATEGIES FOR IMPLEMENTING THE ETHIC OF CARE

STRATEGIES
With yourself
With your colleagues (managers and
teachers)
With students AT THE TEACHER'S DISCRETION

With parents and community

With the educational
supervision/sector/authority

PEDAGOGICAL TRANSFORMATION AND CURRICULAR FLEXIBILITY.

For each pedagogical principle, write down two actions that you carry out or that
you can implement to favor them. Keep the document in your portfolio of evidence,
as it will be very useful for your planning.

Pedagogical principles Action 1 Action 2

1. Focus on the learning The right time Control of activities,
process. Content management

2. Take into account the students have to take To know the context,
student's previous control of their own skills, attitudes and
knowledge. learning values of their
students.

3. Design didactic Seeking circumstances Simulating different

situations conducive to that bring the student ways of learning that
situated learning. closer to reality. originate in the learner's
daily life
in the context in which it
 is immersed
and within the
framework of its own
culture
4. Recognize the social usingresearch as a They are able to debate
nature of knowledge. teaching method and exchange ideas in
order to have an
emotional development
that allows them to
negotiate, take
responsibility and make
decisions that help them
to live in community.
5. Give strong weight to design strategies that Foster students'
the student's intrinsic make knowledge relevant appreciation for
motivation. themselves and for the
relationships they
establish in the
classroom with others,
which enables them to
learn.
6. Encourage a culture of learn to communicate Encourage the
learning. assertively with your development of
students intermediate products
and create opportunities
for peer feedback to
achieve meaningful
learning.
7. Provide learning Teachers, parents and establishing an
support. others involved in the appropriate
formation of a student, interpersonal
must offer an relationship to resolve
accompaniment that doubts, guide and
allows the student to support the learner in his
interact within a social learning process
and cultural environment
or space conducive to the
intellectual and emotional
development of the
student.
8. Recognize informal The teacher understands Web searches to
learning. the fact thatlearning incorporate the results
does not only take place into the classroom and
at school, but on the enrich the teaching
contrary, that students process.
 can learn by using
different sources of
information to deepen
their knowledge and at
the same time satisfy
their personal needs and
interests.
9. Promote promote the active Use their knowledge and
interdisciplinary participation of skills for the benefit of
relationships. specialists in different the society to which they
disciplines, areas of belong.
knowledge and subjects,
so that the student can
see the whole picture
and provide the student
with a more
comprehensive cognitive
process.
10. Understand evaluation must be seen organize teaching based
evaluation as a process as a fundamental part on how students learn
related to planning. of planning and how they progress in
the expected learning
outcomes
11. Overcome the vision must allow forcognitive Each child or young
of discipline as mere and moral self- person is valued and
compliance with rules. regulationin order to feels safe and free to
foster a safe, friendly, learn and to live
welcoming, collaborative together.
and stimulating learning
environment,
12. Modeling learning. Become a role model, so In order to have a
you must be consistent in greater impact, the
what you say and do. teacher must show
himself as a person who
reads, writes, searches
for information,
analyzes, generates
conclusions and/or
performs any other
practice he considers
necessary for his
students to learn so that
they can understand why
he uses this or that
didactic strategy.
 13. Show interest in the by establishing
interests of their interpersonal
students. relationships with their
students, teachers will
be able to learn more
about their students'
particular interests and
circumstances
14. Revaluing and the teacherassumes new
redefining the role of rolesas a guide, analyst,
the counselor, advisor,
Teacher. accompanier, motivator,
etc.
Better plan their
interventions,
considering topics,
themes and concerns
that invite trainees to
become more involved in
their learning.
invites the student to
learn useful knowledge
for his or her life

WRITE AN ESSAY
Why are these principles not often practiced?

It is due to the traditional school in which teaching was given more importance
than learning. In fact, all educational principles usually include among their
postulates, implicitly or explicitly, the requirement of activity, without which
education, which is ultimately based on the acquisition of learning that we consider
positive for the student, becomes difficult.

How does it affect student learning?

Direct contact with the concrete allows greater levels of security in our learning
than if the object, structure or function to be learned is presented to us in an
abstract way through a purely verbal teaching that is alien to reality, especially if
the students are in their first years of schooling. Hence the importance of linking
the word to the object of learning itself because, don't forget, a picture is worth
a thousand words. This image can have different levels of iconicity or
figurativeness depending on the degree of correspondence between the real
object and its representation. The higher the level of iconicity (it can be the
object itself), the greater the security in the learning of sensitive realities. It is
known that, according to Leibniz's principle, there is nothing in the understanding
that has not first passed through the senses, except, of course, the
understanding itself. In fact, the senses are the origin of our learning, although
for the total achievement of the same it is necessary to bring into play our
intellectual faculties. Let us clarify that there is, in addition to this direct
sensitive intuition, by means of which we capture objects in their immediate being,
the indirect sensitive intuition that resorts to some representation of the object,
structure or function to bring it closer to us (photographs, pictures, slides,
transparencies, films, drawings, etc.).) and that from the educational perspective
is frequently used and even more so in non face-to-face modalities.

From this it is worth mentioning the importance of creating favorable learning

environments, otherwise, learning is affected.

What to do to practice these principles?

As we have previously pointed out, the14 pedagogical principles proposed in

the2016 Curriculum Proposal for Compulsory Education are fundamental for the
implementation of the curriculum, the transformation of teaching practice, the
achievement of learning and the improvement of educational quality in basic
education with a view to facilitating the acquisition of knowledge, skills and
competencies that can be put into practice for the sole purpose of living with
dignity.The 14 pedagogical principles proposed in the 2016 Curriculum Proposal for
Compulsory Education are fundamental for the implementation of the curriculum,
the transformation of teaching practice, the achievement of learning and the
improvement of educational quality in basic education with a view to facilitating
the acquisition of knowledge, skills and competencies that can be put into practice
for the sole purpose of living with dignity.

How to recognize if any relevant change occurs with the practice of these
principles?

Pedagogical principles are essential conditions for the implementation of the

curriculum, the transformation of teaching practice, the achievement of learning
and the improvement of educational quality.

Focus on the learning process

 -It must alsounderstand the ways in which each student learns, favoring
the construction of valuable knowledge in contrast to "rote" or
"mechanical" knowledge.

 -In order to put the student at the center of his practice, the teacher
must encourage him to be fully involved in his learning, so that he becomes
anactive learner.

 -This Proposal recognizes the student as an essential part and the raison
d'être of the teaching practice.

Take into account the student's previous knowledge.

  The teacher must recognize that the student does not come to the
classroom "blank" and that in order to learn he/she needs to"connect" the
new learning with the pre-existing ones, built throughout his/her
experience.

 -Teaching must beanchored in the learner's prior knowledge, recognizing

that such knowledge is not necessarily the same for everyone. Therefore,
the teacher must encourage the students to express their concepts and
proposals as part of the learning process; in this way, the teacher will be
able toknow the students' abilities, attitudes and values and use them
as a starting point in the design of the class.

 -By identificating the degree of mastery that students have over the
teaching content, the teacher will be able to gauge whether it will make
sense to them, because:

 -The content is not too trivial or too far removed from what they already
know.

 -The studentunderstands what the content is for and what its function
is.

 -Such content allows them to rectify errors and expand on what they have
previously learned.

Design didactic situations that promote situated learning.

 -The teacher has to make the student learn incircumstances that bring
him closer to reality, simulating different ways of learning that originate
in daily life, in the context in which he is immersed, within the framework
of his own culture.

 -The pedagogical challenge lies in making the school a social place of

knowledge, where students are confronted with "authentic"
circumstances.Learning based on real problems is a methodology that
promotes situated learning, which makes it useful and lasting.

 -Situated learning puts the learning activity at the center, because it

isduring the activity that learning occurs.

Recognize the social nature of knowledge

 -As the research shows, social interaction is irreplaceable in the

construction of knowledge. It is essential toencourage collaboration and
foster environments in which group work is central.
  -Cooperative work allows trainees to discuss and exchange ideas, allows the
more advanced students to contribute to the training of their peers, and
provides the conditions for the emotional development necessary to learn
to cooperate and live in community.

 -The learner must know that he/she shares the responsibility for learning
with the teacher and with the other learners in the class.

Give strong weight to the student's intrinsic motivation.

 -The teacher mustdesign strategies that make knowledge relevant,

foster students' appreciation for themselves and for the relationships
they establish in the classroom with others that allow them to learn.

 -It should also encourage the learner to take control of his or her learning
process.

 -It is also necessary toencourage metacognitive questioning so that the

student knows and reflects on the learning strategies used, in order to
achieve improvements in their use.

Fostering a culture of learning

 -Teaching shouldfavor individual and collective learning. It should

encourage the learner to engage in learning relationships, to communicate
with others to continue learning and thus support the mutual purpose of
building knowledge and improving both individual and collective
achievements.

 It should give the learner opportunities to learn from error, to rethink,

reconsider and redo; encourage the development of intermediate products
and create opportunities for copious peer-to-peer feedback.

 -It is important tomake children and young people aware of their

learning. Give the learner a voice in his or her learning process and
recognize his or her right to be involved in it, cultivating his or her active
participation and capacity for self-knowledge.

