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What every educator should know, to teach and evaluate students,

according to key competencies for life2nd. Edition

LICEO JAVIER, 2016

Translated by: Paola Morales de Esquivel

A MODEL OF EDUCATIONFOR THE XXI

CENTURY

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Advisory Board Members

Rector: P. Miguel Francisco Estrada Lemus sJ.Principal: Claudio Vinicio Solís CortezAdministrative and Finantial Officer: Andrea de la Luz Quintana OchoaAcademic Coordinator: Olga Irene León MirandaAcademic Advisor: P. Luis Achaerandio Zuazo sJ.Pastoral Coordinator: Rosario Martínez de GonzálezPre-school and Elementary School Coordinator: Hilda Myrna Solis de SagastuyMiddle School Coordinator: Jorge Mario García SalazarGeneral secretary: Nicté Selene Estrada Orozco

Publicaciones Escolareswww.liceojavier.edu.gt - liceojavier@liceojavier.edu.gtLICEO JAVIER, Guatemala, C.A.Society of Jesus’ ProjectCalzada Aguilar Batres 38-51, Zona 12PBX (502) 2324-5999

1st. Edition: April 20142nd.Edition: July 2015Translated by: Paola Morales de Esquivel, August 2016Printing: Talleres gráficos IGER

Partial and/or total reproduction of this publishing is permitted, provided the resources are cited. Reproduction is expressly prohibited, in case of commercial purposes.

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PRESENTATIONIn 1959, a Jesuit with the surname Achaerandio came to Guatemala; along with him, there came uncountable dreams, goals, and wishes of loyalty to the Society of Jesus’ Mission. His prompt inclusion to the fabric of society from Central America, enabled him to notice the educational needs of our countries.

Today, after a long sequence of fructiferous and ample contributions to education, Achaerandio, educator of educators, who presents the essence of a model that, on the basis of the current pedagogical movements, and of the long educational tradition of the Society of Jesus, demonstrates that it is possible to offer an education that empowers and develops a person in all dimensions: cognitive, affective, spiritual, social, ethical, physical, etc.

Some of his closest friends and disciples have participated with him in the elaboration of this publication, in which it is clearly and patiently detailed what every educator should know to develop the key competencies for life; furthermore, it is presented some kind of “guide” that is intended to orient the teachers’ job in the classroom, and whose content has been applied, and has inspired the daily practice at Liceo Javier.

While sharing the richness that Liceo Javier has found in the competency-based syllabus, it arouses the hope that the accumulated experience can serve other educational institutions, so the educational quality in our country can be improved, since “the more universal a good, the more divine it is”.

PRINCIPAL’S OFFICE

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INTRODUCTIONMost Universities and Ministries of Education in Central America have undertaken the task of renovating their Educational Projects, responding to the big changes and exigencies of the new century. A theme that usually appears in this process is the education of students according to Key Competencies.

That is why it is normal that almost all educators have read or listened about this topic. But, on the other hand, there are only a few professionals in education who are proficient in this new approach of education based on Competencies; so it happens that most educators don’t even understand the deep meaning of the concept “Competencies”, or they don’t know how to develop them in the students or how to evaluate the achievements regarding such development; consequently, they continue applying the traditional syllabus with slight changes.

In fact, there are only a few Educational Institutions in Central America which have substantially moved forward in the application of the competency-based syllabus to the learning-teaching process; in the Planning of the teaching sequence as well as of the class tasks, there is a limited presence of the practice of such Competencies. According to some surveys, it gives the impression that this omission or scarcity is due, among other reasons, to two of them that are verifiable: First, to

the “resistance to change” that seems to be a continuous characteristic in the Educational Institutions of America Latina; Escolet (1992), describing the Latin-American universities, which are supposed to be the most developed ones and open to change, wrote… “a considerable part of the current history of universities, has precisely been to go behind the political, social, scientific, technological, and even spiritual events “. The second cause, linked with the previous one, is the lack of knowledge on the topic; in general, educators have only a few or insufficient knowledge regarding these Competencies as well as their transcendental importance to improve people’s life, and consequently, to improve the welfare state, the peace, and the social coexistence. Since unfortunately, “unknown is unloved”, there is still an indifferent and not much committed attitude in some educators, to show talent and educating vocation to accompany their students in this noble mission of guiding them through the human adventure of developing their “Key Competencies for Life”, just as they were named, for the first time, by Dominique Richen and Laura Salganik. (2004).

“There are only a few Educational Institutions in Central America which have substantially moved forward in the application of the competency-based syllabus to the learning-teaching process.”

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Everything will change, the day when most of educators become convinced that these are really “key competencies for life”. So, the main objective of this book is to persuade you to agree with this big truth, so that, you decide to generously devote to this noble mission of educating your students on the basis of Competencies.

Every single doubt that the educators may have about this important topic is not going to be solved by reading these pages, but this undoubtedly will help to clarify and solve some of the following frequent questions:

• Is, indeed, that important to educate the students based on competen-cies?

• What is a “Competency” within the educational context?

• Why are they considered as “key competencies for life”?

• Which are the competencies considered as key ones; how is each one described?

• How to conciliate the development of these Competencies with a new description of the “School Profiles”?

• Which are the values that should be integrated in the construction of the selected Competencies?

• Which are the changes that should be done when creating the Lesson Plans, the Teaching Sequences, and the Methodologies, to achieve the required development of such Competencies?

• How to evaluate the development of the Competencies?

This book has seven parts or chapters, which are intended to answer the previous questions:

• The 1st. Chapter tries to explain why the topic of the development of Competencies in Education is given so much importance in our social juncture, and what implies to be “key competencies for life”; these reflections are concluded by defining the concept of “Competency”, and mentioning its components.

• The Chapter 2 is the most extensive; it takes most of this book; there, the 16 Competencies that seem to be “key for life” of all human beings in early XXI century, are mentioned; each one of them is detailed through a “description” of the Competency, and it is also included the “defini-tion” to identify it, some “dimensions” that compose it, and a short list

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of “indicators” that confirm its active presence. This chapter is, for the educator, a valuable instrument of reference, not only to understand bet-ter the definition of each selected Competency, but also to create their lesson plans and learning guides; and, specially, to evaluate the level of development that the student achieves in one or more Competencies.

• The Chapter 3 illustrates a selected values Decalogue; they are also described and defined, as well as their dimensions and indicators. When the educator starts to produce his Lesson Plan according to the teaching based on Competencies approach, he shall decide the values to de-velop; in this chapter valuable material to make a good and easy choice will be found.

• In the 4th. Chapter, the School Profiles of the student graduated from the Educational System, are presented. The main features of these Pro-files must be in perfect harmony with the dimensions and indicators of the Competencies that are described in the 2nd. Chapter, taking into account their cognitive aspects,as well as their skills and values.

• The Chapter 5 refers to a chief topic; it is known that the traditional technologies of the “master class” leads quite little to education in Com-petencies; in this Chapter a methodology named “double period” is ex-plained, which, as per it has been widely demonstrated, is very effective to achieve that objective.

• Chapters 6 and 7 focus on a theoretic-practical approach; chapter 6 presents reflections and a model of how the new Lesson Plans, ad-dressed to the teaching of Competencies, should be. Through it, educa-tors can be encouraged to prepare their Lesson Plans and learning guides intended to develop Competencies; they will find examples on how, taking a topic of the subject matter, the educator combines this academic topic with some achievement indicators of procedures and with other of attitudes and values. Chapter 7 also offers reflections and models about the processes of Competencies evaluation.

This book about Competencies is devoted mainly to educators who have the spirit of improving the educational practice.

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The need of teaching1

COMPETENCIES to childrenand yougsters• Introduction to the topic of competencies:

It is evident that the world is rapidly changing in many aspects: economic, social, political, etc. Along with globalization, and most of all, with the “informative revolution” of ICT (Information and Communication Technologies), a new culture is being generated; According to Pierre Lévy, (2007), “we live in one of these weird moments in which a new style of humanity is being invented”.

In Guatemala, as well as in many other countries, it is necessary to move from a culture of real analphabetism (and of “functional analphabetism) to a culture of interactive readers through digital platforms. The worst thing is that we get asphyxiated with so much information, and we are forgetting how to “Think”; also, we are ignoring the authentic interpersonal and

inter-social communication. Our communication style is fragile and superficial, probably, because velocity of stimuli astonishes us.

According to Manuel Castells (2001) sociologist-researcher who worked at University of Barkly, young people today, enfolded all the time in numerous and attractive stimuli, need to develop a strong and, at the same time, flexible identity; strong, because nowadays there is a lack of autonomous and free personalities with a judgment to decide by themselves, with a solid support of

1. “Some sections of this book were taken from the book: Achaerandio, L. (2010) Competencias Fundamentales para la Vida. Guatemala: URL.

Chapter

01

“Our communication style is fragile and superficial, probably, because velocity of stimuli astonishes us.”

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ideas and affections; the ideal thing is that young people today, acting like mature human beings, make plans toward reasonable objectives that happily lead them along their lives.

On the other hand, such personalities should be flexible, continuously adaptive, well-targeted, and should also manage really clear information. How to choose in digital network objective and pertinent information? And how to process such data? This implies that young people today should develop, among others, the intellectual competency to find relevant information in such a vast amount of messages that surrounds them.

Castells, as from his analysis about our informational society and about the social disagreements, in 2001 proposed an education that is devoted preferably to the development of competencies as the essential objective, without undervaluing the importance of learning the basic contents; summarizing the above mentioned, the cited author considered that the ideal education should attain that the students become skilled at three basic concepts:

Capacity to know (or to build knowledge), having previously selected the relevant information;

An identity that is well formed to decide with autonomy and adaptation flexibility;

Essential values leading to act correctly (“ethical competency”).

As an intelligent solution to this situation of the current society, many important international institutions devoted to improve the education quality, have emerged; they suggest that the Educational Systems focus their actions to reach students’ development in certain Competencies considered as key ones; for example:

During the 46 UNESCO International Conference (2001), two clue lines oriented to the XXI Century education, were discussed: teaching competencies to students and education for citizenship (that is to say, generating responsible citizenship). Years before (1996) the Delors Report UNESCO (“Learning: The Treasure Within”) was published, which established four pillars or educational principles constituting essential knowledge that should be developed.

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Learn toknow (learn)

Learnto do

Learnto be

Learn to livetogether

In 1997, under auspices of OECD (Organization for Economic Cooperation and Development), the DeSeCo Project (Definition and Selection of Competencies: Theoretical and Conceptual Foundations”), was started. It suggests categorizing generic Competencies into three groups. See Rychen D.S. and Salganik, L.H. (2004).

The Program for International Student Assessment (PISA), developed in consecutive stages in 2000, 2003, 2006, 2009, 2013, made also important contributions for the Changing of Educational Paradigms. The objective of the PISA Program, when it started in 2000 with 17 countries, was and still is to evaluate the educational quality; in 2013, 70 more countries participated; the items or tests are not intended to evaluate the curricular contents, strictly speaking, which is what nowadays is taught in Educational Institutions following a rote learning approach, but skills or procedures that students develop for being part of the competencies, in addition to develop certain basic knowledge that young people need to continue with their studies, and to be able to integrate in their adult life, both as professionals or in their “chores” as workers.

Another significant project focused on the teaching of competencies in Universities, is the TUNING Educational Structures in Europe; in 2003, the universities around the 16 countries that back then formed the European Union (in 2013 they were 27

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countries), issued their report titled TUNING, that is certainly outlined according to the new social-constructivist paradigm of education “for the formation of competencies, that include the relevant attitudes and values”. This report gathers the agreement of 101 European universities to create a “European Higher Education Area” or “Global University Campus”. 30 basic or generic competencies were chosen, which comprise the curricular base of all careers.

Some Ministries of Education, for instance the Guatemalan one, have created a National Curriculum based on Competencies, for Preschool, Elementary, and High school. According to this curriculum (2015:2016)… “leading education towards development of competencies, turns into a strategy to form people capable of exercising modern citizen’s civil and democratic rights, as well as of participating in a world of work that requires wide knowledge, everyday more”.

DIVISION OF COMPETENCIES

Authors widely discuss about competencies, and divide them into generic and specific ones. The generic competencies, which are exclusively explained in this book, are more universal than the specific ones. In accordance with the humanistic approach of competencies, all human beings have the right to be taught how to develop the generic competencies, also called “basic competencies” or “key competencies”; that is because, according to many authors, they are essential to reach a dignified life; consequently, they should be developed as a main objective, not only in university classrooms, but also in all the previous levels of education. Nowadays, quite a few experts and educators like Frade (2007), consider that the formation of those generic competencies, for instance, the comprehensive reading, should start to be developed since pre-school education.

Specific Competencies are those which are connected with concrete areas of the professional knowledge, and meet the requirements of diverse professions and careers; thus, they are not to be studied in this document. All the contributions and considerations below are focused exclusively to generic competencies.

“All human beings have the right to be taught how to develop the generic competencies, also called “basic competencies” or “key competencies”; that is because, according to many authors, they are essential to reach a dignified life.”

“Universities around the 16 countries that back then formed the European Union (in 2013 they were 27 countries), issued their report titled TUNING that is certainly outlined according to the new social-constructivist paradigm of education “for the formation of competencies.”

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The projects and programs before mentioned, regarding the selection and development of competencies, constitute the outcomes of investigations, inquiries, dialogues and negotiations where experts and representatives of many countries and cultures have been involved with different viewpoints. Concretely, it can be said that in these projects, three main approaches have prevailed, which have found each other, little by little, because of the coincidence of interests.

The educational approach is mainly promoted by important international institutions devoted to education, and by innovative universities determined to form the new professionals of the XXI century; also by many Ministries of Education and Educational Research Centers, intended to form positive citizens, according to the sign of the times.

The business and economic approach that seeks to form workers, chiefs, etc. Initially, the fact that in the business world the education according to competencies had been strongly encouraged, aroused certain suspicion and mistrust that all this educational movement was exclusively a neo-liberal movement to get more profits in the labor market. Nowadays this prejudgment is not relevant any more, but it is indeed accepted, not surprisingly, that the workers who have developed the Key Competencies will be more efficacious and efficient for the companies and countries economy.

The humanistic-social approach of the generic Competencies is represented by philosophers and “followers” of areas like sociology, psychology, anthropology, educational philosophy, etc.; they were consulted by both the educational and business sectors. It is important to remember some criteria on this humanistic-social approach of the competencies; Dominique Rychen and Laura, L. Salganik, refer to the “Key competencies for life”, that have to do with the spirit of Delors report – UNESCO -afore cited, which comes up with four fundamental kinds of knowledge, to form responsible citizens; two of them are: “learn to be” and “learn to live together”. All this is synchronized with the researches on “Emotional Intelligence”, which are discussed by the psychologists Peter Salovey and John Mayer, and spread out in the past decade by Daniel Goleman. Said authors value specially those that, within the “generic” competencies are called “Interpersonal Competencies”, giving special importance to the formation of the human values.

It is important, before going on, to remember some basic criteria on the humanistic-social approach. When defining and selecting the competencies, the following considerations should be taken into account:

a. The education in Competencies is not only for university students; it

“The education in Competencies is not only for university students; it is also for young people studying middle and high-school, and for kids in elementary school.”

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is also for young people studying middle and high-school, and for kids in elementary school; see, for example, Frade (2007), who proposes to start to form Competencies since pre-school. It is convenient for the modern society, that all kids and youth are educated according to competencies, not only the professional university students, but also those who go for their insertion in the labor market in other options or occupations.

b. The formation of competencies is not only addressed to the professional or business elite; it is for all citizens in any country. According to Paulo Freire, the true education is the last hope of poor people to overcome poverty and social exclusion. Mandela wrote: “through education, the peasant’s daughter can become a doctor, and the farm laborer’s son, can become a President of a big nation”.

c. The formation of competencies is the alternative to leave behind a blurred, repetitive, and alienating education, consisting in the teacher’s transmission of concepts (hopefully relevant ones), and the student is limited to take notes of some items or to copy cites, and then, to memorize some contents that the teacher has “taught”. This educational process, in which the students receive contents culturally inherited and memorize them, was called by Paulo Freire “banking education”, contrary to the “liberating education”.

That is why, it is wisely said that the education is a strong but ambiguous power, according to how it is understood and applied; it can serve and serves to alienate the citizens, making them passive, indolent, repetitive, and only one more piece of the system mechanism; or, it can be a powerful and effective instrument to develop each human being’s huge potential by improving and forming his Key competencies, that is to say, his analytical, reflexive, critical, and independent thinking; his social values; his mature liberty, his productive creativity, etc.

What are Competencies and which are their components?

Among the multiple definitions offered by authors about the topic, there are a series of common elements that can be concreted through the following descriptive definition of competency: “It is a dense, complex, integrated and dynamic system of knowledge of concepts, procedures, and attitudes that a human being has

“The formation of competencies is not only addressed to the professional or business elite; it is for all citizens in any country.”

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developed at certain levels of quality, and that makes him able to solve problems and to continue learning (meaningfully, functionally, and permanently); essentially, these concepts, procedures and attitudes make an individual competent to reach his full potential as human being, citizen, and professional worker, or in diverse occupations and tasks”.

These integrated knowledge of concepts, procedures, and attitudes, which constitute the competencies, tend to increase the levels of the four fundamental learnings, proposed by the report Delors-UNESCO: “Learn to learn” (or know”); “learn to do”; “learn to be”; “learn to live together”.

The competencies, consequently, are an integrated system of three elements: concepts, procedures, and attitudes (values). For example, the “mature writing competency” is integrated by the following elements: the information that is transmitted; the skill of expressing (correctly and clearly) the ideas and feelings; and the attitude and human value to dialogue with others or, at least, with oneself. The identity and reality of the competencies denote much more than the addition of the elements which integrate them. Having in mind these three essential elements when planning, developing, and evaluating competencies, is very important, since when there is a lack of one of them, a competency cannot be built; along with attitudes, values such as truth, authenticity, solidarity, respect, etc, emerge. For instance, the components of the “comprehensive reading” competency are mentioned below.

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Conc

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It is convenient not to forget that always, while developing a Competency with these three elements, certain thinking skills (such as analyzing, synthesizing, inducing, deducing, inferring, relating, solving, etc.) are practiced and improved. These “thinking skills”,

as the name suggests, are abilities that constitute the “how-to-think knowledge”; and consequently, they integrate the Thinking Competency; but always, some of them are also present and active in the development of each of the 16 Key competencies.

A thinking skill differs from a “procedure” because the first one is an ability that precedes the action and is achieved in the person’s mental processes; it is not observable, since it is an internal process; and the procedure is, according to Coll (1,999), a group of ordered actions, oriented to the achievement of a goal that is observable, and therefore, evaluable.

Analyzing again the previous example of the “Comprehensive Reading” competency, a good reader, while integrating the three elements (concepts, procedures, and attitudes-values) without expressly going after that, will develop and improve his thinking skills, such as analyzing, synthesizing, relating, inferring, making meta-cognitions, inducting, deducting, solving, etc.

What has just been said about the Comprehensive Reading Competency and its relation with the “thinking skills”, happens somehow in each of the other Competencies. That is why, as will be observed hereinafter, in the charts that describe each Competency that should be developed, the thinking skills are not particularly pointed out, even though those are very important; the reason is that it is read between the lines and actually, they function as cross-cutting items along each Competency, because in all of them it is required to “know to

think”; and consequently, it is not necessary to specify them as they are accomplished.

For the afore mentioned, it is concluded that it is a big strategic progress in the educational practice, to have assumed that the

“While developing a Competency with these three elements, certain thinking skills, such as “solving”, “analyzing”, “inducing”, “inferring”, etc. are practiced and improved”

A thinking skill differs from a “procedure” because the first one is an ability that precedes the action; and the procedure is, according to Coll (1,999), a group of ordered actions, oriented to the achievement of a goal.”

“It is a big strategic progress in the educational practice, to have assumed that the Competencies imply, in addition to Concepts and Procedures, other elements that conform the deep core of mature personality, such as attitudes and values.”

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Competencies imply, in addition to Concepts and Procedures, other elements that conform the deep core of mature personality, such as attitudes and values, which affect the self-concept, the intrinsic motivations, the personal features, etc. These elements, concerning the emotional intelligence, are the slowest and most difficult to develop; that is why they should begin to be developed since the first years of pre-school education, through the teacher’s modeling and the application of specific strategies.

Generic Competencies are classified into three groups: instrumental interpersonal, and systemic competencies:

a. The instrumental competencies function as internal resources that help the human being to optimize and multiply his success possibilities into his personal, social, and professional life; quite a few of those instrumental competencies are related to the “higher-order thinking skills” formulated by Vigotsky; without them, a person is diminished, atrophied, unable to get high achievements, just as a stunted ceiba tree that was not developed. Some examples of instrumental competencies are: “comprehensive reading”; “verbal and non verbal expression”; “mature writing”; “addressing to learning” (or “knowing to learn”); “analytical, logical, reflexive, creative thinking, etc.”; “problems solving”;” use of ICT”, etc.

b. The interpersonal competencies are those which are related to the Emotional Intelligence according to Goleman, and with the “transitive personality tendencies”, according to Lersch. Some examples of these competencies are: “self-motivation”; “interpersonal communication”; “appreciation and respect to diversity and development of the interculturality”, “ethical sense and compromise”, etc. This means that the values and attitudes are more emphasized and are especially important in these competencies.

c. The systemic competencies include abilities and skills to comprehend how the parts of a whole or a system are related and integrated; they require that a person previously develop the instrumental and interpersonal competencies. Examples of systemic competencies are “capacity of applying the knowledge to the practice”; “creativity”; “management by objectives”, “leadership”, etc.

“The generic competencies are multifunctional. They are trans-cultural, that is to say, they are applicable to all cultures.”

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Characteristics of the generic competencies

For the selection of the competencies that are convenient to be developed in the educational system, it is important to take into account the following characteristics:

The competencies are multifunctional, in order to solve multiple problems in diverse contexts and to reach different important goals; that is to say, they are applied to a huge scope of personal, scholar, social, professional demands, etc.

The competencies, consequently, are transversal, because they pass through ample sectors of human life.

They are trans-cultural according to the “Piagetian” sense, that is to say, they are applicable to all cultures; all human beings have the right to education, understood as an effective instrument to increase their immense possibilities and to develop their Key competencies for life: “nobody is left behind”, as per the quotation of an anonymous author in the Fourth Part of the POPOL VUH, the sacred book of the Maya-Quiche culture.

However, they should “get interculturalized”, that is to say, they are received and interpreted in different social contexts and cultures. For example, the competency called “interpersonal communication” is trans-cultural for everyone, but it will be interpreted and applied in the Chinese culture, with different criteria and shades than in the Guatemalan culture.

They encourage the development of the thinking skills and impulse the increase and maturity of the higher attitudes and values. They are consistent with the human rights principles and the democratic values; consequently, they promote

the respect and appreciation for the “mother earth”, and for the social diversity: gender, culture, ethnic groups, tongues, etc.

They favor the personal, social, labor, and professional autonomy of human beings.

The generic competencies are dynamic groups that are self-developed; once a certain level of the competency is reached by a human being, this is prepared and

motivated to go to a higher level of such competency; the sociologist Robert K. Merton, cited by Bruer, J.T. (1995), calls “Matthew Effect” to this phenomenon, in memory of the evangelist Mattheu, who wrote: For whoever has, to him more

“They tend to favor the development of high thinking levels and to impulse de increase and maturity of higher attitudes and values.”

“The generic competencies develop the meaningful and functional learning in the sense given by Ausbel to these terms.”

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shall be given; but whoever does not have, even what he has shall be taken away from him” (Mt. 13, 12). It is, for example, a positive feedback relationship between what one knows and the easiness to learn more; this phenomenon is scientifically confirmed by the researches regarding the reading comprehension development and the richness of vocabulary; the one who truly begins to read comprehensively at a reflective and inferential level, will reach rapidly the highest levels of reading comprehension (such as metacognition and self-regulation); and the one who does not have achieved this level, will stay forever among the multitudes of millions of “functional analphabets “ that only read superficially without comprehending the deep sense of what they read; with this, they are abstaining from getting, along their lives, true meaningful learning. The statistics of teachers of Primary school who, in Guatemala and in other Central American countries are “functional analphabets”, are very worrisome.

The generic competencies develop the meaningful and functional learning in the sense given by Ausbel to these terms.

Finally, the generic competencies are not evidenced in isolation but in clusters, as parts of a living body; they are interrelated and support one another. For example: the “problems solving” competency is intimately related with “logical-reflexive thinking”; the one who has developed the “thinking” competencies will be more prepared for the “ICT competency” and vice versa.

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Selection and descriptionof the key competencies for life

• THE GROWTH OF A HUMAN BEING regarding his Key competencies, is given in a dynamic and continuous process that should begin since the first years of life; this is clearly noticed in the basic competency of “verbal communication”, whose essential development should be done in a “critical period”, according to Piaget; but the same thing happens in most of the competencies, that should be developed in students since Pre-school.

A small group of Key generic competencies, to create the profile of the graduate student from high-school, is proposed hereinafter. The institutions and experts that generated the proposals and projects about competencies, briefly described before, helped us depurate a great number of possible generic competencies, suggested by an ample range of different researchers in numerous contexts; in fact, they shorten the list and left a manageable group of them; for example, the DeSeCo Project proposes 9 competencies ordered into three Categories. The TUNING Project chooses 30 generic competencies.

Analyzing the diverse proposals from different authors and Projects, and their applicability to determine the profile of the graduate students from secondary education in our context, 16 generic competencies are suggested (7 instrumental, 7 interpersonal, and 2 systemic). All and each of these competencies have a real reason and should be considered as essential features of the graduate students’ profile, (even though some of them don’t aspire to continue studying at university), because

“16 generic competencies are suggested, as essential features of the profile of all graduate students, because they are Key Competencies for life, in the XXI century.”

Chapter

02

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they are “Key competencies for life, in the XXI century”; for those who study at university, these competencies will be, furthermore, an excellent base to progress to a higher level of education, as competent professionals, wherever they live or work.

Next, the names of the 16 selected competencies are detailed.

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1. T

hink

ing

Com

pete

ncy

2. P

robl

ems

Solv

ing

Com

pete

ncy

3. C

reat

ivity

Com

pete

ncy

Prob

lem

Sol

ving

Com

pete

ncie

s

Com

mun

icat

ion

Com

pete

ncie

s

4. U

se o

f IC

T C

ompe

tenc

y

5. M

atur

e W

ritin

gC

ompe

tenc

y

8. S

elf M

otiv

atio

nC

ompe

tenc

y

9. C

omm

unic

aton

Com

pete

ncy

10. D

iver

sity

and

In

terc

ultu

ralit

y C

ompe

tenc

y

11. S

ocio

-Mot

orC

ompe

tenc

y

12. E

thic

al S

ense

Com

pete

ncy

13. S

pirit

ualit

y C

ompe

tenc

y

14. T

eam

Wor

k C

ompe

tenc

y

15. C

onst

ruct

ive

Lead

ersh

ip

Com

pete

ncy

16. M

anag

emen

t by

Obj

ectiv

es C

ompe

tenc

y

6. R

eadi

ng C

ompr

ehen

sion

C

ompe

tenc

y

7. V

erba

l and

Non

Ver

bal

Expr

essi

on C

ompe

tenc

y

KEY

COM

PETE

NCIE

SFO

R LI

FE

INST

RUM

ENTA

LIN

TERP

ERSO

NAL

SYST

EMIC

Know

ledg

e of

the

LIN

GU

ISTI

CS

area

.

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Next, the names of the 16 selected competencies are described, as well as their corresponding thematic Introductions, their Definitions, Dimensions and Achievement Indicators:

1. INSTRUMENTAL COMPETENCIES2

I. Thinking Competency

Even though, in any sense, the 16 chosen Competencies are “Key for life” the Thinking Competency or “knowing to think” is described here, first of all, because of the completeness of its meaning and because of its importance and influence in the development and application of almost all other Competencies; for example, it is clear that upon that depends the “problem solving Competency”, the “comprehensive reading”, the “mature writing”, and the other instrumental Competencies, such as “team working”, “ethical thinking”; as well as both of the systemic Competencies: “leadership” and “management by objectives”.

The Thinking Competency, which should be a particular characteristic of the mature human being, includes many deep meanings that are not easy to be described in few words; as a matter of fact, it is integrated by several dimensions or manners that the authors describe as “types of thinking”, among which the following five ones are selected for their density of meaning: Analytical-synthetic, Reflexive; Logical; Critical-Constructive, and Systemic ones.

These diverse “dimensions” of the Thinking macro-competency (as a whole), are dynamically interrelated and each one is influenced by every one another, when the “thinking” human being tries to comprehend and interpret the reality in its different aspects (personal, social, of the physical environment, etc.) Each of these dimensions or types of thinking has its own identity, among a group, and can be defined as follows:

The analytical-synthetic Thinking combines two thinking aspects; as it is analytical, it is used to identify and disarrange complex situations in their constitutive elements; it establishes relations among those elements or parts; it evaluates those elements along the mental processes; and all that, with the

2 Quite a few educators think that, in the present world, mastering English language as the universal tongue and Lingua Franca, should be considered also as one of the Key Competencies of communication.

“The Thinking Competency is integrated by several dimensions or manners that the authors describe as “types of thinking”, Analytical-synthetic, Reflexive; Logical; Critical-Constructive, and Systemic ones.”

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objective of comprehending the realities, interpreting and explaining them. It is used to be combined with the synthetic Thinking, whose function is, as its name implies, creatively reintegrate in brief synthesis, the most meaningful aspects of those elements already identified. For example, a good reader, while analyzing and comprehending the meaningful elements from a text, and getting the main ideas as well as recreating them through new inferences, is used to finish those processes by a mental or written formulation of a brief personal text, which synthesizes what he has read. One of the synthetic thinking characteristics is to clearly and precisely organize and express complex ideas in few words. This functional complementation of the two Thinking dimensions, explains that some authors prefer the expression analytical-synthetic Thinking because it is useful to develop them together.