 -To encourage students tolearn to regulate their emotions, impulses and

motivations in the learning process; to set personal goals and monitor
them; to manage time, study strategies and interact with others to
promote relevant learning.

 Thelearner's autonomy must be encouraged and, with it, the development

of a repertoire of learning strategies, study habits, self-confidence and
the ability to be responsible for his or her own learning.
Offering learning support

 -To be effective, learning requires the accompaniment of both the

teacher and other students. Teachers, librarians, parents and others
involved in a student's education generate didactic activities and provide
social and cultural environments and spaces conducive to the intellectual
and emotional development of the learner.

 -Learning activities should be organized in different ways so that all

learners can access knowledge. Because of the diversity of needs and
learning styles, barriers to learning and participation must be removed.

 -Before removing the accompaniment, the teacher must ensure the solidity
of the learning.

Recognizing the existence and value of informal learning

 -Today, learning does not only take place at school; children and young
people have diverse sources of information to satisfy their needs and
interests.

 -School teaching must consider the existence and importance of this

informal learning.Teachers must investigate and encourage students'
interest in learning in different media.

 -One way to show the learner the value of this learning is to find teaching
strategies to incorporate it appropriately into the classroom. Formal and
informal learning must coexist and be incorporated into the same cognitive
structure.

Promote interdisciplinary relationships

 -Teaching must promote therelationship between disciplines, areas of

knowledge and subjects.

 -The information we have today on how complex knowledge structures are

created -from basic "pieces" of learning that are organized in a certain
way- allows us to work to create knowledge structures that transfier to
new disciplinary fields and situations. This adaptability mobilizes learning
and enhances its usefulness in the knowledge society.

To understand evaluation as a process related to planning.

 -Assessment does not seek to measure rote knowledge. It is a process

that results from applying a variety of instruments and aspects to be
estimated.
  -Theevaluation of learning takes into account three variables:the didactic
situations, the student's activities and the contents.

 -Evaluation is part of planning, since both are two sides of the same coin:
when planning the teaching, based on the students' zone of proximal
development, proposing options that allow each student to learn and
progress from where he/she is, the teacher defines the expected learning
and the evaluation will measure whether a student achieves them.

 -Theevaluation is part of the didactic sequence as an integral element of

the pedagogical process, so it does not have an exclusively conclusive or
summative character.

 -The assessment seeks to know how students organize, structure and use
their learning in given contexts to solve problems of different levels of
complexity and of diverse nature.

 The evaluationcontributes to cognitive self-regulation as it provides the

student with clear and constructive feedback on his performance.

Overcoming the view of discipline as mere compliance with rules

 Cognitive and moral self-regulation must be accommodated in the school.

 Strategies mustbe offered that allow students to self-regulate in

order to learn and to live together.

 -Asafe, friendly, welcoming, collaborative and stimulating learning

environment in which each child or young person is valued and feels safe
and free should be fostered.

Modeling learning

 -Teachers will be role models for their students, so they must be seen
performing the behaviors they want to encourage in them, both in front of
their students and sharing activities with them.

 -They have to read, write, search for information, analyze it, generate
conjectures and carry out any other practice that they consider that, as
learners, their students have to develop.

 -The teacher will execute the learning strategies by identifying aloud the
procedures he/she performs and will be aware of the "scaffolding"
function of the learning process.

 sion" that language plays in this modeling.

 Show interest in the interests of their students

 -Teachingis a quintessentiallyhuman relationship that requires the teacher

to establish a close relationship with the learner, to know about his or her
interests and particular circumstances.

 -This closeness will allow you to better plan your teaching, as well as to look
for contextualizations that invite learners to become more involved in their
learning.

Revaluing and redefining the role of the teacher.

Far from being the transmitter of knowledge, in this Proposalthe teacher

becomes a mediator who:

 -Guides the constructive activity of the students.

 -Generates the conditions for each student to achieve useful and lasting
learning.

 -It encourages each student to develop the ability to organize his or her
learning.

 -Integrates ICT into their practice, as a means to support the achievement

of expected learning.

 -Contagiousness to learn and continue learning.

 -Is alert to factors that may inhibit student learning.

 -Reflect on their teaching practice to determine whether the teaching

situation is an inhibitor or promoter of student learning and development.

WHAT NEEDS TO BE RETHOUGHT?

Answer the following guiding questions:

Why is it necessary to rethink education from knowledge in the diversity of

students?

We live in turbulent times. The world is getting younger and aspirations for human
rights and dignity are growing. Societies are more connected than ever, but
intolerance and conflict persist. New centers of power have appeared, but
inequalities have worsened and the planet is under pressure. The possibilities for
sustainable and inclusive development are vast, but the challenges are arduous and
complex. The world is changing: education must change too. Societies around the
world are undergoing profound transformations and this calls for new forms of
education that foster the skills that societies and economies need today and
tomorrow. This means going beyond literacy and numeracy and focusing on learning
environments and new approaches to learning that are conducive to greater
justice, social equity and global solidarity. Education must serve to learn to live on
a planet under pressure. It should consist of the acquisition of basic skills in
culture, based on respect and equal dignity, contributing to forging the social,
economic and environmental dimensions of sustainable development. It is a
humanistic vision of education as an essential common good. I firmly believe that
this vision renews the inspiration of UNESCO's Constitution, adopted 70 years
ago, while reflecting the times and the new demands of today. Education is a key
element of the integrated global framework of the Sustainable Development
Goals. Education is at the heart of our efforts to adapt to change and transform
the world in which we live. A quality basic education lays the foundation for
lifelong learning in a complex and rapidly changing world. Around the world, we
have witnessed major advances in expanding learning opportunities for all.
However, we must learn the right lessons to chart a new course for the future.
Access to education is not enough; we must now focus on the quality of education
and the relevance of learning, on what children, young people and adults actually
learn. Schooling and formal education are essential, but we must broaden our
vision and encourage lifelong learning. Getting girls through primary school is
critical, but we must continue to help them throughout secondary school and
beyond. We need to focus even more on teachers and educators as drivers of
change in general.

Why should a comprehensive education focus not only on science and

mathematics but also on the arts, humanities and physical education?

Integral education is concerned with developing all the possibilities of a person. It

is in charge of preparing it for various future plans, both for the reflective plane
and the work plane.

The fields covered by integral education are basically three. On the one
hand,knowledge is important to form educated individuals with the tools to
understand the world. On the other hand, it works onbehavior, trying to make
children learn freely how to behave. Finally, it seeks to enhance thewill of young
people. All this in order to mold free individuals capable of confronting and
changing the world.
How do I contribute in my school to ensure that these other disciplines have
an important place in the students' education?

Giving the pertinent times and the importance that each of these subjects
deserves.

The school, as an educational institution, is a social formation in two senses: it is

formed from society and at the same time expresses society. What is spoken in
each school is the particular language of society. For this reason, it is no stranger
to the deep socio-political crisis in which we are immersed and which affects us as
citizens.

In this context, the school in general is seriously questioned because it does not
respond to the demands, does not prepare for this new order, does not ensure
improvements. Notwithstanding this, and even with these flaws and shortcomings,
it is the social institution that continues to bring together a significant number of
children, adolescents and young people. As a public institution, it is subjected to
and suffers the effects produced by the social crisis that is affecting it, and has
an impact on the singularity of each of the actors as well as on the institutional
collective they make up, and is manifested in concrete and observable problems:
the fear of an uncertain future, the fear of being worse and worse, the
experience of desolation, the weakening of bonds of solidarity and friendship, the
loss of institutional relationships, of social groups of belonging and reference; in
fact, it is a progressive loss of the meaning of life. These losses are shortcomings
that affect, limit and subject children, adolescents and young people as subjects
of rights in their condition and human dignity.

Being aware of this adverse reality, which is imposed on our students, especially
those with more limitations than possibilities, with more deficiencies than
achievements, it is essential that the time they spend at school during their
childhood and adolescence be considered by them as a valued time and space, a
time of growth, of creativity, which favors the construction of their subjectivity.
To this end, the school must generate, facilitate and promote times and spaces so
that words can circulate and not silences, dialogue and discussion and not
submission and compliance, analysis and reflection on impulsive actions and violent
actions.

The socializing function of the school is manifested in daily interrelations, in

habitual activities; it is also made explicit in spontaneous talks or in planned
discussions and dialogues to reflect on these interrelations, to recognize
agreements, differences, ways to reach consensus, to accept dissent. This is the
only way to learn to live together better. A school that tries to respond to its
mission of educating citizens, critically and actively committed to their time and
world, allows the learning and practice of democratic values: the promotion of
solidarity, peace, justice, individual and social responsibility. These are translated
into the daily actions that take place in the classroom, in the understanding and
educating attitude of the adults who are responsible for the formation of the
young generations, therefore, the challenge of every educational institution is to
become a promoter of democratization and participation processes. Undoubtedly,
if the school can do this - in fact, many schools do it and do it well - it is
responding to one of society's most pressing demands.

What do you understand by a standardized educational culture and to what

extent is it reflected in your school?

Standardized education limits the student body; the same education cannot be
applied to all children. Children are not products. They are individuals with unique
skills, talents, abilities, rhythms and desires that give each their own particular
identity. One of the reasons for the great school failure is that the technology
that revolutionized the industrial field is still being applied to a totally different
field: education.

Why is it important for each school to have the ability to adapt or flex the
curriculum to the needs of its students and community?

In recent years, today's society has experienced an accumulation of changes in

values, attitudes and practices, which are reflected in educational approaches and
in the reality of the school. One of these changes refers to the recognition of
student diversity, which requires the search for didactic alternatives in education
and school practice: from the explicit recognition of the right of all to education
and that this should be developed in accordance with equal opportunities; where
diversity is an enriching and positive value for all. These alternatives are based on
the transition from a compensatory intervention model to the introduction of
practices consistent with educational inclusion, which is based on the
implementation of a common comprehensive curriculum and the determination of
standardized support to achieve real integration of all students.

How can you make the curriculum more flexible to meet these needs?

Academic flexibility goes beyond the flexibility of the curriculum and the
feasibility of the student to build what he/she wants to study; academic
flexibility includes numerical, functional, administrative, technological, governance
and, of course, curricular flexibility.

This means that the student must be open enough to the curriculum to choose the
subjects or modules he/she wishes to take, as well as the teachers with whom
he/she wishes to be trained. This implies that under this model, learning is
centered on the student, who must be prepared to assume this important role and
make appropriate decisions in accordance with his or her life project.

EVALUATION

Is putting the student and his or her learning at the center of the educational
process related to developing students' intellectual capacities as a priority?

TRUE

FALSE

Can curricular flexibility be used to support students with learning deficiencies or

deficiencies?

TRUE

FALSE

Is collegial work, as well as the exchange of experiences to improve pedagogical

practices, part of promoting interdisciplinarity?

TRUE

FALSE

Discipline is fundamental for an adequate appropriation of learning?

TRUE

FALSE

The idea of education is not necessarily linked to the idea of learning.

TRUE

FALSE

Does situated learning entail the search for suitable spaces for each of the
learning processes and their particularities?

TRUE

FALSE

Does recovering students' prior knowledge imply inviting them to exercise their
memory to remember the learning that is related to the contents to be worked
on?

TRUE

FALSE

Is a leader someone who generates climates of possibility for development?

TRUE

FALSE

The assessment measures students' appropriation of learning according to

universal standards.

TRUE

FALSE

Does fostering a culture of learning require developing the ability to learn from
mistakes?

TRUE

FALSE

INFRASTRUCTURE, EQUIPMENT
AND EDUCATIONAL MATERIALS
CHECK YOUR SCHOOL'S INFRASTRUCTURE

Do you consider it adequate for the demands of the educational model?

What is missing and what can you do for your community to improve it?

Is there a culture in your school that promotes a clean and pleasant place to
work?

HOW DO EDUCATIONAL MATERIALS HELP TO ACHIEVE STUDENT LEARNING?

The classroom is a particular, specific, everyday world, characterized as a unique
space within which the teaching and learning situation takes place in a given time.

Since its beginnings, pedagogical work has been concerned with finding means or
resources to improve the quality of education.

Therefore, when referring to didactic resources, they are considered as a

pedagogical support that reinforces the teacher's act and optimizes the learning
process, providing the teacher with an interactive tool.

Teachers, from their position, have the objective of achieving creative

manifestations in the solution of the problems of their pedagogical practice, as a
guarantee of attention on the part of the students. It is precisely from this
perspective where didactic resources become support tools, aids, strategies, ways,
didactic actions for this teaching-learning to take place, thus involving
motivational aspects in the attention processes for the efficient management of
information. Therefore

that the quality of teaching requires the introduction of this type of resources in
a justified and appropriate manner within the educational process, in order to
make the class more receptive, participatory, practical and enjoyable.

The current educational system considers of great importance the implementation

of didactic resources in the classroom as a support tool for the teacher, since
they facilitate the necessary conditions for the student to carry out the
programmed activities with the maximum benefit, so they are closely linked to the
activity and active role of the student. These resources are presented as a
necessary and essential factor for the development and achievement of the
objectives and content, thus being able to develop

The system fully integrates all teaching-learning activities previously planned by

the teacher, facilitating in a dynamic way the communication between teacher and
students.
In this way, such teaching experiences become the means to promote meaningful
learning through this interaction between teacher and student, student and
activity, and student and peer, achieving a totally enriching form of learning. The
active learning model is postulated as one of the most effective means between
the relationship between teacher and student, suitable for designing and
implementing projects where a dynamic, active and meaningful participation of
students and their knowledge can prevail.

Therefore, these resources must be in line with the educational context in order
to be effective, i.e., to make students learn in a lasting way and contribute to
maximize their motivation, thus enriching the teaching-learning process. The
objective of this final integrative work is to demonstrate the importance of these
resources to strengthen this process.

From the traditional classroom to the classroom as a multimedia space

Didactic resources are those didactic or educational materials that serve as

mediators for the development and enrichment of the student, favoring the
teaching and learning process and facilitating the interpretation of the content to
be taught by the teacher. Teaching is considered as that in which a specific
knowledge about a subject is communicated, and learning is considered as the
acquisition or instruction of a new knowledge, skill or ability.

These resources serve as a fundamental axis within the process of knowledge

transmission between the student and the teacher because they generate the
need for participation. The way in which the information is represented when it is
delivered is fundamental for its assimilation by the receiver, since its correct use
will determine the effectiveness of the training process.

The term resource or material, according to San Martín (1991), refers to those
artifacts that, incorporated in teaching strategies, contribute and contribute
meanings to the construction of knowledge. They are considered didactic because
the teacher presents a different learning situation, transmitting the information
in an interactive way, thus capturing the student's attention in such a way that it
enhances the adequacy and stimulus of his response in order to improve the quality
and efficiency of the pedagogical actions,

as support and tools to increase motivation to learn. Therefore, they are

classified as follows.

Conventional materials
- Printed material such as books, photocopies, newspapers, documents, among
others. They serve as an extension of the content taught in class. They are the
result of work and reflection and, consequently, should be the indisputable
reference for what is presented in class.

- Didactic boards such as the blackboard, this medium has become an essential
icon for the development of any learning activity in the classroom. Proper planning
of its use will allow for greater effectiveness as a means of learning.

- Manipulatives such as concept maps, poster boards. Being a support or tool for
the student to put the content into practice.

Unconventional materials

- Sound such as cassettes, records, radio programs.

- Projectable still images such as slides and photographs.

The slide was for a long time the best way to bring the external reality into the
classroom, by presenting it with

a high degree of iconicity.

- Audiovisuals such as films, videos, television.

- Simulation techniques, in which reality is hypothetically approached through

direct experiences such as dramatizations, case resolution, among others.

The didactic resources establish the evaluation of the teaching and learning
process, taking into consideration the effectiveness of the student and his
personal evolution, through the assessment of his performance, both personal, in
relation to his individual development and potential and his absolute performance,
as well as in relation to the general objectives of the planning and curriculum,
offering the possibility of a stimulating cognitive response from the student,
providing compensation and compensation of the general objectives of the planning
and curriculum.The didactic resources establish the evaluation of the teaching and
learning process, taking into consideration the student's effectiveness and
personal evolution, through the evaluation of his performance, both personal, in
relation to his individual development and potential and his absolute performance,
and in relation to the general objectives of the planning and study plan, offering
the possibility of a stimulating cognitive response from the student, providing
compensation and correction of difficulties.

Its understanding must be conscious and intentional to guide the actions, in order
to achieve the objectives set by the teacher, which is why it is applied in a planned
manner, requiring the selection of the content, its projection and control in its
execution and then the result of its assessment and motivation to meet these
educational needs.

When conceiving the classroom as a communicative space, the whole situation is

different before, during and after the class, which refers to three stages:

- Pre-active phase: this is the phase in which the teacher foresees the objectives
and selects certain contents, prepares the didactic and methodological resources
or interactive activities to be used or employed during the class and complements
his knowledge or information to be provided, designing in turn the methods to
evaluate the effects produced. The objectives serve as a guide and the matter
constitutes the substance.

The didactic resources contribute to concretize and guide the teaching action in
the transmission of knowledge, responding to the objectives of the subject and
the particularities of the class, so it is advisable to ask oneself what is worth
teaching and why, and how the selected content is presented.

- Active phase: he carries out the planned didactic resources, which accompany his
verbal exposition, developing the teaching process.

- Post-active phase: both teacher and student reflect on the class. The teacher
evaluates the teaching method through these didactic resources and their
interaction processes.

At the same time, the student carries out the knowledge learned through the
elaboration of a work, reflection or experimentation, being this means a way to
satisfy the current educational needs, individualizing the pedagogical response
from its operationalization, placing the student, through such stimulation, in
favorable conditions to develop his learning and enrich it. From this, the
motivational context, the attention processes, the induction of information and
learning are generated. It is

The teacher uses them as a support, complement or support in his teaching task.