The reflexive Thinking is known because of the mind’s slow going back and forth, in order to deeply recognize, analyze and judge the truth and quality, both practical and ethical of the person’s diverse outer social realities, as well as, the personal experiences, situations and actions. The reflexive Thinking analyzes, reasons, questions, and judges the information of some importance received by the person through different media. The authors attribute multiple actions to the reflexive thinking, such as: identifying the key elements of problems and situations, analyzing, reasoning, and if it is necessary, questioning the authenticity and quality of the information. It acts in different contexts: a) in the rational person’s outer realities; and b) in the personal experiences or actions. The action carried out by a rational person when evaluating his mental activity, is called “metacognition”, that is to say, when he reflects upon his own thoughts. Nowadays, the term “discernment”, whose meaning is similar to the one of the reflexive Thinking, is used in some educational environments to indicate the analysis and self-evaluation that a person makes about his motions, ideas and spiritual feelings.

The logical Thinking endows a person with the ability to accomplish inductions, deductions, arguments, patterns and deep explanations about the facts that intervene in the reality’s events, situations, problems, etc.; it is also useful to evaluate, comprehend, and judge the veracity or the reason of ideas and arguments, in order to arrange them, and consequently, drawing conclusions and making decisions.

The critical-constructive Thinking is useful for the person´s questionings to others and to himself about something that in the present time is happening or happens, but that could be better of different; this way of thinking could not be called “critical” if this interrogation is not accompanied by alternative, responsible, and realistic proposals of change and improvement. The criteria that should guide the use of this Thinking are “truth”, “liberty” and “greater good”. Mastering the critical-constructive Thinking, assumes to have sufficiently developed the analytical, logical, reflexive, and systemic Thinking.

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The systemic Thinking has an analytical and global vision of the problems and situations; it takes into account and comprehends the different viewpoints or perspectives within the globality and complexity of reality, dissembling the whole into its parts; and this is made in order to create and convey any integrated production from the elements (a synthesis, a plan, a project, a thesis, etc.).

On the other hand, it is supposed that the human being who “knows how to think”, has already developed (according to Vigotsky’s viewpoint), the different “higher-order thinking skills”, that usually are expressed with verbs such as analyzing, synthesizing, defining, relating, comparing, evaluating, inducing, deducting, etc.

So that is why, in the educational processes, “indicators” through which the students’ levels of achievement in the different “dimensions” or types or Thinking, are chosen. It is normal that some of these verbs are repeated in the expression or concrete formulation of these “dimensions”. As mentioned before, this prevent us from constantly explaining what the “thinking skills” developed in each competency are, because it is taken for granted and actually, they function as cross-cutting items along each Competency, because in all of them it is required to “know how to think”. Remember that thinking skills are all those that allow our brain to process the information, and then to materialize it into concrete actions and skills. In this sense, it is important to clarify again the difference between a thinking skill and an ability. According to Frade (2007), the skill is evident at a cognitive level, while an ability is manifested at a behavioral level and it is observable and evaluable. In the skill, the mind is processing the information; in the ability, the mind has already processed the information, and the human being makes it evident through concrete actions.

Development, organization and structure of the Human Thought

As it is known, when there are favorable conditions, the organization and structure of the human thought starts very soon in a person’s life; and they continue to develop in consecutive stages or conditions. Piaget proposed four “stages” to describe this evolutive process: 1st. The “sensorimotor stage” (from the childbirth up to 2 years old approximately); 2nd. The “preoperational” stage (from 2 years old up to 7 years old); 3rd. The “concrete operational” stage (from 7 years old up to 12 years old); and 4th. The “formal operational” stage (from 12 years old onwards). In the next charts of this chapter, appear the dimensions in which the Competencies have been divided, as well as three columns with the indicators of each; so, each column corresponds to one of the three stages that are considered in this document, to wit, 2nd, 3rd, and 4th. That is to say, in academic terms, in this document it has been thought in three different groups of students: a) students from 12 to 18 years old, which are supposed to be in the Formal

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Operational stage; b) students from 7 to 12 years old, who are in the Concrete Operational stage; and c) students from 5 to 7 years old, who are considered to be in the stage named “Preoperational”.

To address the readers who are unspecialized in Evolutive Psychology, the characteristics of the students who are included into these three stages are briefly described below:

Preoperational stage. This stage, according to Piaget, extends through the 2 until the 7 years old, where the child develops basically a system of symbols to represent people, objects, places, realities that are familiar to him, etc. this is the stage of the “imitations”: of gestures, sounds, and partners and adults’ actions; this is the term where children take too much time having fun with original and creative games; the symbolic thought or “representational” thought, with which they are endowed, allows them to develop some mental activities such as: identifying elements of a whole, discovering differences and similarities, making simple evaluations; and, what is more important, if conditions are favorable, learning to read and to write; actually, in this stage, the fundaments of what later will be “learning to think” maturely , are set. One characteristic of children in this stage is the “egocentrism”; they are not able to put themselves in others’ position; when they talk within a partners’ group, they do it through authentic “monologues”, without paying attention to what others say. Furthermore, children at that age are only able to retain simultaneously some items or data in their “working memory”, what limits them to do, with their minds, the activities called by Piaget both formal and concrete “operations”; this causes that these children’s Thinking Competency still has relatively novice and low quality, what restricts to educators the possibility of formulating “evaluating indicators” to measure such Competency in this group called “preoperational”.

The concrete operational stage (From 7 to 12 years old). Children in this stage have increased their “working memory” capacity; they are able to make “operations”, according to the “Piagetian” sense, that is to say, mental activities more complicated that in the previous stage; children make certain integrations of mental representations and schemata of things and facts, which permit them develop classifying abilities and numbers management, and also comprehend the “principle of conservation”, because they are able to “decentralize”, that is to say, they can take into account at the same time, the main aspects or the ways of looking at a situation, in order to draw conclusions; for example, they notice that there is the same amount of liquid while moving it to containers of different width and height, even if at a glance it seems the opposite. But, on the other hand, the

“The Preoperational stage from 2 to 7 years old, is the stage where the child develops basically a system of symbols to represent people, objects, places, realities that are familiar to him, etc. this is the stage of “imitations” and “egocentrism”.

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students in this stage, although they already have a stable logical thought, they are not able to manage abstract ideas, strictly speaking.

The formal operational stage (from 12 years old onwards). The adolescent in this stage can manage abstract ideas, since he got the hypothetical-deductive thought; his mental structures are developed and he thinks both in concrete and abstract terms; with his thought, he can develop different hypothesis, and mentally and experimentally, comes up with evidences about the truth of them. His systematic reasoning instructs him to solve problems in different areas, such as scientific, social, political, economic, etc. Piaget is cited in a short paragraph that clearly describes these adolescents’ thoughts: “First of all, the thought does not go from reality to theory any more, but it draws out from the theory in order to establish or to verify the real relations among things. Instead of only coordinating facts about the real word, the deductive-hypothetical reasoning implies possible definitions, and therefore, brings about a unique hypothesis of what is possible and necessary”. On the other hand, especially according to Vigotsky, and also to Piaget, adolescents will only reach this thinking stage, if the following three items or factors dynamically converge in them: A good development of their neuronal structure, that assumes a good nutrition; a healthy social environment (familiar, scholar, etc.); and opportunities to “experiment” (with objects and situations, etc.). Of course, those millions of children around the world that due to chronic malnutrition couldn’t develop their neurons normally, will neither have the privilege to reach this stage nor other previous ones. And neither will those who even though were correctly nourished, unfortunately faced the experience of an unhealthy familiar environment or a deficient education. Regardless of that, they can develop certain basic thinking skills, providing that somebody accompanies them during their learning.

In the following pages, the content and sense of each of the 16 Competencies considered as Key for a life, are explained, adapting the three levels of “achievement indicators” to the mentioned stages of the students’ intellectual development. In this Chapter 2, the reader will be able to observe that only a sample of the possible achievement indicators is presented; the purpose of this is that educators can select some of them while creating their Lesson Plan and Learning Guide for students, indicating to them the topic to be studied, the tasks to be completed, the problem or problems to be solved, etc. In Chapter 6 there are offered some models of Lesson Plans and of Personal work; but it is suggested something much better than this: that, being encouraged by those few items and models, teachers dare to create their own “indicators”, especially those who are intended for children in the preoperational stage (from 2 to 7 years old); to make this task easier, they can get inspired also through the book titled

“In the concrete operational stage (from 7 to 12 years old), children are able to make “operations”, according to the “Piagetian” sense.

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“Competencias Fundamentales para la Vida”3, which offers many indicators for the different competencies. Notice that, at the moment of evaluating each indicator, teachers can check according to their criteria, for example from 1 to 5, through a rubric or with other type of instrument, as indicated in chapter 7 from this book.

3 Liceo Javier (2011, 2nd. Edition) Competencias Fundamentales para la Vida. Propuesta para desarrollar competencias en el proyecto curricular de la educación formal en primaria y secundaria. Guatemala: Liceo Javier

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DEF

INIT

ION

: The

Thi

nkin

g C

ompe

tenc

y or

“Kno

win

g ho

w to

Thi

nk” i

s a

com

plex

feat

ure

that

the

hum

an b

eing

s ac

quire

thro

ugh

the

deve

lopm

ent a

nd in

tegr

atio

n (a

t a le

vel a

ccor

ding

to h

is c

hron

olog

ical

age

) of t

he h

ighe

r-ord

er th

inki

ng s

kills

: “id

entif

ying

, ana

lyzi

ng,

synt

hesi

zing

, rel

atin

g, e

valu

atin

g, c

ompa

ring,

indu

cing

, ded

ucin

g, d

raw

ing

conc

lusi

ons,

etc

. And

all t

his,

in o

rder

to p

erfo

rm w

isel

y an

d ef

ficie

ntly

in p

robl

ems

solv

ing

and

task

s of

per

sona

l and

soc

ial l

ife.

“Kno

win

g ho

w to

thin

k” is

a s

peci

al c

hara

cter

istic

of t

he h

uman

bei

ng, w

hich

sho

uld

be d

evel

oped

thro

ugh

an a

scen

ding

pro

cess

, ta

king

into

acc

ount

the

stag

es o

f dev

elop

men

t, si

nce

the

begi

nnin

g up

to th

e en

d of

life.

The

aut

hors

indi

cate

man

y de

scrip

tions

, way

s,

pers

pect

ives

, ty

pes

or d

imen

sion

s of

thi

s “k

now

ing

how

to

thin

k” o

r Th

inki

ng c

ompe

tenc

y; s

uch

dim

ensi

ons

are

rela

ted,

co

mpl

emen

ted

and

inte

rrela

ted

one

anot

her.

The

five

dim

ensi

ons

that

app

ear

to b

e th

e m

ore

incl

usiv

e an

d th

at g

athe

r th

e m

ain

mea

ning

s of

the

Thin

king

Com

pete

ncy,

or “

know

ing

how

to th

ink”

are

: ana

lytic

al-s

ynth

etic

, ref

lexi

ve, l

ogic

al, c

ritic

al-c

onst

ruct

ive,

and

sy

stem

ic T

hink

ing;

som

e au

thor

s al

so in

clud

e th

e cr

eativ

e Th

inki

ng, b

ut in

this

doc

umen

t, it

is p

refe

rred

to ta

ke th

is d

imen

sion

as

one

of th

e 14

Key

Com

pete

ncie

s, b

ecau

se o

f the

sin

gula

r im

porta

nce

of c

reat

ivity

in th

e pr

esen

t soc

iety

. As

it w

ill be

see

n ne

xt, t

he b

est

or w

orst

attr

ibut

e of

the

pers

onal

dev

elop

men

t of t

he T

hink

ing

Com

pete

ncy,

will

depe

nd, i

n a

grea

t par

t, up

on th

e ge

netic

her

itage

, bu

t als

o an

d m

ainl

y, u

pon

the

pers

on’s

fam

ily a

nd s

chol

ar c

onte

xt.

1. A

naly

tical

-Syn

thet

ic T

hink

ing

2. R

eflex

ive T

hink

ing

2. R

eflex

ive

Thin

king

3. L

ogic

al T

hink

ing

4. C

ritic

al-

Cons

truct

ive

Thin

king

4. C

ritic

al-

Cons

truct

ive

Thin

king

5. S

yste

mic

Th

inki

ng

Def

ines

, usi

ng h

is o

wn

wor

ds, a

co

mpl

ex c

once

pt.

Extra

cts

the

mea

ning

of a

text

or

situ

atio

n to

form

ulat

e si

mpl

e de

finiti

ons.

Dis

tingu

ishe

s an

d de

scrib

es

deta

ils o

r cha

ract

eris

tics

of a

co

ncep

t.

Iden

tifie

s ou

tsta

ndin

g at

tribu

tes

or

char

acte

ristic

s of

the

obje

ct u

nder

co

nsid

erat

ion.

Dis

tingu

ishe

s si

mila

ritie

s an

d di

ffere

nces

at a

sup

erfic

ial a

nd

evid

ent l

evel

.

Iden

tifie

s im

porta

nt in

form

atio

n in

a p

robl

em-s

ituat

ion.

Para

phra

ses

impo

rtant

idea

s fro

m a

par

agra

ph.

Expr

esse

s th

e m

ost i

mpo

rtant

id

ea o

f a s

ituat

ion.

Iden

tifie

s ev

iden

t and

not

so

evid

ent a

ttrib

utes

or

char

acte

ristic

s of

the

obje

ct

unde

r con

side

ratio

n.

Expl

ains

the

diffe

renc

es a

nd

sim

ilarit

ies

betw

een

fact

s,

phen

omen

a, s

ituat

ions

, etc

., al

mos

t rea

chin

g in

fere

ntia

l lev

els

(wha

t is

not e

xplic

it).

Take

s in

to a

ccou

nt th

e di

ffere

nt

varia

bles

to s

elec

t the

bes

t way

of

sol

utio

n, a

fter h

avin

g ob

serv

ed

the

elem

ents

and

dis

cove

red

the

conn

ectio

ns b

etw

een

them

.

Mak

es a

gui

ded

sum

mar

y,

appl

ying

gen

eral

izat

ion

and

supp

ress

ion

rule

s.

Dra

ws

conc

lusi

ons

abou

t the

si

tuat

ion

unde

r con

side

ratio

n.

Expr

esse

s op

inio

ns a

bout

the

situ

atio

n un

der c

onsi

dera

tion,

st

artin

g fro

m m

ain

idea

s.

Iden

tifie

s, re

late

s an

d in

tegr

ates

th

e ch

arac

teris

tics

and

parts

of

the

stud

y of

an

obje

ct o

r con

cept

.

Expl

ains

the

diffe

renc

es

betw

een

two

elem

ents

, peo

ple

or s

ituat

ions

(tw

o ci

viliz

atio

ns o

r tw

o ch

emic

al s

ubst

ance

s, tw

o w

riter

s), a

t an

infe

rent

ial,

criti

cal,

and

refle

xive

leve

l.

Sele

cts

the

best

cho

ice

to s

olve

a

prob

lem

afte

r hav

ing

obse

rved

th

e el

emen

ts a

nd d

isco

vere

d th

e co

nnec

tion

betw

een

them

.

Sum

mar

izes

, stra

tegi

cally

, the

id

eas

of a

com

plex

text

. D

raw

s co

nclu

sion

s af

ter

stud

ying

a s

ituat

ion.