It is necessary to involve students through resources that help them to stimulate

their learning. This is why when designing a classroom activity to promote the
acquisition of knowledge, it must be taken into account:

- Brainstorming: this is an activity that helps students perceive what they know
about the topic and what they still need to learn.

- Have the student imagine what a topic or unit might address.

- Questions on the subject to be studied, with the student answering according to

his/her own experience.
- Reading is extremely useful as a strategy for the acquisition of knowledge and is
divided into three phases: before reading, where the student basically identifies
what he/she knows about the topic, writes down his/her doubts and makes
predictions about his/her research. During the reading, summarize, try to answer
the questions posed above and determine if you were correct in your hypothesis or
predictions. After reading, mention the usefulness of the information read and
make a general summary.

Likewise, didactic resources fulfill a mediating function within the training

process, between the educational intentionality and the learning process,
foreseeing what resources or means the teacher will need to enrich the
experience he/she wishes to promote in the teaching and learning context. Gimeno
Sacristán (1976), in terms of the communicative means within the classroom
according to the intentionality of the teacher, establishes three pedagogical
functions that make teaching-learning activities possible in order to

that the established objectives are achieved.

Pedagogical functions for learning resources

- Structuring reality: guiding students with respect to specific learning

experiences.

- Motivating: students must be able to capture attention and become familiar with
the content through a power of attraction characterized by actions, sensations,
touch, among others.

- Mediator: the resource supports and accompanies the teacher's role in the
construction of knowledge, favoring the student's learning process.

For Professor Juan Luis Bravo Ramos (2004), the presence of the mass media
(videos) has produced changes in the means of teaching, giving rise to new
methods and techniques in terms of resources. These changes optimize training
and offer other methods that facilitate access to information between teacher
and student, opening a new notion to the interpretation of knowledge. In this way,
it is possible to take advantage of the expressive and technical possibilities to
improve the student's learning, being greater

The effectiveness of the course when it has been planned in relation to the needs
of the subject, providing inputs for reflection and action on the part of the
learner, so that he/she induces, deduces, compares, classifies, abstracts, analyzes
values, analyzes and identifies errors, and that the application of the content is
recognized as part of the course.
Characteristics and advantages of teaching resources

- Its selection and materialization is its essence, thus transferring learning to

different contexts.

- They allow for individual or group level, to have a work slogan. According to the
general characteristics of the students, resources can be chosen to deepen their
knowledge according to their interests.

- They allow diversifying and multiplying tasks, attributing a more active role in
their realization.

- They provide opportunities for self-assessment, forcing the learner to interact

with their reality.

- They offer specific information, according to the characteristics of the content

established by the teacher.

- Didactic resources can be used to translate content into different languages

(representing the relationship between two concepts with a chart).

- They facilitate an active role on the part of the learner, activating essential
knowledge to make the information presented understandable.

- They favor interaction between teacher and student.

- Stimulate learning, satisfying students' expectations and interests.

- They generate non-routine situations, in accordance with the theoretical and

ideological position of the teacher, creating different ways to access knowledge.

These resources generate that the student does not limit himself to memorize,
but constantly stimulates his knowledge through the interaction and dynamism
that the teacher presents, making this medium a teaching strategy or tool that
promotes or motivates the student's learning according to his research needs. It
is thus recognized that the use of didactic resources encourages educational
interaction and nurtures the preparation of teachers.

In addition, achieving meaningful student learning requires teachers who also

contribute to the creation of new methodologies and classroom designs that make
teaching and learning in the classroom more motivating, with the acquisition of
knowledge and skills that are useful and applicable to students in their personal,
academic and professional lives. The following are three strategies to enrich the
design of classroom activities.
The spiral of creative thinking

The spiral of creativity was proposed by Dr. Mitchell Resnick, director of the
Lifelong Kindergarten research group.

It is a process in which the student imagines what he or she wants to do, and from
his or her ideas creates a project that will

The group shares with the rest of their peers and, finally, reflects on their
experiences to restart the process, imagining new ideas and projects, thus
creating a spiral of continuous improvement.

The spiral of creativity

In this activity, the teacher formulates problems for students to imagine and
propose different alternative solutions. Subsequently, they carry out this possible
solution, experiment with it, share it with the whole class and receive feedback
from both the teacher and their classmates, correcting and reflecting on it. In
this way, the student will demonstrate how clear he/she is about the concepts,
opening a space to go deeper into the topics just covered. This makes the activity
more attractive and makes it a way for students to learn and apply the knowledge
they have built.

Reflection is an extremely important tool in the classroom, since it is used to

evaluate not only what the students learned, but also how they learned it. It gives
rise to a reflection not only on the part of the students regarding the learning
acquired, but also on the part of the teachers regarding how to improve the
classroom activities they propose in the future.

Troubleshooting

By problem solving, we mean the fact of finding and using means and strategies of
solution in a situation in which a goal is to be achieved. It consists of four
processes: understanding the problem, making a plan to solve it, executing this
plan and reviewing it (making sure that the solution is appropriate); it does not
necessarily have to be worked in a linear fashion. Once the plan is drawn up, the
student shares it with the rest of his classmates, receives feedback from both
the teacher and the classroom and according to the corrections made from this
feedback, the student reviews the implemented solution and reflects on it to
improve or enrich it, putting the focus on what he is learning and finally executes
it and verifies that his plan is correct.
This methodology places the student in the role of the protagonist of his own
learning, allowing him to assume critical positions in the solution of the problems
proposed by the classroom. In this way, the teacher evaluates the whole process
and not only the final result. Like the spiral, it allows students to develop, in
addition to creativity, the ability to work in a team.

The fact of designing a classroom activity in which the didactic resources

developed within this final practical work prevail, sustains how each one of them
promotes and enriches the classroom work, achieving that the student learns with
greater depth the different topics that are approached with the focus desired by
the teacher. Therefore, these activities can be considered as a clear learning
path, in which the student actively participates and complies with the steps
formulated by the teacher, who, through the evaluation, gives an account of the
result of the process carried out. In addition, a space for reflection is opened
that allows for

The student will be able to enrich and improve the learning achieved during the
activity.

Conclusion

The constant stimulation of learning within the classroom environment, allows the
teacher to reflect on the educational conception and its interactions, because
from the didactic resources, not only the student's role is activated, but also the
teacher's creativity, both becoming real engines of new and varied didactic
resources, according to the general requirements of the classroom.The role of the
student is activated, but also the teacher's creativity, both of them becoming real
engines of new and varied didactic resources, according to the general
requirements of the classroom. That is why the use of didactic resources as
mediators and guides in the teaching and learning process must be conscious,
intentional and selective, in order to achieve certain objectives.

In this way, the emotional and affective aspects are valued in terms of the
satisfaction of educational needs.

A good teacher uses didactic resources as a tool to facilitate students'

understanding and to make his interventions more effective, considering for them
the best way to carry out the didactic action, developing skills and avoiding rote
learning.

Nowadays, a quality education is required in the classroom, therefore there is a

need to adapt to new pedagogical methodologies, which seek an education that
provides students with meaningful learning and a new way of approaching teaching.
Therefore, designing and employing strategies that stimulate learning is
fundamental to stimulate the function of the senses and the acquisition of
concepts, abilities, attitudes or skills on the part of the student. The didactic
resource will serve as a means to reach that quality education, in which the
teacher functions as a guide to promote the relationships between previous and
new knowledge, thus achieving success with the quality of understanding.

It is understood, therefore, that any educational practice will be enriched when it

is based on a strategy. Therefore, didactic resources become indispensable tools
in academic training, working as information and learning guide, achieving through
the motivation and interest generated between student and teacher that learning
is more durable. In turn, these resources, as a mediating and facilitating
instrument to influence the student's education, provide real experiences that
stimulate the student's activity with environments that reflect expression,
creation and reflection.

They are considered an essential part of the classroom environment since, as

support and cognitive stimulation tools, they are extremely enriching because they
are a means that goes beyond the traditional teaching paradigms and turns it into
a fully interactive learning mode, thus allowing the student to focus his attention
and develop it within the resources established by the teacher, allowing the
students to focus their attention within the resources established by the
teacher.The use of these tools is considered an essential part of the classroom
environment since, as support and cognitive stimulation tools, they are extremely
enriching because they are a means that goes beyond the traditional teaching
paradigms and turns it into a fully interactive learning mode, thus allowing
students to focus their attention and develop it within the resources established
by the teacher, allowing them to have more vivid or real impressions of the topics
to be addressed. An example of this are the dramatizations, from which the
student hypothetically experiences certain situations, motivating and familiarizing
him/her with the content, achieving the student's mastery of a certain knowledge.

These resources are an essential entity, which facilitate the understanding of the
content in a tangible, observable and manageable way, thus reinforcing the
student's attention and the stimulation of their senses.

RESUME WHAT DO YOU THINK OF THE MATERIALS USED IN YOUR

SCHOOL?

STRENGTHENING SCHOOLS
MINIMUM NORMALITY
The Eight Traits of Minimum Normalcy in School Facilities

First feature: All schools provide educational service every day established in the
school calendar.

Second feature: All groups have teaching staff available for all days of the school
year.

Third feature: All teaching staff start their activities on time.

Fourth trait: All students attend all classes on time.

Fifth feature: All study materials are available to each student and are used
systematically.

Sixth trait: All school time is occupied primarily in learning activities.

Seventh trait: The activities proposed by the teaching staff involve the entire
student body in the class work.

Eighth trait: All students consolidate, according to their learning pace, their
mastery of reading, writing and logical-mathematical reasoning, in accordance with
their educational level.

RELEVANT AND LASTING LEARNING

The function of the school is to achieve lasting learning for students and
teachers, as required by law, with quality, equity and inclusion. Creating a
homogeneous system is not functional, due to the particular needs of each state,
and this has only led to poor results in this area.

STOP AND REVERSE SCHOOL DROPOUT RATES

Strategy I

To attend to the academic and social progress of children, with emphasis on

thepreschoollevel and in a preventive manner in the transition grades . The study
points out that the characteristics of at-risk students can be identified in third
grade. Identifying this student and serving him or her appropriately will result in
higher retention.
Strategy II

Develop a positive schoolenvironment with effective principals andstaff capable of

providingcare for at-risk youth. Under thisstrategy, personal attention will be
provided to at-risk students, since many students state that the lack of attention
from teachers and principals has been the main cause of their dropping out of
school.

Strategy III

Set high expectations in the areas of attendance, academic achievement and

discipline. It has been proven that by maintaining a high expectation of student
performance, students develop theself-esteem that is essential for academic
success.

Absenteeism from classes without justified reasons is identified as a symptom of

dissatisfaction with school. In the case of dropouts, they present problems of
absenteeism as early as the primary grades.

Among the alternatives suggested within this strategy are extended school hours,
weekend classes, summer school, tutoring, transactional programs, remedial help
and motivational programs.

Strategy IV

Select and train teachers who are responsive to the needs of at-risk students. It
is important that teachers have the ability to listen in order to guide them
appropriately. An important point made in this strategy is the collaboration
between universities dedicated to the preparation of future teachers. Quality
curricula and greater rigor in the acceptance of student teacher candidates are
proposed.

Strategy V

Provide a diversity of instructional programs for the at-risk student .

Because at-risk youth may have low achievement, come from economically
disadvantaged homes, and be in trouble with the law, it is necessary todesign
effective programs for at-risk students to attack these problems from different
angles. Among other alternatives, magnet schools, alternative schools,English
language proficiency programs, compensatory education, and work-study
experiences are suggested in an effort to reduce dropout rates.
MAINTAINING A HEALTHY AND PEACEFUL COEXISTENCE IN SCHOOLS
Undoubtedly, this is the fundamental principle of the educational dimension, more
than reflecting on coexistence, it is a matter of living it in the school center. This
experience must be present in all areas of educational action: methodology,
organization, contents, etc. Ideally, school coexistence should be the bed through
which educational actions flow in a fluid, continuous, progressive and meaningful
way. The idealization of coexistence, as a mere aspiration, is of little help if it is
not accompanied by the mobilization of the school, the intention of the
educational community to form a collective that has its own identity, dreams and
achievements. Thus, coexistence in schools should move towards the progressive
reduction of violence in order to improve learning environments, strengthen
relationships among the different members of the educational community, and
should also aspire that existing tensions and contradictions can be faced in a
positive way, leading to transformations whose immediate impact is in the school
environment, but which, in the medium term, will have repercussions on society as
a whole. Put another way "The basis of education is to be found in the daily life of
the school, where suitably guided pupils can learn to think honestly and soundly, to
judge the norms of the society in which they live and to assume duties and
responsibilities towards their fellow students, their families, the community in
which they live and, later, in the world society."

What does it mean to put the school at the center?

Putting the School at the Center is a principle for reorganizing the functioning of
the educational system:

The SCHOOL is the point where all the efforts of the educational system are
concentrated.

ALL those responsible for the education system are effectively involved in school
improvement.

The quality of classroom learning is improved.

The professional practices of teachers, managers and operators of the

educational system are positively transformed.

The fundamental needs of schools, students, teachers, principals, supervisors and

parents are identified and addressed in a timely manner.

What are your school's priorities?

  Recognize the educational needs of all students in each subject or formative
field, based on the review of the results obtained in the previous school year,
risk situations and the support requested from parents; the evaluation of
reading comprehension and its relation to learning.
 Recognize the strengths to carry out the teaching and management tasks,
respectively. From this, it is possible to propose the improvements required in
teaching and school management practices to meet the identified educational
needs.
 Identify students who are at risk of not achieving the learning expected in the
school cycle, of not being promoted to the next cycle or educational level or of
dropping out of school; students who speak indigenous languages, migrants
and those with special educational needs.

What is the meaning of the facial expressions of the children listening to the
teacher?
The facial expressions of the children listening to the teacher show that they believe in
the teacher, that they are listening attentively, that they are appropriating the teacher's
words and ideas to their knowledge. The children's faces tell me that the teacher has
captured their attention and they are learning with him.

Do you agree that students, teachers and the classroom should be placed at the
center of the education system?
The school social climate is conditioned by a series of factors that, mediated by the
teaching and learning processes, can be classified into four main categories: the
environment, personal behaviors and attitudes, organizational and operational aspects,
and the internal dynamics of the classroom.
Context is inseparable from active contributions from individuals, their social partners,
social traditions and the materials they handle. From this point of view, contexts should
not be understood as something definitively given, but as something that is dynamically
and mutually constructed by the activity of the participants. A first step is to identify and
analyze the variables that make up the context. It is necessary to consider and keep in
mind all those elements with basic influence in the design and implementation of the
project. Ignoring them would undoubtedly deteriorate the internal coherence of the
Educational Program and would negatively influence its applicability and validity. The
nature of each of the variables and the interactions between them will indicate to what
extent our educational goals are attainable.
What do you understand by internal assessment exercises for continuous
improvement?
What do you see as your specific task in achieving the desired traits of the 21st
century citizen?
STRENGTHENING PUBLIC SCHOOLS
1. Better use of school day time. An initiative to amend Article 51 of the
General Education Law will be submitted to the Congress of the Union in order to
modify the school calendar, which currently consists of 200 days.

2. New organization of the school and its staff. The aim is to reduce the
bureaucratic burden on teachers and principals by creating the position of
"administrative subdirector" who will be in charge of this work in schools, so that
teachers will no longer spend time on paperwork and "can concentrate full time on
teaching and pedagogical activities".

More resources for schools: In the next school year, 75,000 schools (25,000
more than at present) will receive a transfer of money through the Full-Time
Schools program, so that they will have resources for current expenses and will
not depend on what is requested from parents or on the transfer of resources.

The SEP announced the launching of an Internet portal called "Mi escuela al
Centro", where teachers will be able to consult and exchange pedagogical
resources.

4. Effective social participation: The School Social Participation Councils will

have greater participation in the management, accountability and transparency of
resources in each of the schools. Parents, teachers, educational authorities and
civil society organizations, as well as the social and productive sectors, are
represented in these councils.

5. Strengthening of the School Technical Councils. Starting next school year,

each public or private school will be able to decide the day and time to hold the
monthly meetings of the Social Participation Councils, in order to avoid students
not having classes on the last Friday of each month. The School Technical Councils
will also have a longer period at the beginning of the school year, so that schools
can better plan the school year.

6. Summer schools: In public schools, sports, cultural and academic

reinforcement activities will be offered during the summer vacation. It will start
with a pilot program this year in order to take it to the whole country in the 2017-
2018 school year.

WORK CENTER IMPROVEMENT PLAN

The improvement actions proposed within the scope of Curricular and
Methodological Development are organized according to the different dimensions
of the corresponding competence. The actions of the other areas of action are
included in a single list since they are similar in all dimensions. Within each area,
one or two improvement actions have been identified, which are completed with a
list of possible activities that specify them. Neither the actions nor the activities
make up an exhaustive list; on the contrary, they are general proposals that each
teaching team, when drawing up its improvement plan, will have to specify. To this
end, it must be decided which competency/s or dimension/s are to be promoted, at
which stage, cycle or even group, and, in addition, the analysis must take into
account not only the results of the diagnostic evaluation, but, above all, the
sociocultural context of the center and its trajectory, in order to take into
consideration all the multiple factors that affect the life of a school.In addition,
its analysis must take into account not only the results of the diagnostic
evaluation, but above all the sociocultural context of the center and its
trajectory, in order to take into account all the multiple factors that affect the
life of a school center. It should be remembered that the actions and activities
for the development of competencies should be approached from all areas and
subjects, since each of them contributes, to a greater or lesser extent, to such
development. Each one, from its specificity, must include activities that favor the
improvement of the development of all competencies. To this end, the teachers of
each area or subject, based on general agreements reached by the entire teaching
team, must select, specify and prioritize the actions to be worked on in order to
modify their didactic practice, consolidate teamwork and enrich the students'
learning. From another point of view, we must stress the importance of certain
actions that affect the center as a whole and are not linked to the development of
specific competencies, although they are reflected in all of them, so their
presence in the improvement plans must be guaranteed. Most of these actions are
related to the methodological strategies that every teacher must take into
account to promote active learning and thus enhance the development of
competencies in the different areas of the center's life. These include:

- Make decisions about the necessary training on competencies and the

implications of their appearance in the curriculum.