Rel

ates

, acc

ordi

ng to

sev

eral

pe

rspe

ctiv

es (a

cade

mic

, soc

ial,

pers

onal

, Chr

istia

n, e

tc…

) the

ca

uses

and

con

sequ

ence

s of

his

de

cisi

ons.

Form

ulat

es c

lear

and

con

cret

e qu

estio

ns re

gard

ing

diffe

rent

si

tuat

ions

, top

ics,

etc

., m

akin

g ev

iden

t tha

t diff

eren

t pe

rspe

ctiv

es h

ave

been

take

n in

to a

ccou

nt.

Def

ends

with

arg

umen

ts, t

he

mai

n re

ason

s to

mak

e de

cisi

ons

or to

act

acc

ordi

ng to

Chr

istia

n an

d un

iver

sal v

alue

s.

Rep

lace

s pr

evio

us c

once

ptio

ns

by n

ew m

ore

cont

extu

aliz

ed

ones

, and

tran

sfor

ms

them

in

solu

tion

prop

osal

s.

Ded

uces

seq

uenc

es o

f the

el

emen

ts o

f a p

robl

em a

nd it

s po

ssib

le s

olut

ions

.

Infe

rs p

atte

rns

of b

ehav

ior f

rom

w

hat i

s ob

serv

ed a

nd k

now

n,

cons

ider

ing

elem

ents

, fac

ts,

data

, cau

ses

and

cons

eque

nces

.

Que

stio

ns a

nd id

ea,v

iew

poin

t or

actio

n w

ith s

olid

and

reas

onab

le

argu

men

ts.

Giv

es re

ason

s ab

out w

hat h

e ag

rees

or d

isag

rees

.

Req

uire

s co

nvin

cing

que

stio

ns

or e

xpla

natio

ns a

bout

his

qu

estio

ning

s.

Rec

ogni

zes

whe

n he

is n

ot ri

ght.

Expl

ains

the

reas

ons

of h

is

actio

ns.

Req

uire

s an

swer

s ab

out h

is

conc

erns

.

List

ens

to p

artn

ers’

or t

each

ers’

re

ason

s.

Argu

men

ts th

e re

ason

s w

hy h

e di

sagr

ees

or a

gree

s w

ith a

vi

ewpo

int.

Req

uire

s co

nvin

cing

ans

wer

s or

ex

plan

atio

ns a

bout

his

qu

estio

ning

s, b

y re

achi

ng

pers

onal

con

clus

ions

.

Rec

ogni

zes

whe

n hi

s id

eas

are

not v

iabl

e, o

r if t

hey

are

wro

ng

or u

nrea

sona

ble.

Pres

ents

reas

onab

le s

olut

ions

re

gard

ing

the

ques

tioni

ngs

he

mak

es.

Taki

ng in

to a

ccou

nt d

iver

se

appr

oach

es to

real

ity, h

e es

tabl

ishe

s re

latio

ns a

mon

g th

e di

ffere

nt e

lem

ents

of s

uch

real

ity

and

glob

ally

inte

grat

es th

em.

Expl

ains

the

conn

ectio

n of

se

quen

ces,

eve

nts,

or s

ituat

ions

in

a s

yste

m (h

isto

rical

, bio

logi

cal,

artis

tic, e

tc.)

crea

ting

a hi

erar

chy

of th

eir c

ompo

nent

s.

Pred

icts

the

impl

icat

ions

and

ef

fect

s, b

oth

posi

tive

and

nega

tive,

of i

mpo

rtant

act

ions

or

proj

ects

he

wan

ts to

car

ry o

ut.

Cre

ates

and

hol

ds o

ut p

ropo

sals

of

cha

nge,

on

the

basi

s of

a

glob

al a

nd re

ason

able

vis

ion

of

real

ity.

The

syst

emic

thin

king

dep

ends

upo

n de

dev

elop

men

t of o

ther

thou

ghts

, the

refo

re, t

he c

olum

ns c

once

rnin

g co

ncre

te a

nd

preo

pera

tiona

l abi

litie

s, o

nly

appr

oxim

ate

to th

e de

velo

pmen

t of t

his

thin

king

, with

out b

eing

exp

licitl

y it.

In h

is p

roce

sses

of a

naly

sis,

in

tegr

atio

n, a

nd g

ener

aliz

atio

n,

he ta

kes

into

acc

ount

that

the

who

le is

gre

ater

than

the

sum

of

its p

arts

.

Pres

ents

oth

er s

olut

ions

that

are

di

ffere

nt fr

om th

e on

es

prop

osed

.

Taki

ng in

to a

ccou

nt d

iffer

ent

appr

oach

es to

real

ity, h

e es

tabl

ishe

s re

latio

ns tr

ying

to

inte

grat

e th

em.

Expl

ains

the

conn

ectio

n of

se

quen

ces,

eve

nts

or s

ituat

ions

in

a s

yste

m.

Pred

icts

effe

cts,

bot

h po

sitiv

e an

d ne

gativ

e, o

f im

porta

nt

actio

ns o

r pro

ject

s he

wan

ts to

ca

rry o

ut.

Cre

ates

pro

posa

ls o

f cha

nge,

on

the

basi

s of

reas

onab

le

argu

men

ts.

Giv

es o

pini

ons

on p

ossi

ble

impr

ovem

ents

to h

is

envi

ronm

ent.

Pred

icts

effe

cts

of h

is a

cts

and

evid

ent s

ituat

ions

.

Cre

ates

seq

uenc

es w

ith

conc

rete

mat

eria

l.

Con

tribu

tes

to id

eas

with

in th

e gr

oups

whe

re h

e pa

rtici

pate

s.

Esta

blis

hes

rela

tions

am

ong

peop

le, o

bjec

ts, a

nd s

ituat

ions

.

Que

stio

ns v

iew

poin

ts a

nd

actio

ns.

Asks

que

stio

ns to

sol

ve d

oubt

s.

Ord

ers

idea

s an

d co

ncep

ts,

acco

rdin

g to

his

ow

n cr

iteria

, ca

tego

rizin

g th

em a

nd c

reat

ing

som

ethi

ng p

erso

nal.

Ded

uces

reas

onab

le

conc

lusi

ons

on th

e ba

sis

of d

ata,

fa

cts

and

elem

ents

, hol

ding

out

th

e cr

iteria

, rel

atio

ns o

r co

nnec

tions

.

Ord

ers

idea

s an

d co

ncep

ts,

acco

rdin

g to

sug

gest

ed c

riter

ia,

cate

goriz

ing

them

and

cre

atin

g so

met

hing

of h

is o

wn.

Ded

uces

and

hol

ds o

ut

conc

lusi

ons

on th

e ba

sis

of d

ata,

fa

cts

and

elem

ents

.

Ord

ers

data

and

obj

ects

ac

cord

ing

to s

ugge

sted

crit

eria

an

d ca

tego

ries.

Ded

uces

con

sequ

ence

s of

his

ac

ts, f

acts

, or p

heno

men

a.

Iden

tifie

s a

sequ

ence

and

the

elem

ents

that

con

stitu

te it

. C

ompa

res

the

elem

ents

that

co

nfor

m a

seq

uenc

e.

Iden

tifie

s ca

uses

and

ded

uces

co

nseq

uenc

es fr

om w

hat i

s ob

serv

ed a

nd k

now

n.

Rec

ogni

zes

the

rela

tion

betw

een

caus

es a

nd e

ffect

s of

con

cret

e ph

enom

ena

or fa

cts

arou

nd h

im.

Mod

ifies

his

pre

viou

s co

ncep

tions

(abo

ut: c

usto

ms,

ha

bits

, rel

igio

n, s

ocia

l rea

lity,

hi

stor

y, e

tc.)

and

expr

esse

s po

ssib

le c

hang

es in

his

way

of

actin

g.

List

ens

to p

oint

s of

vie

w a

nd

idea

s di

ffere

nt fr

om h

is.

Just

ifies

the

reas

ons

to m

ake

a de

cisi

on o

r to

act i

n a

certa

in

way

.

Just

ifies

the

reas

ons

to a

ct in

a

certa

in w

ay.

Rel

ates

the

caus

es a

nd

cons

eque

nces

of h

is a

ctio

ns a

nd

acad

emic

resu

lts.

Form

ulat

es c

lear

and

con

cret

e qu

estio

ns re

gard

ing

diffe

rent

si

tuat

ions

, top

ics,

etc

. afte

r ha

ving

thou

ght i

n di

ffere

nt

fact

ors.

Iden

tifie

s th

e ca

uses

and

co

nseq

uenc

es o

f his

suc

cess

an

d lim

itatio

ns.

Form

ulat

es c

lear

and

con

cret

e qu

estio

ns re

gard

ing

diffe

rent

si

tuat

ions

, top

ics.

etc

.

Form

al o

pera

tiona

l sta

ge(1

2 to

18

year

s ol

d)Co

ncre

te o

pera

tiona

l sta

ge

(7 to

12

year

s ol

d)Pr

e op

erat

iona

l sta

ge(5

to 7

yea

rs o

ld)

I.

THI

NKIN

G CO

MPE

TENC

Y, O

R “K

NOW

ING

HOW

TO

THIN

K”

DIM

ENSI

ONS

INDI

CATO

RS

Form

al o

pera

tiona

l sta

ge(1

2 to

18

year

s ol

d)Co

ncre

te o

pera

tiona

l sta

ge

(7 to

12

year

s ol

d)Pr

e op

erat

iona

l sta

ge(5

to 7

yea

rs o

ld)

Form

al o

pera

tiona

l sta

ge(1

2 to

18

year

s ol

d)Co

ncre

te o

pera

tiona

l sta

ge

(7 to

12

year

s ol

d)Pr

e op

erat

iona

l sta

ge(5

to 7

yea

rs o

ld)

Form

al o

pera

tiona

l sta

ge(1

2 to

18

year

s ol

d)Co

ncre

te o

pera

tiona

l sta

ge

(7 to

12

year

s ol

d)Pr

e op

erat

iona

l sta

ge(5

to 7

yea

rs o

ld)

Form

al o

pera

tiona

l sta

ge(1

2 to

18

year

s ol

d)Co

ncre

te o

pera

tiona

l sta

ge

(7 to

12

year

s ol

d)Pr

e op

erat

iona

l sta

ge(5

to 7

yea

rs o

ld)

33A

Mod

el o

f Ed

ucat

ion

for t

he X

XI C

entu

ry

DEF

INIT

ION

: The

Thi

nkin

g C

ompe

tenc

y or

“Kno

win

g ho

w to

Thi

nk” i

s a

com

plex

feat

ure

that

the

hum

an b

eing

s ac

quire

thro

ugh

the

deve

lopm

ent a

nd in

tegr

atio

n (a

t a le

vel a

ccor

ding

to h

is c

hron

olog

ical

age

) of t

he h

ighe

r-ord

er th

inki

ng s

kills

: “id

entif

ying

, ana

lyzi

ng,

synt

hesi

zing

, rel

atin

g, e

valu

atin

g, c

ompa

ring,

indu

cing

, ded

ucin

g, d

raw

ing

conc

lusi

ons,

etc

. And

all t

his,

in o

rder

to p

erfo

rm w

isel

y an

d ef

ficie

ntly

in p

robl

ems

solv

ing

and

task

s of

per

sona

l and

soc

ial l

ife.

“Kno

win

g ho

w to

thin

k” is

a s

peci

al c

hara

cter

istic

of t

he h

uman

bei

ng, w

hich

sho

uld

be d

evel

oped

thro

ugh

an a

scen

ding

pro

cess

, ta

king

into

acc

ount

the

stag

es o

f dev

elop

men

t, si

nce

the

begi

nnin

g up

to th

e en

d of

life.

The

aut

hors

indi

cate

man

y de

scrip

tions

, way

s,

pers

pect

ives

, ty

pes

or d

imen

sion

s of

thi

s “k

now

ing

how

to

thin

k” o

r Th

inki

ng c

ompe

tenc

y; s

uch

dim

ensi

ons

are

rela

ted,

co

mpl

emen

ted

and

inte

rrela

ted

one

anot

her.

The

five

dim

ensi

ons

that

app

ear

to b

e th

e m

ore

incl

usiv

e an

d th

at g

athe

r th

e m

ain

mea

ning

s of

the

Thin

king

Com

pete

ncy,

or “

know

ing

how

to th

ink”

are

: ana

lytic

al-s

ynth

etic

, ref

lexi

ve, l

ogic

al, c

ritic

al-c

onst

ruct

ive,

and

sy

stem

ic T

hink

ing;

som

e au

thor

s al

so in

clud

e th

e cr

eativ

e Th

inki

ng, b

ut in

this

doc

umen

t, it

is p

refe

rred

to ta

ke th

is d

imen

sion

as

one

of th

e 14

Key

Com

pete

ncie

s, b

ecau

se o

f the

sin

gula

r im

porta

nce

of c

reat

ivity

in th

e pr

esen

t soc

iety

. As

it w

ill be

see

n ne

xt, t

he b

est

or w

orst

attr

ibut

e of

the

pers

onal

dev

elop

men

t of t

he T

hink

ing

Com

pete

ncy,

will

depe

nd, i

n a

grea

t par

t, up

on th

e ge

netic

her

itage

, bu

t als

o an

d m

ainl

y, u

pon

the

pers

on’s

fam

ily a

nd s

chol

ar c

onte

xt.

1. A

naly

tical

-Syn

thet

ic T

hink

ing

2. R

eflex

ive T

hink

ing

2. R

eflex

ive

Thin

king

3. L

ogic

al T

hink

ing

4. C

ritic

al-

Cons

truct

ive

Thin

king

4. C

ritic

al-

Cons

truct

ive

Thin

king

5. S

yste

mic

Th

inki

ng

Def

ines

, usi

ng h

is o

wn

wor

ds, a

co

mpl

ex c

once

pt.

Extra

cts

the

mea

ning

of a

text

or

situ

atio

n to

form

ulat

e si

mpl

e de

finiti

ons.

Dis

tingu

ishe

s an

d de

scrib

es

deta

ils o

r cha

ract

eris

tics

of a

co

ncep

t.

Iden

tifie

s ou

tsta

ndin

g at

tribu

tes

or

char

acte

ristic

s of

the

obje

ct u

nder

co

nsid

erat

ion.

Dis

tingu

ishe

s si

mila

ritie

s an

d di

ffere

nces

at a

sup

erfic

ial a

nd

evid

ent l

evel

.

Iden

tifie

s im

porta

nt in

form

atio

n in

a p

robl

em-s

ituat

ion.

Para

phra

ses

impo

rtant

idea

s fro

m a

par

agra

ph.

Expr

esse

s th

e m

ost i

mpo

rtant

id

ea o

f a s

ituat

ion.

Iden

tifie

s ev

iden

t and

not

so

evid

ent a

ttrib

utes

or

char

acte

ristic

s of

the

obje

ct

unde

r con

side

ratio

n.

Expl

ains

the

diffe

renc

es a

nd

sim

ilarit

ies

betw

een

fact

s,

phen

omen

a, s

ituat

ions

, etc

., al

mos

t rea

chin

g in

fere

ntia

l lev

els

(wha

t is

not e

xplic

it).

Take

s in

to a

ccou

nt th

e di

ffere

nt

varia

bles

to s

elec

t the

bes

t way

of

sol

utio

n, a

fter h

avin

g ob

serv

ed

the

elem

ents

and

dis

cove

red

the

conn

ectio

ns b

etw

een

them

.

Mak

es a

gui

ded

sum

mar

y,

appl

ying

gen

eral

izat

ion

and

supp

ress

ion

rule

s.

Dra

ws

conc

lusi

ons

abou

t the

si

tuat

ion

unde

r con

side

ratio

n.

Expr

esse

s op

inio

ns a

bout

the

situ

atio

n un

der c

onsi

dera

tion,

st

artin

g fro

m m

ain

idea

s.

Iden

tifie

s, re

late

s an

d in

tegr

ates

th

e ch

arac

teris

tics

and

parts

of

the

stud

y of

an

obje

ct o

r con

cept

.

Expl

ains

the

diffe

renc

es

betw

een

two

elem

ents

, peo

ple

or s

ituat

ions

(tw

o ci

viliz

atio

ns o

r tw

o ch

emic

al s

ubst

ance

s, tw

o w

riter

s), a

t an

infe

rent

ial,

criti

cal,

and

refle

xive

leve

l.

Sele

cts

the

best

cho

ice

to s

olve

a

prob

lem

afte

r hav

ing

obse

rved

th

e el

emen

ts a

nd d

isco

vere

d th

e co

nnec

tion

betw

een

them

.

Sum

mar

izes

, stra

tegi

cally

, the

id

eas

of a

com

plex

text

. D

raw

s co

nclu

sion

s af

ter

stud

ying

a s

ituat

ion.

Rel

ates

, acc

ordi

ng to

sev

eral

pe

rspe

ctiv

es (a

cade

mic

, soc

ial,

pers

onal

, Chr

istia

n, e

tc…

) the

ca

uses

and

con

sequ

ence

s of

his

de

cisi

ons.

Form

ulat

es c

lear

and

con

cret

e qu

estio

ns re

gard

ing

diffe

rent

si

tuat

ions

, top

ics,

etc

., m

akin

g ev

iden

t tha

t diff

eren

t pe

rspe

ctiv

es h

ave

been

take

n in

to a

ccou

nt.

Def

ends

with

arg

umen

ts, t

he

mai

n re

ason

s to

mak

e de

cisi

ons

or to

act

acc

ordi

ng to

Chr

istia

n an

d un

iver

sal v

alue

s.

Rep

lace

s pr

evio

us c

once

ptio

ns

by n

ew m

ore

cont

extu

aliz

ed

ones

, and

tran

sfor

ms

them

in

solu

tion

prop

osal

s.

Ded

uces

seq

uenc

es o

f the

el

emen

ts o

f a p

robl

em a

nd it

s po

ssib

le s

olut

ions

.

Infe

rs p

atte

rns

of b

ehav

ior f

rom

w

hat i

s ob

serv

ed a

nd k

now

n,

cons

ider

ing

elem

ents

, fac

ts,

data

, cau

ses

and

cons

eque

nces

.

Que

stio

ns a

nd id

ea,v

iew

poin

t or

actio

n w

ith s

olid

and

reas

onab

le

argu

men

ts.

Giv

es re

ason

s ab

out w

hat h

e ag

rees

or d

isag

rees

.

Req

uire

s co

nvin

cing

que

stio

ns

or e

xpla

natio

ns a

bout

his

qu

estio

ning

s.

Rec

ogni

zes

whe

n he

is n

ot ri

ght.

Expl

ains

the

reas

ons

of h

is

actio

ns.

Req

uire

s an

swer

s ab

out h

is

conc

erns

.

List

ens

to p

artn

ers’

or t

each

ers’

re

ason

s.

Argu

men

ts th

e re

ason

s w

hy h

e di

sagr

ees

or a

gree

s w

ith a

vi

ewpo

int.

Req

uire

s co

nvin

cing

ans

wer

s or

ex

plan

atio

ns a

bout

his

qu

estio

ning

s, b

y re

achi

ng

pers

onal

con

clus

ions

.

Rec

ogni

zes

whe

n hi

s id

eas

are

not v

iabl

e, o

r if t

hey

are

wro

ng

or u

nrea

sona

ble.

Pres

ents

reas

onab

le s

olut

ions

re

gard

ing

the

ques

tioni

ngs

he

mak

es.

Taki

ng in

to a

ccou

nt d

iver

se

appr

oach

es to

real

ity, h

e es

tabl

ishe

s re

latio

ns a

mon

g th

e di

ffere

nt e

lem

ents

of s

uch

real

ity

and

glob

ally

inte

grat

es th

em.

Expl

ains

the

conn

ectio

n of

se

quen

ces,

eve

nts,

or s

ituat

ions

in

a s

yste

m (h

isto

rical

, bio

logi

cal,

artis

tic, e

tc.)

crea

ting

a hi

erar

chy

of th

eir c

ompo

nent

s.

Pred

icts

the

impl

icat

ions

and

ef

fect

s, b

oth

posi

tive

and

nega

tive,

of i

mpo

rtant

act

ions

or

proj

ects

he

wan

ts to

car

ry o

ut.

Cre

ates

and

hol

ds o

ut p

ropo

sals

of

cha

nge,

on

the

basi

s of

a

glob

al a

nd re

ason

able

vis

ion

of

real

ity.

The

syst

emic

thin

king

dep

ends

upo

n de

dev

elop

men

t of o

ther

thou

ghts

, the

refo

re, t

he c

olum

ns c

once

rnin

g co

ncre

te a

nd

preo

pera

tiona

l abi

litie

s, o

nly

appr

oxim

ate

to th

e de

velo

pmen

t of t

his

thin

king

, with

out b

eing

exp

licitl

y it.

In h

is p

roce

sses

of a

naly

sis,

in

tegr

atio

n, a

nd g

ener

aliz

atio

n,

he ta

kes

into

acc

ount

that

the

who

le is

gre

ater

than

the

sum

of

its p

arts

.

Pres

ents

oth

er s

olut

ions

that

are

di

ffere

nt fr

om th

e on

es

prop

osed

.

Taki

ng in

to a

ccou

nt d

iffer

ent

appr

oach

es to

real

ity, h

e es

tabl

ishe

s re

latio

ns tr

ying

to

inte

grat

e th

em.

Expl

ains

the

conn

ectio

n of

se

quen

ces,

eve

nts

or s

ituat

ions

in

a s

yste

m.

Pred

icts

effe

cts,

bot

h po

sitiv

e an

d ne

gativ

e, o

f im

porta

nt

actio

ns o

r pro

ject

s he

wan

ts to

ca

rry o

ut.

Cre

ates

pro

posa

ls o

f cha

nge,

on

the

basi

s of

reas

onab

le

argu

men

ts.

Giv

es o

pini

ons

on p

ossi

ble

impr

ovem

ents

to h

is

envi

ronm

ent.

Pred

icts

effe

cts

of h

is a

cts

and

evid

ent s

ituat

ions

.

Cre

ates

seq

uenc

es w

ith

conc

rete

mat

eria

l.

Con

tribu

tes

to id

eas

with

in th

e gr

oups

whe

re h

e pa

rtici

pate

s.

Esta

blis

hes

rela

tions

am

ong

peop

le, o

bjec

ts, a

nd s

ituat

ions

.

Que

stio

ns v

iew

poin

ts a

nd

actio

ns.

Asks

que

stio

ns to

sol

ve d

oubt

s.

Ord

ers

idea

s an

d co

ncep

ts,

acco

rdin

g to

his

ow

n cr

iteria

, ca

tego

rizin

g th

em a

nd c

reat

ing

som

ethi

ng p

erso

nal.

Ded

uces

reas

onab

le

conc

lusi

ons

on th

e ba

sis

of d

ata,

fa

cts

and

elem

ents

, hol

ding

out

th

e cr

iteria

, rel

atio

ns o

r co

nnec

tions

.

Ord

ers

idea

s an

d co

ncep

ts,

acco

rdin

g to

sug

gest

ed c

riter

ia,

cate

goriz

ing

them

and

cre

atin

g so

met

hing

of h

is o

wn.

Ded

uces

and

hol

ds o

ut

conc

lusi

ons

on th

e ba

sis

of d

ata,

fa

cts

and

elem

ents

.

Ord

ers

data

and

obj

ects

ac

cord

ing

to s

ugge

sted

crit

eria

an

d ca

tego

ries.

Ded

uces

con

sequ

ence

s of

his

ac

ts, f

acts

, or p

heno

men

a.

Iden

tifie

s a

sequ

ence

and

the

elem

ents

that

con

stitu

te it

. C

ompa

res

the

elem

ents

that

co

nfor

m a

seq

uenc

e.

Iden

tifie

s ca

uses

and

ded

uces

co

nseq

uenc

es fr

om w

hat i

s ob

serv

ed a

nd k

now

n.

Rec

ogni

zes

the

rela

tion

betw

een

caus

es a

nd e

ffect

s of

con

cret

e ph

enom

ena

or fa

cts

arou

nd h

im.

Mod

ifies

his

pre

viou

s co

ncep

tions

(abo

ut: c

usto

ms,

ha

bits

, rel

igio

n, s

ocia

l rea

lity,

hi

stor

y, e

tc.)

and

expr

esse

s po

ssib

le c

hang

es in

his

way

of

actin

g.

List

ens

to p

oint

s of

vie

w a

nd

idea

s di

ffere

nt fr

om h

is.

Just

ifies

the

reas

ons

to m

ake

a de

cisi

on o

r to

act i

n a

certa

in

way

.

Just

ifies

the

reas

ons

to a

ct in

a

certa

in w

ay.

Rel

ates

the

caus

es a

nd

cons

eque

nces

of h

is a

ctio

ns a

nd

acad

emic

resu

lts.

Form

ulat

es c

lear

and

con

cret

e qu

estio

ns re

gard

ing

diffe

rent

si

tuat

ions

, top

ics,

etc

. afte

r ha

ving

thou

ght i

n di

ffere

nt

fact

ors.

Iden

tifie

s th

e ca

uses

and

co

nseq

uenc

es o

f his

suc

cess

an

d lim

itatio

ns.

Form

ulat

es c

lear

and

con

cret

e qu

estio

ns re

gard

ing

diffe

rent

si

tuat

ions

, top

ics.

etc

.

Form

al o

pera

tiona

l sta

ge(1

2 to

18

year

s ol

d)Co

ncre

te o

pera

tiona

l sta

ge

(7 to

12

year

s ol

d)Pr

e op

erat

iona

l sta

ge(5

to 7

yea

rs o

ld)

I.

THI

NKIN

G CO

MPE

TENC

Y, O

R “K

NOW

ING

HOW

TO

THIN

K”

DIM

ENSI

ONS

INDI

CATO

RS

Form

al o

pera

tiona

l sta

ge(1

2 to

18

year

s ol

d)Co

ncre

te o

pera

tiona

l sta

ge

(7 to

12

year

s ol

d)Pr

e op

erat

iona

l sta

ge(5

to 7

yea

rs o

ld)

Form

al o

pera

tiona

l sta

ge(1

2 to

18

year

s ol

d)Co

ncre

te o

pera

tiona

l sta

ge

(7 to

12

year

s ol

d)Pr

e op

erat

iona

l sta

ge(5

to 7

yea

rs o

ld)

Form

al o

pera

tiona

l sta

ge(1

2 to

18

year

s ol

d)Co

ncre

te o

pera

tiona

l sta

ge

(7 to

12

year

s ol

d)Pr

e op

erat

iona

l sta

ge(5

to 7

yea

rs o

ld)

Form

al o

pera

tiona

l sta

ge(1

2 to

18

year

s ol

d)Co

ncre

te o

pera

tiona

l sta

ge

(7 to

12

year

s ol

d)Pr

e op

erat

iona

l sta

ge(5

to 7

yea

rs o

ld)

34

A M

odel

of

Educ

atio

n fo

r the

XXI

Cen

tury

DEF

INIT

ION

: The

Thi

nkin

g C

ompe

tenc

y or

“Kno

win

g ho

w to

Thi

nk” i

s a

com

plex

feat

ure

that

the

hum

an b

eing

s ac

quire

thro

ugh

the

deve

lopm

ent a

nd in

tegr

atio

n (a

t a le

vel a

ccor

ding

to h

is c

hron

olog

ical

age

) of t

he h

ighe

r-ord

er th

inki

ng s

kills

: “id

entif

ying

, ana

lyzi

ng,

synt

hesi

zing

, rel

atin

g, e

valu

atin

g, c

ompa

ring,

indu

cing

, ded

ucin

g, d

raw

ing

conc

lusi

ons,

etc

. And

all t

his,

in o

rder

to p

erfo

rm w

isel

y an

d ef

ficie

ntly

in p

robl

ems

solv

ing

and

task

s of

per

sona

l and

soc

ial l

ife.

“Kno

win

g ho

w to

thin

k” is

a s

peci

al c

hara

cter

istic

of t

he h

uman

bei

ng, w

hich

sho

uld

be d

evel

oped

thro

ugh

an a

scen

ding

pro

cess

, ta

king

into

acc

ount

the

stag

es o

f dev

elop

men

t, si

nce

the

begi

nnin

g up

to th

e en

d of

life.

The

aut

hors

indi

cate

man

y de

scrip

tions

, way

s,

pers

pect

ives

, ty

pes

or d

imen

sion

s of

thi

s “k

now

ing

how

to

thin

k” o

r Th

inki

ng c

ompe

tenc

y; s

uch

dim

ensi

ons

are

rela

ted,

co

mpl

emen

ted

and

inte

rrela

ted

one

anot

her.

The

five

dim

ensi

ons

that

app

ear

to b

e th

e m

ore

incl

usiv

e an

d th

at g

athe

r th

e m

ain

mea

ning

s of

the

Thin

king

Com

pete

ncy,

or “

know

ing

how

to th

ink”

are

: ana

lytic

al-s

ynth

etic

, ref

lexi

ve, l

ogic

al, c

ritic

al-c

onst

ruct

ive,

and

sy

stem

ic T

hink

ing;

som

e au

thor

s al

so in

clud

e th

e cr

eativ

e Th

inki

ng, b

ut in

this

doc

umen

t, it

is p

refe

rred

to ta

ke th

is d

imen

sion

as

one

of th

e 14

Key

Com

pete

ncie

s, b

ecau

se o

f the

sin

gula

r im

porta

nce

of c

reat

ivity

in th

e pr

esen

t soc

iety

. As

it w

ill be

see

n ne

xt, t

he b

est

or w

orst

attr

ibut

e of

the

pers

onal

dev

elop

men

t of t

he T

hink

ing

Com

pete

ncy,

will

depe

nd, i

n a

grea

t par

t, up

on th

e ge

netic

her

itage

, bu

t als

o an

d m

ainl

y, u

pon

the

pers

on’s

fam

ily a

nd s

chol

ar c

onte

xt.

1. A

naly

tical

-Syn

thet

ic T

hink

ing

2. R

eflex

ive T

hink

ing

2. R

eflex

ive

Thin

king

3. L

ogic

al T

hink

ing

4. C

ritic

al-

Cons

truct

ive

Thin

king

4. C

ritic

al-

Cons

truct

ive

Thin

king

5. S

yste

mic

Th

inki

ng

Def

ines

, usi

ng h

is o

wn

wor

ds, a

co

mpl

ex c

once

pt.