- Make decisions on the implementation of interactive groups as a regular

organization in teaching and learning activities.

- To make decisions regarding the primary role of the school in the normalization
of the use of the official language with less social presence in the environment. -
Promote agreements to develop participatory strategies in all teaching and
learning activities that encourage students to raise and resolve doubts and
demonstrate the functionality of learning.
 - To develop strategies shared by the teaching team that promote motivation
towards the object of learning through discussion and negotiation of objectives,
contents and evaluation criteria.

- Coordinate actions to favor autonomous learning by modifying the traditional

roles of teacher and student, avoiding the use of transmissive methods of little
effectiveness for the development of competencies.

- Promote formative evaluation, self-evaluation and co-evaluation, creating self-

regulation situations, making the evaluation criteria known, introducing observation
templates, planning intermediate evaluation activities to redirect learning...

- Reach agreements to modify the traditional organization of the center's spaces

and times, favoring the use of flexible organizations that favor collaboration
between areas and subjects.

- Make coordinated decisions on the development in all areas and subjects of

activities that favor an effective use of ICT. These determining factors cannot
and should not be ignored when drawing up the improvement plan.

SCHOOL TECHNICAL ASSISTANCE

SERVICE (SATE)
Analysis of counseling practices in Mexican schools. What is the importance of
counseling in Mexican schools? To what extent do these activities achieve the
school's learning objectives?

Articles 10, section VII and 19 of the LGSPD state that it is the responsibility of
the SEP to issue the general guidelines to be complied with in the provision of
such service. Article 17 of the LGSPD establishes that SATE will support
teachers in the practice of internal evaluation, as well as in the interpretation and
use of external evaluations, and will be provided at the request of the teachers,
the principal or when the Education Authority determines that a school requires
specific support. Article 18 of the LGSPD states that such Service shall be
provided by personnel with management or supervisory functions and by teaching
personnel with technical pedagogical advisory functions as determined by the
Educational Authorities, after complying with the corresponding evaluation
processes. That article 59 of the LGSPD, establishes that the Educational
Authorities shall offer programs and courses. In the case of teaching and
management personnel, the programs will combine the School Technical Assistance
Service with courses, applied research and postgraduate studies to strengthen
the skills and continuing education of educational personnel. That according to the
National Development Plan 2013-2018, Objective 3.1, Strategy 3.1.1.Within the
lines of action, it is contemplated that the School Technical Assistance Service
should be established to accompany and advise each school according to its
specific needs, as well as to improve school supervision, reinforcing its capacity to
support, provide feedback and evaluate the pedagogical work of teachers. Also,
under Objective 3.2, Strategy 3.2.1. One line of action is to develop the capacity
of school supervision and SATE to favor educational inclusion, to promote the
development of educational services for the population at risk of exclusion, and to
strengthen indigenous education, education for migrant children and telesecondary
education. That in accordance with the Education Sector Program 2013-2018,
Objective 1, Strategy 1.2. The School Technical Assistance Service should be set
up to accompany and advise each school according to its specific needs, to
establish different intervention models according to the management capacities
of the schools, and to make available to the schools a set of supports for their
teachers to create and develop professional learning communities, and to
encourage the creation and strengthening of networks of schools and teachers for
their professional learning.It is also necessary to make available to schools a set
of supports for their teachers to create and develop professional learning
communities, and to encourage the creation and strengthening of networks of
schools and teachers for their professional development. The Ministry of Public
Education has established the "School at the Center" strategy as an educational
policy priority. This strategy implies, among other aspects, a change in the
organization of schools, the efficient leadership of school principals, collegial work
among teachers and the technical pedagogical support of supervisors to improve
the quality of education, with a perspective of inclusion and equity.

GENERAL GUIDELINES FOR THE PROVISION OF TECHNICAL

ASSISTANCE SERVICES TO SCHOOLS IN BASIC EDUCATION
Chapter I Objectives and Characteristics Fifth. The general objective of SATE is
to contribute to the improvement of school operations and professional teaching
and management practices, through specialized support, advice and
accompaniment, in order to provide students with a quality education with equity
and inclusion. Sixth. The specific objectives of SATE are: I. To improve teaching
practices, based on individual and collective experiences and knowledge, as well as
on the learning needs of students, in order to promote reflective and informed
decision-making in classroom and school work, within a framework of equity,
inclusion and recognition of diversity. II. Support in the identification of the
continuing education needs of the teaching and management personnel for their
attention by the Educational Authorities. III. Strengthen the operation and
organization of schools by promoting the School Improvement Route, management
leadership, the CTE and the collaborative work of the school community,
considering management autonomy.

IV. To support the teaching staff in the practice of Internal Evaluation, promoting
its permanent and formative nature to strengthen and contribute to making
informed decisions that have an impact on the improvement of student learning. V.
To support the teaching staff in the interpretation and use of external
evaluations, taking into account their results as inputs for the analysis of the
educational work carried out with students in schools and the definition of actions
to improve educational processes and results. VI. Articulate the support, advisory
and technical pedagogical accompaniment actions directed to Basic Education
schools and aimed at improving student learning, teaching and management
practices, and school organization and operation. Seventh. The SATE has the
following characteristics: I. It is a service through which the school zone
supervision, with the guidance and support of the Local Education Authorities,
gives coherence and articulates the technical pedagogical work developed in the
schools under its charge. II. Directs the different actions of support, advice and
accompaniment to achieve the objectives and goals established by the schools in
their School Improvement Route, in order to meet the learning needs of students,
and the improvement of teaching and management practices. III. It is permanent
and systematic, since the actions, which are developed throughout the school year,
are planned, carried out in an organized manner and followed up. IV. It is dialogic,
using academic discussion, peer learning and pedagogical exchange as tools to
broaden understanding, deliberation and decision making aimed at improving
educational practices and student learning. V. It is situated and aimed at
educational change, by establishing challenges for improvement in accordance with
the conditions and context of each school, its possibilities, the knowledge and
characteristics of the teaching staff and the culture of the educational
community. VI. It is formative in that it involves peer-to-peer learning aimed at
strengthening the values and attitudes, knowledge and professional skills and
competencies of teachers and managers. VII. Addresses the diversity of
situations and contexts by encouraging the teaching staff to help reduce barriers
to learning and participation faced by students, and prioritizes attention to groups
and individuals in vulnerable situations, with emphasis on the indigenous, migrant,
disabled and those with severe behavioral, communication and learning difficulties,
as well as multi-grade and telesecondary schools.It addresses the diversity of
situations and contexts by encouraging the teaching staff to favor the reduction
of barriers to learning and participation faced by students, and prioritizes
attention to groups and individuals in vulnerable situations, with emphasis on the
indigenous population, migrants, those with disabilities and severe behavioral,
communication and learning difficulties, as well as multi-grade and telesecondary
schools. VIII. It is articulated with different actions aimed at addressing
educational backwardness, as well as placing the school at the center, promoting
management autonomy and improving student learning. IX. It generates networks
and learning communities that strengthen the professional competencies of its
participants and the improvement of the educational service of the schools in the
school zone, by encouraging them to share common problems, and to promote and
adopt good practices, innovations and diverse experiences. Eighth. SATE will
operate in public preschool, elementary and secondary schools; it includes
indigenous education, special education and multi-grade schools.

THE FAMILY-SCHOOL
RELATIONSHIP AND THE
STRENGTHENING OF SCHOOL
COUNCILS FOR SOCIAL
PARTICIPATION IN EDUCATION
(CEPS)
THE CITIZENS I WANT TO EDUCATE FOR THE 21ST CENTURY THE AIMS OF
EDUCATION
We face the need to build a freer, fairer and more prosperous Mexico, which is
part of an increasingly interconnected, complex and challenging world. In this
context, the Education Reform gives us the opportunity to lay the foundations so
that every Mexican man and woman, and therefore our nation, can reach their full
potential. The main objective of the Education Reform is that public Basic and
High School Education, in addition to being secular and free, should be of quality
and inclusive. This means not only that the State must guarantee access to school
for all children and young people - regardless of their socioeconomic background,
ethnic origin or gender - but also that the education they receive should provide
them with meaningful, relevant and useful learning and knowledge for life. Article
3 of the Constitution states that the educational system must develop
"harmoniously, all the faculties of the human being and shall foster in him, at the
same time, love for the homeland, respect for human rights and awareness of
international solidarity, in independence and justice." In order to make these
principles a reality, it is essential to establish which Mexicans we want to educate
and to be clear about the results we expect from our educational system.
Furthermore, the education system must be flexible enough to achieve these
results in Mexico's wide diversity of social, cultural and ethnic contexts. THE
MEXICANS WE WANT TO FORM The purpose of Basic and High School
Education is to contribute to form free, participative, responsible and informed
citizens, capable of exercising and defending their rights, who actively participate
in the social, economic and political life of Mexico. That is, people who have the
motivation and capacity to achieve personal, work and family development, willing
to improve their social and natural environment, as well as to continue learning
throughout life, in a complex world that is undergoing dizzying changes. More
specifically, every graduate of elementary and secondary education should be a
person who: - Is able to express and communicate correctly, orally and in writing,
with confidence and effectiveness, both in Spanish and in another native language,
if he/she has one: - Expresses and communicates correctly, orally and in writing,
confidently and effectively, both in Spanish and in another native language, if
he/she has one; knows how to identify key ideas in texts to infer conclusions; is
able to communicate in English; uses hypothetical, logical and mathematical
thinking to formulate and solve everyday and complex problems; has the capacity
for analysis and synthesis; knows how to argue, is critical, reflective, curious,
creative and demanding; is informed both in terms of processes and processes,
and is able to make conclusions; is able to communicate in English.They are critical,
reflective, curious, creative and demanding; they are informed about natural and
social processes, as well as science and technology, in order to understand their
environment; they are competent and responsible in the use of information and
communication technologies (ICT); they have the ability and desire to continue
learning independently or in groups throughout their lives. - Knows and respects
herself, assumes and values her identity, reflects on her own actions, knows her
weaknesses and strengths, and is confident in her abilities; is determined and
persevering; recognizes all human beings as equal in dignity and rights, and is
empathetic when relating to other people and cultures; knows how to work in a
team and has leadership skills; in conflict resolution, she favors dialogue, reason
and negotiation; takes care of her physical and mental health; makes reasoned and
responsible decisions that allow her to adapt quickly and efficiently to changes in
her environment; is capable of designing a plan to build a fulfilling life and putting
it into practice. - Has values, behaves ethically and coexists harmoniously; knows
and respects the law; defends the rule of law, democracy and human rights;
promotes gender equality; values the ethnic and cultural plurality of our country
and the world; knows the history that unites us and gives us identity in the global
context; feels love for Mexico; has creativity, aesthetic sense and appreciation
for culture and the arts; cares for the environment; participates responsibly in
public life; contributes to the sustainable development of his or her community,
country and the world. This conception of the Mexicans we wish to educate makes
it necessary for students to progressively achieve the learning expected of them
throughout their school career. Learning achievement at one level of education is
the foundation for achievement at the next level. This progression in learning
makes it possible to structure study plans and programs. With these Expected
Achievements, teachers, parents, students, educational authorities and the
community, as well as society in general, will have a guide that will allow them to
better orient their efforts to achieve the goals of education.
What types of people do I want to train?

Every educational institution has a purpose and responds to a need. Education is

never neutral. Behind the pedagogical approaches of every school, there is an
anthropology - an ideal of the person -, a model of society and a worldview.
Schools - all schools - have the mission to form people (to shape them) and to
educate them; that is, to lead students towards a goal: to develop their
intellectual, moral and physical qualities in order to set them on the road to a
competitive life.

What abilities, skills, attitudes and values do I want my students to have?

One objective of any act of learning is that it should be useful to us in the future;
it should not only lead us somewhere, but it should allow us to move forward in an
easier way later on. There are two ways in which learning serves the future. One is
through their specific application to tasks that are highly similar to those we
originally learned or developed and that we know as skills or abilities. A second way
is through the transfer of principles and attitudes which, in essence, consists of
learning that is not a skill but a general idea, which can be used as a basis for
recognizing subsequent problems as special cases of the originally mastered idea.
For many teachers, the idea of attending to the total personality of the student in
a single course is a difficult task to accomplish. However, the answer is that it is
enough to be concerned about the effect that your subject produces in the total
personality of the students to consider that you have achieved a positive progress
in the integral formation of your students.
ß Ability: capacity to perform certain activities or tasks.
ß Value: quality for which a person or thing deserves to be appreciated.

ß Attitude: stable and continuous disposition of the person to act in a certain way.
Attitudes drive, guide and condition behavior, contributing to the formation of
personality traits.

What is education for you?

Education is, to transmit a series of concepts, values and behaviors to others,so

that when they go out to the hard and true reality they do not see themselves,
they know how to behave and lead their lives. ... their use of new technologies and
their application in theeducational space.

What is your commitment to education and teaching?

Build learning situations to awaken interest in learners, challenge the learner's

mind... make learning specific competencies interesting.

clearly identify the contents or topics to be taught in a specific subject and set
learning objectives

2 to encourage the work of the students based on their proposals

3 design and implement re-educational strategies based on the errors detected in

the students' work.

4 to build and develop didactic routes or sequences of the programmatic contents

5 promote research activities in their students

6 coordinate the development of simple knowledge application projects.

TO FORM A STUDENT WITH A VERY SPECIFIC GRADUATION PROFILE,

WITH COMPETENCIES FOR LIFE.

What is learning?

Learning is the process of acquiring knowledge, skills, values and attitudes through
study, teaching or experience. This process can be understood from different
points of view, which implies that there are different theories related to the fact
of learning. Behavioral psychology, for example, describes learning according to
the changes that can be observed in a subject's behavior.
 MY SCHOOL-FAMILY-TEACHER-STUDENT COMMUNICATION STRATEGIES
1.Sincerity is the key: we must abandon the use we usually make of a "double
language", saying some things in front but many others behind our interlocutor,
without the latter's knowledge. I like this statement by Bernabé Tierno: "being
sincere does not consist of saying everything you think, but of never saying the
opposite of what you think". Furthermore, this communication must take place in
the right place and space.

2. Wedon't just talk, we also listen.Generally when we meet we want to talk and
be heard. As a consequence, sometimes we do not let the person in front of us
speak. It is essential to maintain an attitude of active listening, of openness
towards others. Our communication will be more fluid and will improve. Don't
forget:communicating properly is the responsibility of two: the speaker and
the listener.

We are not the holders of the truth.We can always learn something from each
other. We must avoid as much as possible arrogant attitudes of "I know
everything" because we can and should learn from others. For this we must always
show an attitude of humility, of being open to the opportunity to learn from each
experience. For this reason, we cannot go to meetings with the intention of
imposing our criteria, our opinion, etc.

4.We make mistakes every day.For this reason, it is essential that we recognize
that we have made mistakes. Often, due to our defensive attitude, we do not want
to admit it and we take the mistake to the ultimate consequences so as not to look
bad in front of anyone. To err is human and to recognize it is a sign of humanity
and sincerity. If we do not do it ourselves, we cannot demand that our children do
it either, because how do we educate them? As I always say, by example, because
children do what they see.

5.Let's not turn a deaf ear.Often, both parents and teachers show a defensive
attitude and do not listen to each other. Our attitude makes too much noise to
listen to us. We close our minds to certain opinions that are often given to us with
the best of intentions. We have to learn to listen and accept what is said about us.
This is a symptom of great maturity. Sometimes we act worse than the children
themselves.

6.Learn to give in.Let's keep in mind that giving in is not the same as losing, but
rather the opposite. If what we want is to learn through dialogue, we have to
accept that from time to time we have to give in because we cannot always be
imposing our opinion, our criteria.This generates many confrontations between
parents and teachers because neither one nor the other knows when to give in,
since the easy thing to do is what we have been doing up to now: to blame each
other, leaving many problems to be solved.

7.Do not invade each other's privacy.Sometimes parents and teachers intrude
too much in the life of our interlocutor and ask questions that can become
annoying. We must learn to respect the intimacy of the person in front of us if we
want to improve our relationships and make them much less tense.

It is not only what we say but how we say it.It is important to speak in the
first person, expressing what we feel and want. If, on the other hand, we attack,
starting our sentences with "you...", the other person will most likely feel that we
are attacking him or her.

9.Never disrespect.Sometimes, our communication is based on continuous mutual

disrespect. When we do not respect or accept the other, we do not give
importance to their opinions and feelings. This attitude brings negative
consequences that may bother both of us but we are the ones who are causing
them. However, respecting does not mean agreeing.

10.We can't say it all.Many times when parents and teachers get together
wewant to say it all. We live in a society trapped in the vortex of time, with an
excessive rigidity of schedules and this is generating many problems and tensions.
Although the number of meetings may be limited due to lack of time in the
centers, we have to focus on their quality. If we have little time, at least it should
be of quality. For this, parents and teachers must be very clear about what we
want to talk about in these meetings and not get lost in digressions:we cannot
improvise on the fly and for this reason both parents and teachers must
prepare and plan these meetings thoroughly.

CONTINUING TEACHER
TRAINING
CHARACTERISTICS OF THE 21ST CENTURY TEACHER
1. Manages new technologies

Learning to manage the resources that technology puts at your fingertips is

fundamental, both for your professional and personal life. By knowing how to use
these new tools you will be able to communicate with your students in their
language and with their means. But don't worry, you don't need to study computer
engineering at this point, most of these tools are very intuitive and have clear
interfaces so you won't have to worry about anything. Social networks and digital
resources can do a lot to energize your classroom.

2. Personalized education

Do you know that one of the main expected applications of artificial intelligence
ispersonalized education? But as that technology develops, you can also focus on
the specific skills and abilities of your students. With today's access to all kinds
of personal devices, it is easier to give the right directions to each student based
on his or her needs. It can be a good way to make him feel motivated.