Extra

cts

the

mea

ning

of a

text

or

situ

atio

n to

form

ulat

e si

mpl

e de

finiti

ons.

Dis

tingu

ishe

s an

d de

scrib

es

deta

ils o

r cha

ract

eris

tics

of a

co

ncep

t.

Iden

tifie

s ou

tsta

ndin

g at

tribu

tes

or

char

acte

ristic

s of

the

obje

ct u

nder

co

nsid

erat

ion.

Dis

tingu

ishe

s si

mila

ritie

s an

d di

ffere

nces

at a

sup

erfic

ial a

nd

evid

ent l

evel

.

Iden

tifie

s im

porta

nt in

form

atio

n in

a p

robl

em-s

ituat

ion.

Para

phra

ses

impo

rtant

idea

s fro

m a

par

agra

ph.

Expr

esse

s th

e m

ost i

mpo

rtant

id

ea o

f a s

ituat

ion.

Iden

tifie

s ev

iden

t and

not

so

evid

ent a

ttrib

utes

or

char

acte

ristic

s of

the

obje

ct

unde

r con

side

ratio

n.

Expl

ains

the

diffe

renc

es a

nd

sim

ilarit

ies

betw

een

fact

s,

phen

omen

a, s

ituat

ions

, etc

., al

mos

t rea

chin

g in

fere

ntia

l lev

els

(wha

t is

not e

xplic

it).

Take

s in

to a

ccou

nt th

e di

ffere

nt

varia

bles

to s

elec

t the

bes

t way

of

sol

utio

n, a

fter h

avin

g ob

serv

ed

the

elem

ents

and

dis

cove

red

the

conn

ectio

ns b

etw

een

them

.

Mak

es a

gui

ded

sum

mar

y,

appl

ying

gen

eral

izat

ion

and

supp

ress

ion

rule

s.

Dra

ws

conc

lusi

ons

abou

t the

si

tuat

ion

unde

r con

side

ratio

n.

Expr

esse

s op

inio

ns a

bout

the

situ

atio

n un

der c

onsi

dera

tion,

st

artin

g fro

m m

ain

idea

s.

Iden

tifie

s, re

late

s an

d in

tegr

ates

th

e ch

arac

teris

tics

and

parts

of

the

stud

y of

an

obje

ct o

r con

cept

.

Expl

ains

the

diffe

renc

es

betw

een

two

elem

ents

, peo

ple

or s

ituat

ions

(tw

o ci

viliz

atio

ns o

r tw

o ch

emic

al s

ubst

ance

s, tw

o w

riter

s), a

t an

infe

rent

ial,

criti

cal,

and

refle

xive

leve

l.

Sele

cts

the

best

cho

ice

to s

olve

a

prob

lem

afte

r hav

ing

obse

rved

th

e el

emen

ts a

nd d

isco

vere

d th

e co

nnec

tion

betw

een

them

.

Sum

mar

izes

, stra

tegi

cally

, the

id

eas

of a

com

plex

text

. D

raw

s co

nclu

sion

s af

ter

stud

ying

a s

ituat

ion.

Rel

ates

, acc

ordi

ng to

sev

eral

pe

rspe

ctiv

es (a

cade

mic

, soc

ial,

pers

onal

, Chr

istia

n, e

tc…

) the

ca

uses

and

con

sequ

ence

s of

his

de

cisi

ons.

Form

ulat

es c

lear

and

con

cret

e qu

estio

ns re

gard

ing

diffe

rent

si

tuat

ions

, top

ics,

etc

., m

akin

g ev

iden

t tha

t diff

eren

t pe

rspe

ctiv

es h

ave

been

take

n in

to a

ccou

nt.

Def

ends

with

arg

umen

ts, t

he

mai

n re

ason

s to

mak

e de

cisi

ons

or to

act

acc

ordi

ng to

Chr

istia

n an

d un

iver

sal v

alue

s.

Rep

lace

s pr

evio

us c

once

ptio

ns

by n

ew m

ore

cont

extu

aliz

ed

ones

, and

tran

sfor

ms

them

in

solu

tion

prop

osal

s.

Ded

uces

seq

uenc

es o

f the

el

emen

ts o

f a p

robl

em a

nd it

s po

ssib

le s

olut

ions

.

Infe

rs p

atte

rns

of b

ehav

ior f

rom

w

hat i

s ob

serv

ed a

nd k

now

n,

cons

ider

ing

elem

ents

, fac

ts,

data

, cau

ses

and

cons

eque

nces

.

Que

stio

ns a

nd id

ea,v

iew

poin

t or

actio

n w

ith s

olid

and

reas

onab

le

argu

men

ts.

Giv

es re

ason

s ab

out w

hat h

e ag

rees

or d

isag

rees

.

Req

uire

s co

nvin

cing

que

stio

ns

or e

xpla

natio

ns a

bout

his

qu

estio

ning

s.

Rec

ogni

zes

whe

n he

is n

ot ri

ght.

Expl

ains

the

reas

ons

of h

is

actio

ns.

Req

uire

s an

swer

s ab

out h

is

conc

erns

.

List

ens

to p

artn

ers’

or t

each

ers’

re

ason

s.

Argu

men

ts th

e re

ason

s w

hy h

e di

sagr

ees

or a

gree

s w

ith a

vi

ewpo

int.

Req

uire

s co

nvin

cing

ans

wer

s or

ex

plan

atio

ns a

bout

his

qu

estio

ning

s, b

y re

achi

ng

pers

onal

con

clus

ions

.

Rec

ogni

zes

whe

n hi

s id

eas

are

not v

iabl

e, o

r if t

hey

are

wro

ng

or u

nrea

sona

ble.

Pres

ents

reas

onab

le s

olut

ions

re

gard

ing

the

ques

tioni

ngs

he

mak

es.

Taki

ng in

to a

ccou

nt d

iver

se

appr

oach

es to

real

ity, h

e es

tabl

ishe

s re

latio

ns a

mon

g th

e di

ffere

nt e

lem

ents

of s

uch

real

ity

and

glob

ally

inte

grat

es th

em.

Expl

ains

the

conn

ectio

n of

se

quen

ces,

eve

nts,

or s

ituat

ions

in

a s

yste

m (h

isto

rical

, bio

logi

cal,

artis

tic, e

tc.)

crea

ting

a hi

erar

chy

of th

eir c

ompo

nent

s.

Pred

icts

the

impl

icat

ions

and

ef

fect

s, b

oth

posi

tive

and

nega

tive,

of i

mpo

rtant

act

ions

or

proj

ects

he

wan

ts to

car

ry o

ut.

Cre

ates

and

hol

ds o

ut p

ropo

sals

of

cha

nge,

on

the

basi

s of

a

glob

al a

nd re

ason

able

vis

ion

of

real

ity.

The

syst

emic

thin

king

dep

ends

upo

n de

dev

elop

men

t of o

ther

thou

ghts

, the

refo

re, t

he c

olum

ns c

once

rnin

g co

ncre

te a

nd

preo

pera

tiona

l abi

litie

s, o

nly

appr

oxim

ate

to th

e de

velo

pmen

t of t

his

thin

king

, with

out b

eing

exp

licitl

y it.

In h

is p

roce

sses

of a

naly

sis,

in

tegr

atio

n, a

nd g

ener

aliz

atio

n,

he ta

kes

into

acc

ount

that

the

who

le is

gre

ater

than

the

sum

of

its p

arts

.

Pres

ents

oth

er s

olut

ions

that

are

di

ffere

nt fr

om th

e on

es

prop

osed

.

Taki

ng in

to a

ccou

nt d

iffer

ent

appr

oach

es to

real

ity, h

e es

tabl

ishe

s re

latio

ns tr

ying

to

inte

grat

e th

em.

Expl

ains

the

conn

ectio

n of

se

quen

ces,

eve

nts

or s

ituat

ions

in

a s

yste

m.

Pred

icts

effe

cts,

bot

h po

sitiv

e an

d ne

gativ

e, o

f im

porta

nt

actio

ns o

r pro

ject

s he

wan

ts to

ca

rry o

ut.

Cre

ates

pro

posa

ls o

f cha

nge,

on

the

basi

s of

reas

onab

le

argu

men

ts.

Giv

es o

pini

ons

on p

ossi

ble

impr

ovem

ents

to h

is

envi

ronm

ent.

Pred

icts

effe

cts

of h

is a

cts

and

evid

ent s

ituat

ions

.

Cre

ates

seq

uenc

es w

ith

conc

rete

mat

eria

l.

Con

tribu

tes

to id

eas

with

in th

e gr

oups

whe

re h

e pa

rtici

pate

s.

Esta

blis

hes

rela

tions

am

ong

peop

le, o

bjec

ts, a

nd s

ituat

ions

.

Que

stio

ns v

iew

poin

ts a

nd

actio

ns.

Asks

que

stio

ns to

sol

ve d

oubt

s.

Ord

ers

idea

s an

d co

ncep

ts,

acco

rdin

g to

his

ow

n cr

iteria

, ca

tego

rizin

g th

em a

nd c

reat

ing

som

ethi

ng p

erso

nal.

Ded

uces

reas

onab

le

conc

lusi

ons

on th

e ba

sis

of d

ata,

fa

cts

and

elem

ents

, hol

ding

out

th

e cr

iteria

, rel

atio

ns o

r co

nnec

tions

.

Ord

ers

idea

s an

d co

ncep

ts,

acco

rdin

g to

sug

gest

ed c

riter

ia,

cate

goriz

ing

them

and

cre

atin

g so

met

hing

of h

is o

wn.

Ded

uces

and

hol

ds o

ut

conc

lusi

ons

on th

e ba

sis

of d

ata,

fa

cts

and

elem

ents

.

Ord

ers

data

and

obj

ects

ac

cord

ing

to s

ugge

sted

crit

eria

an

d ca

tego

ries.

Ded

uces

con

sequ

ence

s of

his

ac

ts, f

acts

, or p

heno

men

a.

Iden

tifie

s a

sequ

ence

and

the

elem

ents

that

con

stitu

te it

. C

ompa

res

the

elem

ents

that

co

nfor

m a

seq

uenc

e.

Iden

tifie

s ca

uses

and

ded

uces

co

nseq

uenc

es fr

om w

hat i

s ob

serv

ed a

nd k

now

n.

Rec

ogni

zes

the

rela

tion

betw

een

caus

es a

nd e

ffect

s of

con

cret

e ph

enom

ena

or fa

cts

arou

nd h

im.

Mod

ifies

his

pre

viou

s co

ncep

tions

(abo

ut: c

usto

ms,

ha

bits

, rel

igio

n, s

ocia

l rea

lity,

hi

stor

y, e

tc.)

and

expr

esse

s po

ssib

le c

hang

es in

his

way

of

actin

g.

List

ens

to p

oint

s of

vie

w a

nd

idea

s di

ffere

nt fr

om h

is.

Just

ifies

the

reas

ons

to m

ake

a de

cisi

on o

r to

act i

n a

certa

in

way

.

Just

ifies

the

reas

ons

to a

ct in

a

certa

in w

ay.

Rel

ates

the

caus

es a

nd

cons

eque

nces

of h

is a

ctio

ns a

nd

acad

emic

resu

lts.

Form

ulat

es c

lear

and

con

cret

e qu

estio

ns re

gard

ing

diffe

rent

si

tuat

ions

, top

ics,

etc

. afte

r ha

ving

thou

ght i

n di

ffere

nt

fact

ors.

Iden

tifie

s th

e ca

uses

and

co

nseq

uenc

es o

f his

suc

cess

an

d lim

itatio

ns.

Form

ulat

es c

lear

and

con

cret

e qu

estio

ns re

gard

ing

diffe

rent

si

tuat

ions

, top

ics.

etc

.

Form

al o

pera

tiona

l sta

ge(1

2 to

18

year

s ol

d)Co

ncre

te o

pera

tiona

l sta

ge

(7 to

12

year

s ol

d)Pr

e op

erat

iona

l sta

ge(5

to 7

yea

rs o

ld)

I.

THI

NKIN

G CO

MPE

TENC

Y, O

R “K

NOW

ING

HOW

TO

THIN

K”

DIM

ENSI

ONS

INDI

CATO

RS

Form

al o

pera

tiona

l sta

ge(1

2 to

18

year

s ol

d)Co

ncre

te o

pera

tiona

l sta

ge

(7 to

12

year

s ol

d)Pr

e op

erat

iona

l sta

ge(5

to 7

yea

rs o

ld)

Form

al o

pera

tiona

l sta

ge(1

2 to

18

year

s ol

d)Co

ncre

te o

pera

tiona

l sta

ge

(7 to

12

year

s ol

d)Pr

e op

erat

iona

l sta

ge(5

to 7

yea

rs o

ld)

Form

al o

pera

tiona

l sta

ge(1

2 to

18

year

s ol

d)Co

ncre

te o

pera

tiona

l sta

ge

(7 to

12

year

s ol

d)Pr

e op

erat

iona

l sta

ge(5

to 7

yea

rs o

ld)

Form

al o

pera

tiona

l sta

ge(1

2 to

18

year

s ol

d)Co

ncre

te o

pera

tiona

l sta

ge

(7 to

12

year

s ol

d)Pr

e op

erat

iona

l sta

ge(5

to 7

yea

rs o

ld)

35A

Mod

el o

f Ed

ucat

ion

for t

he X

XI C

entu

ry

DEF

INIT

ION

: The

Thi

nkin

g C

ompe

tenc

y or

“Kno

win

g ho

w to

Thi

nk” i

s a

com

plex

feat

ure

that

the

hum

an b

eing

s ac

quire

thro

ugh

the

deve

lopm

ent a

nd in

tegr

atio

n (a

t a le

vel a

ccor

ding

to h

is c

hron

olog

ical

age

) of t

he h

ighe

r-ord

er th

inki

ng s

kills

: “id

entif

ying

, ana

lyzi

ng,

synt

hesi

zing

, rel

atin

g, e

valu

atin

g, c

ompa

ring,

indu

cing

, ded

ucin

g, d

raw

ing

conc

lusi

ons,

etc

. And

all t

his,

in o

rder

to p

erfo

rm w

isel

y an

d ef

ficie

ntly

in p

robl

ems

solv

ing

and

task

s of

per

sona

l and

soc

ial l

ife.

“Kno

win

g ho

w to

thin

k” is

a s

peci

al c

hara

cter

istic

of t

he h

uman

bei

ng, w

hich

sho

uld

be d

evel

oped

thro

ugh

an a

scen

ding

pro

cess

, ta

king

into

acc

ount

the

stag

es o

f dev

elop

men

t, si

nce

the

begi

nnin

g up

to th

e en

d of

life.

The

aut

hors

indi

cate

man

y de

scrip

tions

, way

s,

pers

pect

ives

, ty

pes

or d

imen

sion

s of

thi

s “k

now

ing

how

to

thin

k” o

r Th

inki

ng c

ompe

tenc

y; s

uch

dim

ensi

ons

are

rela

ted,

co

mpl

emen

ted

and

inte

rrela

ted

one

anot

her.

The

five

dim

ensi

ons

that

app

ear

to b

e th

e m

ore

incl

usiv

e an

d th

at g

athe

r th

e m

ain

mea

ning

s of

the

Thin

king

Com

pete

ncy,

or “

know

ing

how

to th

ink”

are

: ana

lytic

al-s

ynth

etic

, ref

lexi

ve, l

ogic

al, c

ritic

al-c

onst

ruct

ive,

and

sy

stem

ic T

hink

ing;

som

e au

thor

s al

so in

clud

e th

e cr

eativ

e Th

inki

ng, b

ut in

this

doc

umen

t, it

is p

refe

rred

to ta

ke th

is d

imen

sion

as

one

of th

e 14

Key

Com

pete

ncie

s, b

ecau

se o

f the

sin

gula

r im

porta

nce

of c

reat

ivity

in th

e pr

esen

t soc

iety

. As

it w

ill be

see

n ne

xt, t

he b

est

or w

orst

attr

ibut

e of

the

pers

onal

dev

elop

men

t of t

he T

hink

ing

Com

pete

ncy,

will

depe

nd, i

n a

grea

t par

t, up

on th

e ge

netic

her

itage

, bu

t als

o an

d m

ainl

y, u

pon

the

pers

on’s

fam

ily a

nd s

chol

ar c

onte

xt.

1. A

naly

tical

-Syn

thet

ic T

hink

ing

2. R

eflex

ive T

hink

ing

2. R

eflex

ive

Thin

king

3. L

ogic

al T

hink

ing

4. C

ritic

al-

Cons

truct

ive

Thin

king

4. C

ritic

al-

Cons

truct

ive

Thin

king

5. S

yste

mic

Th

inki

ng

Def

ines

, usi

ng h

is o

wn

wor

ds, a

co

mpl

ex c

once

pt.

Extra

cts

the

mea

ning

of a

text

or

situ

atio

n to

form

ulat

e si

mpl

e de

finiti

ons.

Dis

tingu

ishe

s an

d de

scrib

es

deta

ils o

r cha

ract

eris

tics

of a

co

ncep

t.

Iden

tifie

s ou

tsta

ndin

g at

tribu

tes

or

char

acte

ristic

s of

the

obje

ct u

nder

co

nsid

erat

ion.

Dis

tingu

ishe

s si

mila

ritie

s an

d di

ffere

nces

at a

sup

erfic

ial a

nd

evid

ent l

evel

.

Iden

tifie

s im

porta

nt in

form

atio

n in

a p

robl

em-s

ituat

ion.

Para

phra

ses

impo

rtant

idea

s fro

m a

par

agra

ph.

Expr

esse

s th

e m

ost i

mpo

rtant

id

ea o

f a s

ituat

ion.

Iden

tifie

s ev

iden

t and

not

so

evid

ent a

ttrib

utes

or

char

acte

ristic

s of

the

obje

ct

unde

r con

side

ratio

n.

Expl

ains

the

diffe

renc

es a

nd

sim

ilarit

ies

betw

een

fact

s,

phen

omen

a, s

ituat

ions

, etc

., al

mos

t rea

chin

g in

fere

ntia

l lev

els

(wha

t is

not e

xplic

it).

Take

s in

to a

ccou

nt th

e di

ffere

nt

varia

bles

to s

elec

t the

bes

t way

of

sol

utio

n, a

fter h

avin

g ob

serv

ed

the

elem

ents

and

dis

cove

red

the

conn

ectio

ns b

etw

een

them

.

Mak

es a

gui

ded

sum

mar

y,

appl

ying

gen

eral

izat

ion

and

supp

ress

ion

rule

s.

Dra

ws

conc

lusi

ons

abou

t the

si

tuat

ion

unde

r con

side

ratio

n.

Expr

esse

s op

inio

ns a

bout

the

situ

atio

n un

der c

onsi

dera

tion,

st

artin

g fro

m m

ain

idea

s.

Iden

tifie

s, re

late

s an

d in

tegr

ates

th

e ch

arac

teris

tics

and

parts

of

the

stud

y of

an

obje

ct o

r con

cept

.

Expl

ains

the

diffe

renc

es

betw

een

two

elem

ents

, peo

ple

or s

ituat

ions

(tw

o ci

viliz

atio

ns o

r tw

o ch

emic

al s

ubst

ance

s, tw

o w

riter

s), a

t an

infe

rent

ial,

criti

cal,

and

refle

xive

leve

l.

Sele

cts

the

best

cho

ice

to s

olve

a

prob

lem

afte

r hav

ing

obse

rved

th

e el

emen

ts a

nd d

isco

vere

d th

e co

nnec

tion

betw

een

them

.

Sum

mar

izes

, stra

tegi

cally

, the

id

eas

of a

com

plex

text

. D

raw

s co

nclu

sion

s af

ter

stud

ying

a s

ituat

ion.

Rel

ates

, acc

ordi

ng to

sev

eral

pe

rspe

ctiv

es (a

cade

mic

, soc

ial,

pers

onal

, Chr

istia

n, e

tc…

) the

ca

uses

and

con

sequ

ence

s of

his

de

cisi

ons.

Form

ulat

es c

lear

and

con

cret

e qu

estio

ns re

gard

ing

diffe

rent

si

tuat

ions

, top

ics,

etc

., m

akin

g ev

iden

t tha

t diff

eren

t pe

rspe

ctiv

es h

ave

been

take

n in

to a

ccou

nt.

Def

ends

with

arg

umen

ts, t

he

mai

n re

ason

s to

mak

e de

cisi

ons

or to

act

acc

ordi

ng to

Chr

istia

n an

d un

iver

sal v

alue

s.

Rep

lace

s pr

evio

us c

once

ptio

ns

by n

ew m

ore

cont

extu

aliz

ed

ones

, and

tran

sfor

ms

them

in

solu

tion

prop

osal

s.

Ded

uces

seq

uenc

es o

f the

el

emen

ts o

f a p

robl

em a

nd it

s po

ssib

le s

olut

ions

.

Infe

rs p

atte

rns

of b

ehav

ior f

rom

w

hat i

s ob

serv

ed a

nd k

now

n,

cons

ider

ing

elem

ents

, fac

ts,

data

, cau

ses

and

cons

eque

nces

.

Que

stio

ns a

nd id

ea,v

iew

poin

t or

actio

n w

ith s

olid

and

reas

onab

le

argu

men

ts.

Giv

es re

ason

s ab

out w

hat h

e ag

rees

or d

isag

rees

.

Req

uire

s co

nvin

cing

que

stio

ns

or e

xpla

natio

ns a

bout

his

qu

estio

ning

s.

Rec

ogni

zes

whe

n he

is n

ot ri

ght.

Expl

ains

the

reas

ons

of h

is

actio

ns.

Req

uire

s an

swer

s ab

out h

is

conc

erns

.

List

ens

to p

artn

ers’

or t

each

ers’

re

ason

s.

Argu

men

ts th

e re

ason

s w

hy h

e di

sagr

ees

or a

gree

s w

ith a

vi

ewpo

int.

Req

uire

s co

nvin

cing

ans

wer

s or

ex

plan

atio

ns a

bout

his

qu

estio

ning

s, b

y re

achi

ng

pers

onal

con

clus

ions

.

Rec

ogni

zes

whe

n hi

s id

eas

are

not v

iabl

e, o

r if t

hey

are

wro

ng

or u

nrea

sona

ble.

Pres

ents

reas

onab

le s

olut

ions

re

gard

ing

the

ques

tioni

ngs

he

mak

es.

Taki

ng in

to a

ccou

nt d

iver

se

appr

oach

es to

real

ity, h

e es

tabl

ishe

s re

latio

ns a

mon

g th

e di

ffere

nt e

lem

ents

of s

uch

real

ity

and

glob

ally

inte

grat

es th

em.

Expl

ains

the

conn

ectio

n of

se

quen

ces,

eve

nts,

or s

ituat

ions

in

a s

yste

m (h

isto

rical

, bio

logi

cal,

artis

tic, e

tc.)

crea

ting

a hi

erar

chy

of th

eir c

ompo

nent

s.

Pred

icts

the

impl

icat

ions

and

ef

fect

s, b

oth

posi

tive

and

nega

tive,

of i

mpo

rtant

act

ions

or

proj

ects

he

wan

ts to

car

ry o

ut.

Cre

ates

and

hol

ds o

ut p

ropo

sals

of

cha

nge,

on

the

basi

s of

a

glob

al a

nd re

ason

able

vis

ion

of

real

ity.

The

syst

emic

thin

king

dep

ends

upo

n de

dev

elop

men

t of o

ther

thou

ghts

, the

refo

re, t

he c

olum

ns c

once

rnin

g co

ncre

te a

nd

preo

pera

tiona

l abi

litie

s, o

nly

appr

oxim

ate

to th

e de

velo

pmen

t of t

his

thin

king

, with

out b

eing

exp

licitl

y it.

In h

is p

roce

sses

of a

naly

sis,

in

tegr

atio

n, a

nd g

ener

aliz

atio

n,

he ta

kes

into

acc

ount

that

the

who

le is

gre

ater

than

the

sum

of

its p

arts

.

Pres

ents

oth

er s

olut

ions

that

are

di

ffere

nt fr

om th

e on

es

prop

osed

.

Taki

ng in

to a

ccou

nt d

iffer

ent

appr

oach

es to

real

ity, h

e es

tabl

ishe

s re

latio

ns tr

ying

to

inte

grat

e th

em.

Expl

ains

the

conn

ectio

n of

se

quen

ces,

eve

nts

or s

ituat

ions

in

a s

yste

m.

Pred

icts

effe

cts,

bot

h po

sitiv

e an

d ne

gativ

e, o

f im

porta

nt

actio

ns o

r pro

ject

s he

wan

ts to

ca

rry o

ut.

Cre

ates

pro

posa

ls o

f cha

nge,

on

the

basi

s of

reas

onab

le

argu

men

ts.

Giv

es o

pini

ons

on p

ossi

ble

impr

ovem

ents

to h

is

envi

ronm

ent.

Pred

icts

effe

cts

of h

is a

cts

and

evid

ent s

ituat

ions

.

Cre

ates

seq

uenc

es w

ith

conc

rete

mat

eria

l.

Con

tribu

tes

to id

eas

with

in th

e gr

oups

whe

re h

e pa

rtici

pate

s.

Esta

blis

hes

rela

tions

am

ong

peop

le, o

bjec

ts, a

nd s

ituat

ions

.

Que

stio

ns v

iew

poin

ts a

nd

actio

ns.

Asks

que

stio

ns to

sol

ve d

oubt

s.

Ord

ers

idea

s an

d co

ncep

ts,

acco

rdin

g to

his

ow

n cr

iteria

, ca

tego

rizin

g th

em a

nd c

reat

ing

som

ethi

ng p

erso

nal.

Ded

uces

reas

onab

le

conc

lusi

ons

on th

e ba

sis

of d

ata,

fa

cts

and

elem

ents

, hol

ding

out

th

e cr

iteria

, rel

atio

ns o

r co

nnec

tions

.

Ord

ers

idea

s an

d co

ncep

ts,

acco

rdin

g to

sug

gest

ed c

riter

ia,

cate

goriz

ing

them

and

cre

atin

g so

met

hing

of h

is o

wn.

Ded

uces

and

hol

ds o

ut

conc

lusi

ons

on th

e ba

sis

of d

ata,

fa

cts

and

elem

ents

.

Ord

ers

data

and

obj

ects

ac

cord

ing

to s

ugge

sted

crit

eria

an

d ca

tego

ries.

Ded

uces

con

sequ

ence

s of

his

ac

ts, f

acts

, or p

heno

men

a.

Iden

tifie

s a

sequ

ence

and

the

elem

ents

that

con

stitu

te it

. C

ompa

res

the

elem

ents

that

co

nfor

m a

seq

uenc

e.

Iden

tifie

s ca

uses

and

ded

uces

co

nseq

uenc

es fr

om w

hat i

s ob

serv

ed a

nd k

now

n.

Rec

ogni

zes

the

rela

tion

betw

een

caus

es a

nd e

ffect

s of

con

cret

e ph

enom

ena

or fa

cts

arou

nd h

im.

Mod

ifies

his

pre

viou

s co

ncep

tions

(abo

ut: c

usto

ms,

ha

bits

, rel

igio

n, s

ocia

l rea

lity,

hi

stor

y, e

tc.)

and

expr

esse

s po

ssib

le c

hang

es in

his

way

of

actin

g.

List

ens

to p

oint

s of

vie

w a

nd

idea

s di

ffere

nt fr

om h

is.

Just

ifies

the

reas

ons

to m

ake

a de

cisi

on o

r to

act i

n a

certa

in

way

.

Just

ifies

the

reas

ons

to a

ct in

a

certa

in w

ay.

Rel

ates

the

caus

es a

nd

cons

eque

nces

of h

is a

ctio

ns a

nd

acad

emic

resu

lts.

Form

ulat

es c

lear

and

con

cret

e qu

estio

ns re

gard

ing

diffe

rent

si

tuat

ions

, top

ics,

etc

. afte

r ha

ving

thou

ght i

n di

ffere

nt

fact

ors.

Iden

tifie

s th

e ca

uses

and

co

nseq

uenc

es o

f his

suc

cess

an

d lim

itatio

ns.

Form

ulat

es c

lear

and

con

cret

e qu

estio

ns re

gard

ing

diffe

rent

si

tuat

ions

, top

ics.

etc

.

Form

al o

pera

tiona

l sta

ge(1

2 to

18

year

s ol

d)Co

ncre

te o

pera

tiona

l sta

ge

(7 to

12

year

s ol

d)Pr

e op

erat

iona

l sta

ge(5

to 7

yea

rs o

ld)

I.

THI

NKIN

G CO

MPE

TENC

Y, O

R “K

NOW

ING

HOW

TO

THIN

K”

DIM

ENSI

ONS

INDI

CATO

RS

Form

al o

pera

tiona

l sta

ge(1

2 to

18

year

s ol

d)Co

ncre

te o

pera

tiona

l sta

ge

(7 to

12

year

s ol

d)Pr

e op

erat

iona

l sta

ge(5

to 7

yea

rs o

ld)

Form

al o

pera

tiona

l sta

ge(1

2 to

18

year

s ol

d)Co

ncre

te o

pera

tiona

l sta

ge

(7 to

12

year

s ol

d)Pr

e op

erat

iona

l sta

ge(5

to 7

yea

rs o

ld)

Form

al o

pera

tiona

l sta

ge(1

2 to

18

year

s ol

d)Co

ncre

te o

pera

tiona

l sta

ge

(7 to

12

year

s ol

d)Pr

e op

erat

iona

l sta

ge(5

to 7

yea

rs o

ld)

Form

al o

pera

tiona

l sta

ge(1

2 to

18

year

s ol

d)Co

ncre

te o

pera

tiona

l sta

ge

(7 to

12

year

s ol

d)Pr

e op

erat

iona

l sta

ge(5

to 7

yea

rs o

ld)

36

A M

odel

of

Educ

atio

n fo

r the

XXI

Cen

tury

DEF

INIT

ION

: The

Thi

nkin

g C

ompe

tenc

y or

“Kno

win

g ho

w to

Thi

nk” i

s a

com

plex

feat

ure

that

the

hum

an b

eing

s ac

quire

thro

ugh

the

deve

lopm

ent a

nd in

tegr

atio

n (a

t a le

vel a

ccor

ding

to h

is c

hron

olog

ical

age

) of t

he h

ighe

r-ord

er th

inki

ng s

kills

: “id

entif

ying

, ana

lyzi

ng,

synt

hesi

zing

, rel

atin

g, e

valu

atin

g, c

ompa

ring,

indu

cing

, ded

ucin

g, d

raw

ing

conc

lusi

ons,

etc

. And

all t

his,

in o

rder

to p

erfo

rm w

isel

y an

d ef

ficie

ntly

in p

robl

ems

solv

ing

and

task

s of

per

sona

l and

soc

ial l

ife.