3. Show that you live in a global world

That we live in a globalized society is a no-brainer, so... Why not use it to your
advantage? With the easy access we have nowadays to any news or image from
anywhere in the world instantly, the best thing you can do is to transfer it to your
classes.

Support the knowledge with images from Google Earth or make contacts with
people from other countries to contribute interesting content to your lessons
about the culture of one country or another. You just need to be creative to find
new ways to apply it. This will make students more interested in the subjects.

4. Turn them into creators

Why not? There are so many tools available that it can be a very simple and
attractive exercise for them. Combine the usual paper work with asking them to
conduct research and capture their results in blogs, videos or even
photomontages. This way you will not only stimulate them to learn by themselves
and to search for information through online resources, but you will also stimulate
their creativity, they will learn to handle new tools and they will also have fun
learning.

5. Digital

Learn how to use some of theplatforms developed to create a digital classroom

such as Google Classroom or Google Groups. In this way your students will be able
to upload assignments and access information that you provide, but they will also
be able to share materials with each other and discuss questions that you may ask
them. This can also be extended to the classroom if everyone has access to
handheld devices.

Adapting to thisdigital era is undoubtedly a must, but it can also help make your
teaching experience much more enjoyable. Give new technologies a chance, learn
how to use them andintroduce them in your daily life. I'm sure your students will
appreciate a moreparticipatory learning process and will be much more involved in
the classes.

QUALITIES AND COMPETENCES

Teachers need to be very well prepared in the subjects they teach. They need to
have a rich repertoire of pedagogical strategies to match methods to outcomes
and optimize learning for students with enormous differences. These strategies
should include direct teaching, group teaching, guided discovery, teamwork and the
facility for self-study and individual learning. They must have a deep
understanding of how learning works. They must be able to work collaboratively.
They must acquire strong technological skills and use technology as an efficient
educational tool. And they must develop the ability to help design, lead, direct and
plan learning environments. Moreover, they must be student-centered and, as
another earlier OECD study(The Teacher Question: Attracting, Training and
Retaining Effective Teachers) says, must they be able to prepare students for a
society and an economy that will expect them to be autonomous learners and to
have the aptitude and motivation to continue learning throughout their lives?

Without any change in day-to-day education, how does a teacher deal with this
transition from the education of the past to the education that is needed today
for the future?
More is now known than ever before about how children learn, about how the brain
works in the first years of life, about the learning problems suffered by
thousands of students, about how they have changed their way of relating and
acting. However, all this knowledge does not always have an impact on the teaching
that takes place in the classroom. And teachers have little room to react to
reality.
Both studies warn of the profound changes that have occurred in education. In
the past, the focus was on the provision of education itself, today it is on results.
The past was about delivering wisdom, the challenge today is to promote self-
generated wisdom. In the past, teachers often stood alone in front of the class in
a significant prescriptive capacity about what to teach. Now students (and their
parents) know what their goals are and what will be asked of them in the future,
and teachers, beyond content, must give them the necessary tools to achieve
them. In the past, very different students (even of different ages) were taught in
the same way; today, teachers are expected to embrace diversity with
differentiated pedagogical practices. The goal in the past was standardization and
conformity, today it's all about being resourceful and personalizing educational
experiences.
THE DIMENSIONS
 MY ACTION PLAN
Reflection on the challenges currently involved in managing and piloting a school
leads to changes in the bureaucratic cultures that have been installed over time in
the work of teachers, in order to recover other perspectives that value each of
the actors and their collective commitments.

There is a certain consensus on the need to build an organizational culture that

works according to a strategy of building problems and foreseeing actions for
their resolution, based on the possibility of advancing a development process for
children, young people and adults who interact in schools. This also means
understanding that in any improvement process it is valued that:

 the organization's members are the main forces of change and progress,

 the management teams' capacity for action is enhanced to detect strengths

and weaknesses of their institution and to sustain the changes by relying on
the positive aspects, thus disabling the weaknesses.

 it is necessary to generate motivation, as well as a sense of belonging and

trust, which promote responsibility and commitment to the organization,

 a more shared sense of institutional future must be built, generating

opportunities to create and learn,

 everyone needs to recognize where they stand, share information and take new
and reasonable risks.

Undoubtedly, these considerations, which are at the basis of any change process,
imply a commitment to improving the training that the school provides to students.
Every attempt must be guided by this purpose and involves the institution as a
learning community, which reflects and acts according to the best possible
alternative for solving the problems it faces.

Likewise, institutional improvement is a bridge that bridges time: past, present

and future. Every change starts from the current reality of a system of operation
that comes from a continuity of an institutional past and aims at improvement
through its evolution in order to project it forward, towards a better future. In
this way, fundamental competencies are developed for management teams related
to the anticipation of scenarios based on an attentive look and a reading of their
own reality, which brings into play both leadership, problem solving and teamwork,
and the improvement and strengthening of the channels and type of
communication throughout the institution .

In order to understand how different transformations took place leading to the

improvement movement in school practices, where the school is once again
considered as the fundamental core of the educational system, it is necessary to
take up again some contributions. Among the most relevant is the proof that the
school establishment can make a substantive difference in the learning history of
children and young people who attend the educational systems. The work of
Edmonds, 1979; Purkey and Smith, 1983; Brookover, 1979; Sarason, 1982; Goodlad,
1986; would be reversing the conclusions of the Coleman Report (1966) that the
school had little influence on the final performance of the student, and that what
did seem to make a substantial difference was the student's immediate family,
social or cultural background.

Current research also shows that the structure of the school, its overall academic
and work climate, the management of the principals, the positive or negative
expectations of teachers in general about student learning, and the types of
classroom strategies of teachers have the capacity to cause fundamental
differences in student learning .

The school establishment thus appears as a strategic space for renewing and
restructuring the old bureaucratic paradigm of school organization. In conjunction
with this knowledge, the most relevant political and professional texts stress the
need to reconsider the role of management teams and the direct promoters of
school institutions: supervisors, in the search to recover the school's identity and
capacity for education.

The professionalization of teachers is another important issue considered in the

current reforms and transformations. With respect to the training of teachers,
managers and supervisors, authors such as Hargreaves (1994) state that "it is
difficult for significant change in curriculum, assessment or any other field to be
successful without also paying serious attention to teacher development and the
principles of professional judgment and discretion that are embedded in that
process. Consequently, teacher development and the strengthening of
professionalism have to be addressed together with developments in curriculum,
assessment, leadership and school organization".

From these different approaches, any change aimed at school improvement seeks
to strengthen the institution itself organizationally so that it can expand its
capacity to solve its problems with greater autonomy. Therefore, these new
approaches constitute a broader and more pertinent conceptualization in the
search for educational quality, which includes the concern for generating more
learning in students, fostering the exchange and communication of practices
among colleagues and developing in management and teaching teams a critical view
of their own institution, in order to detect strengths and weaknesses and to think
of alternatives for change. These new approaches therefore constitute a broader
and more pertinent conceptualization in the search for educational quality, which
includes the concern for generating more student learning, fostering the
exchange and communication of practices among colleagues and developing in
management and teaching teams a critical vision of their own institution, in order
to detect strengths and weaknesses and to think of alternatives for change.

Many have stated that in order to introduce improvements in schools it is

necessary to review teachers' work strategies; however, this is a necessary but
not sufficient condition. The aim is to combine improved practices with
effectiveness in terms of school results achieved. Within this paradigm, an
overcoming synthesis emerges, which has been called the good schools movement,
which recovers the most relevant and positive arguments of the previous
proposals, among which we can highlight the following:

 Broadening the concept of student outcomes or achievements: quality of school

life and more learning for all until learning excellence is achieved.

 Focus innovation on improving institutional practices: classroom processes,

management of management teams, etc.

 Promote the internal capacity for change of each school: strengthening

institutional learning, promoting a culture of collaborative work, deepening the
institutional capacity to identify problems and build alternative solutions,
encouraging ways of working in and with institutional and specific projects.
Traditionally, all change has been identified with improvement or progress.
However, not every change implies an improvement. The concept of improvement is
more linked to the institutional reality itself, therefore it is situational and
depends on the challenges that each particular institution is willing to assume and
face together.

Transformation processes in education systems, and in schools in particular, have

been referred to interchangeably as innovations, reforms, changes and
improvement, without generally establishing distinctions between them. The
following table shows some of the relationships and differences between these
concepts:

Reform Change Innovation Improvement

Changes in the Alteration at Changes in Valuative judgment

structure of the different levels educational when comparing the
system or curricular (system, school, processes, more change or results with
restructuring classroom) of internal or previous states, in
existing states or qualitative. terms of achieving
practices. educational goals. It
should take the
current state as a
starting point and
project a concrete
action alternative
based on current
needs.

Large-scale Variations in any of Change at a specific Not all change-

modification of the the levels of the or punctual level, on innovation implies
teaching framework, educational system. curricular aspects, improvement. It must
goals, structure and It can encompass beliefs, practices, satisfy desirable
organization. any of them. actions. changes at the
institutional level.

They share:

 Perception of the need for change

 Alteration of previous situations
 Intentional proposal, with a clear and shared directionality.
 They are justified from different perspectives (technical-political, pedagogical-
didactic, social or critical).