“Kno

win

g ho

w to

thin

k” is

a s

peci

al c

hara

cter

istic

of t

he h

uman

bei

ng, w

hich

sho

uld

be d

evel

oped

thro

ugh

an a

scen

ding

pro

cess

, ta

king

into

acc

ount

the

stag

es o

f dev

elop

men

t, si

nce

the

begi

nnin

g up

to th

e en

d of

life.

The

aut

hors

indi

cate

man

y de

scrip

tions

, way

s,

pers

pect

ives

, ty

pes

or d

imen

sion

s of

thi

s “k

now

ing

how

to

thin

k” o

r Th

inki

ng c

ompe

tenc

y; s

uch

dim

ensi

ons

are

rela

ted,

co

mpl

emen

ted

and

inte

rrela

ted

one

anot

her.

The

five

dim

ensi

ons

that

app

ear

to b

e th

e m

ore

incl

usiv

e an

d th

at g

athe

r th

e m

ain

mea

ning

s of

the

Thin

king

Com

pete

ncy,

or “

know

ing

how

to th

ink”

are

: ana

lytic

al-s

ynth

etic

, ref

lexi

ve, l

ogic

al, c

ritic

al-c

onst

ruct

ive,

and

sy

stem

ic T

hink

ing;

som

e au

thor

s al

so in

clud

e th

e cr

eativ

e Th

inki

ng, b

ut in

this

doc

umen

t, it

is p

refe

rred

to ta

ke th

is d

imen

sion

as

one

of th

e 14

Key

Com

pete

ncie

s, b

ecau

se o

f the

sin

gula

r im

porta

nce

of c

reat

ivity

in th

e pr

esen

t soc

iety

. As

it w

ill be

see

n ne

xt, t

he b

est

or w

orst

attr

ibut

e of

the

pers

onal

dev

elop

men

t of t

he T

hink

ing

Com

pete

ncy,

will

depe

nd, i

n a

grea

t par

t, up

on th

e ge

netic

her

itage

, bu

t als

o an

d m

ainl

y, u

pon

the

pers

on’s

fam

ily a

nd s

chol

ar c

onte

xt.

1. A

naly

tical

-Syn

thet

ic T

hink

ing

2. R

eflex

ive T

hink

ing

2. R

eflex

ive

Thin

king

3. L

ogic

al T

hink

ing

4. C

ritic

al-

Cons

truct

ive

Thin

king

4. C

ritic

al-

Cons

truct

ive

Thin

king

5. S

yste

mic

Th

inki

ng

Def

ines

, usi

ng h

is o

wn

wor

ds, a

co

mpl

ex c

once

pt.

Extra

cts

the

mea

ning

of a

text

or

situ

atio

n to

form

ulat

e si

mpl

e de

finiti

ons.

Dis

tingu

ishe

s an

d de

scrib

es

deta

ils o

r cha

ract

eris

tics

of a

co

ncep

t.

Iden

tifie

s ou

tsta

ndin

g at

tribu

tes

or

char

acte

ristic

s of

the

obje

ct u

nder

co

nsid

erat

ion.

Dis

tingu

ishe

s si

mila

ritie

s an

d di

ffere

nces

at a

sup

erfic

ial a

nd

evid

ent l

evel

.

Iden

tifie

s im

porta

nt in

form

atio

n in

a p

robl

em-s

ituat

ion.

Para

phra

ses

impo

rtant

idea

s fro

m a

par

agra

ph.

Expr

esse

s th

e m

ost i

mpo

rtant

id

ea o

f a s

ituat

ion.

Iden

tifie

s ev

iden

t and

not

so

evid

ent a

ttrib

utes

or

char

acte

ristic

s of

the

obje

ct

unde

r con

side

ratio

n.

Expl

ains

the

diffe

renc

es a

nd

sim

ilarit

ies

betw

een

fact

s,

phen

omen

a, s

ituat

ions

, etc

., al

mos

t rea

chin

g in

fere

ntia

l lev

els

(wha

t is

not e

xplic

it).

Take

s in

to a

ccou

nt th

e di

ffere

nt

varia

bles

to s

elec

t the

bes

t way

of

sol

utio

n, a

fter h

avin

g ob

serv

ed

the

elem

ents

and

dis

cove

red

the

conn

ectio

ns b

etw

een

them

.

Mak

es a

gui

ded

sum

mar

y,

appl

ying

gen

eral

izat

ion

and

supp

ress

ion

rule

s.

Dra

ws

conc

lusi

ons

abou

t the

si

tuat

ion

unde

r con

side

ratio

n.

Expr

esse

s op

inio

ns a

bout

the

situ

atio

n un

der c

onsi

dera

tion,

st

artin

g fro

m m

ain

idea

s.

Iden

tifie

s, re

late

s an

d in

tegr

ates

th

e ch

arac

teris

tics

and

parts

of

the

stud

y of

an

obje

ct o

r con

cept

.

Expl

ains

the

diffe

renc

es

betw

een

two

elem

ents

, peo

ple

or s

ituat

ions

(tw

o ci

viliz

atio

ns o

r tw

o ch

emic

al s

ubst

ance

s, tw

o w

riter

s), a

t an

infe

rent

ial,

criti

cal,

and

refle

xive

leve

l.

Sele

cts

the

best

cho

ice

to s

olve

a

prob

lem

afte

r hav

ing

obse

rved

th

e el

emen

ts a

nd d

isco

vere

d th

e co

nnec

tion

betw

een

them

.

Sum

mar

izes

, stra

tegi

cally

, the

id

eas

of a

com

plex

text

. D

raw

s co

nclu

sion

s af

ter

stud

ying

a s

ituat

ion.

Rel

ates

, acc

ordi

ng to

sev

eral

pe

rspe

ctiv

es (a

cade

mic

, soc

ial,

pers

onal

, Chr

istia

n, e

tc…

) the

ca

uses

and

con

sequ

ence

s of

his

de

cisi

ons.

Form

ulat

es c

lear

and

con

cret

e qu

estio

ns re

gard

ing

diffe

rent

si

tuat

ions

, top

ics,

etc

., m

akin

g ev

iden

t tha

t diff

eren

t pe

rspe

ctiv

es h

ave

been

take

n in

to a

ccou

nt.

Def

ends

with

arg

umen

ts, t

he

mai

n re

ason

s to

mak

e de

cisi

ons

or to

act

acc

ordi

ng to

Chr

istia

n an

d un

iver

sal v

alue

s.

Rep

lace

s pr

evio

us c

once

ptio

ns

by n

ew m

ore

cont

extu

aliz

ed

ones

, and

tran

sfor

ms

them

in

solu

tion

prop

osal

s.

Ded

uces

seq

uenc

es o

f the

el

emen

ts o

f a p

robl

em a

nd it

s po

ssib

le s

olut

ions

.

Infe

rs p

atte

rns

of b

ehav

ior f

rom

w

hat i

s ob

serv

ed a

nd k

now

n,

cons

ider

ing

elem

ents

, fac

ts,

data

, cau

ses

and

cons

eque

nces

.

Que

stio

ns a

nd id

ea,v

iew

poin

t or

actio

n w

ith s

olid

and

reas

onab

le

argu

men

ts.

Giv

es re

ason

s ab

out w

hat h

e ag

rees

or d

isag

rees

.

Req

uire

s co

nvin

cing

que

stio

ns

or e

xpla

natio

ns a

bout

his

qu

estio

ning

s.

Rec

ogni

zes

whe

n he

is n

ot ri

ght.

Expl

ains

the

reas

ons

of h

is

actio

ns.

Req

uire

s an

swer

s ab

out h

is

conc

erns

.

List

ens

to p

artn

ers’

or t

each

ers’

re

ason

s.

Argu

men

ts th

e re

ason

s w

hy h

e di

sagr

ees

or a

gree

s w

ith a

vi

ewpo

int.

Req

uire

s co

nvin

cing

ans

wer

s or

ex

plan

atio

ns a

bout

his

qu

estio

ning

s, b

y re

achi

ng

pers

onal

con

clus

ions

.

Rec

ogni

zes

whe

n hi

s id

eas

are

not v

iabl

e, o

r if t

hey

are

wro

ng

or u

nrea

sona

ble.

Pres

ents

reas

onab

le s

olut

ions

re

gard

ing

the

ques

tioni

ngs

he

mak

es.

Taki

ng in

to a

ccou

nt d

iver

se

appr

oach

es to

real

ity, h

e es

tabl

ishe

s re

latio

ns a

mon

g th

e di

ffere

nt e

lem

ents

of s

uch

real

ity

and

glob

ally

inte

grat

es th

em.

Expl

ains

the

conn

ectio

n of

se

quen

ces,

eve

nts,

or s

ituat

ions

in

a s

yste

m (h

isto

rical

, bio

logi

cal,

artis

tic, e

tc.)

crea

ting

a hi

erar

chy

of th

eir c

ompo

nent

s.

Pred

icts

the

impl

icat

ions

and

ef

fect

s, b

oth

posi

tive

and

nega

tive,

of i

mpo

rtant

act

ions

or

proj

ects

he

wan

ts to

car

ry o

ut.

Cre

ates

and

hol

ds o

ut p

ropo

sals

of

cha

nge,

on

the

basi

s of

a

glob

al a

nd re

ason

able

vis

ion

of

real

ity.

The

syst

emic

thin

king

dep

ends

upo

n de

dev

elop

men

t of o

ther

thou

ghts

, the

refo

re, t

he c

olum

ns c

once

rnin

g co

ncre

te a

nd

preo

pera

tiona

l abi

litie

s, o

nly

appr

oxim

ate

to th

e de

velo

pmen

t of t

his

thin

king

, with

out b

eing

exp

licitl

y it.

In h

is p

roce

sses

of a

naly

sis,

in

tegr

atio

n, a

nd g

ener

aliz

atio

n,

he ta

kes

into

acc

ount

that

the

who

le is

gre

ater

than

the

sum

of

its p

arts

.

Pres

ents

oth

er s

olut

ions

that

are

di

ffere

nt fr

om th

e on

es

prop

osed

.

Taki

ng in

to a

ccou

nt d

iffer

ent

appr

oach

es to

real

ity, h

e es

tabl

ishe

s re

latio

ns tr

ying

to

inte

grat

e th

em.

Expl

ains

the

conn

ectio

n of

se

quen

ces,

eve

nts

or s

ituat

ions

in

a s

yste

m.

Pred

icts

effe

cts,

bot

h po

sitiv

e an

d ne

gativ

e, o

f im

porta

nt

actio

ns o

r pro

ject

s he

wan

ts to

ca

rry o

ut.

Cre

ates

pro

posa

ls o

f cha

nge,

on

the

basi

s of

reas

onab

le

argu

men

ts.

Giv

es o

pini

ons

on p

ossi

ble

impr

ovem

ents

to h

is

envi

ronm

ent.

Pred

icts

effe

cts

of h

is a

cts

and

evid

ent s

ituat

ions

.

Cre

ates

seq

uenc

es w

ith

conc

rete

mat

eria

l.

Con

tribu

tes

to id

eas

with

in th

e gr

oups

whe

re h

e pa

rtici

pate

s.

Esta

blis

hes

rela

tions

am

ong

peop

le, o

bjec

ts, a

nd s

ituat

ions

.

Que

stio

ns v

iew

poin

ts a

nd

actio

ns.

Asks

que

stio

ns to

sol

ve d

oubt

s.

Ord

ers

idea

s an

d co

ncep

ts,

acco

rdin

g to

his

ow

n cr

iteria

, ca

tego

rizin

g th

em a

nd c

reat

ing

som

ethi

ng p

erso

nal.

Ded

uces

reas

onab

le

conc

lusi

ons

on th

e ba

sis

of d

ata,

fa

cts

and

elem

ents

, hol

ding

out

th

e cr

iteria

, rel

atio

ns o

r co

nnec

tions

.

Ord

ers

idea

s an

d co

ncep

ts,

acco

rdin

g to

sug

gest

ed c

riter

ia,

cate

goriz

ing

them

and

cre

atin

g so

met

hing

of h

is o

wn.

Ded

uces

and

hol

ds o

ut

conc

lusi

ons

on th

e ba

sis

of d

ata,

fa

cts

and

elem

ents

.

Ord

ers

data

and

obj

ects

ac

cord

ing

to s

ugge

sted

crit

eria

an

d ca

tego

ries.

Ded

uces

con

sequ

ence

s of

his

ac

ts, f

acts

, or p

heno

men

a.

Iden

tifie

s a

sequ

ence

and

the

elem

ents

that

con

stitu

te it

. C

ompa

res

the

elem

ents

that

co

nfor

m a

seq

uenc

e.

Iden

tifie

s ca

uses

and

ded

uces

co

nseq

uenc

es fr

om w

hat i

s ob

serv

ed a

nd k

now

n.

Rec

ogni

zes

the

rela

tion

betw

een

caus

es a

nd e

ffect

s of

con

cret

e ph

enom

ena

or fa

cts

arou

nd h

im.

Mod

ifies

his

pre

viou

s co

ncep

tions

(abo

ut: c

usto

ms,

ha

bits

, rel

igio

n, s

ocia

l rea

lity,

hi

stor

y, e

tc.)

and

expr

esse

s po

ssib

le c

hang

es in

his

way

of

actin

g.

List

ens

to p

oint

s of

vie

w a

nd

idea

s di

ffere

nt fr

om h

is.

Just

ifies

the

reas

ons

to m

ake

a de

cisi

on o

r to

act i

n a

certa

in

way

.

Just

ifies

the

reas

ons

to a

ct in

a

certa

in w

ay.

Rel

ates

the

caus

es a

nd

cons

eque

nces

of h

is a

ctio

ns a

nd

acad

emic

resu

lts.

Form

ulat

es c

lear

and

con

cret

e qu

estio

ns re

gard

ing

diffe

rent

si

tuat

ions

, top

ics,

etc

. afte

r ha

ving

thou

ght i

n di

ffere

nt

fact

ors.

Iden

tifie

s th

e ca

uses

and

co

nseq

uenc

es o

f his

suc

cess

an

d lim

itatio

ns.

Form

ulat

es c

lear

and

con

cret

e qu

estio

ns re

gard

ing

diffe

rent

si

tuat

ions

, top

ics.

etc

.

Form

al o

pera

tiona

l sta

ge(1

2 to

18

year

s ol

d)Co

ncre

te o

pera

tiona

l sta

ge

(7 to

12

year

s ol

d)Pr

e op

erat

iona

l sta

ge(5

to 7

yea

rs o

ld)

I.

THI

NKIN

G CO

MPE

TENC

Y, O

R “K

NOW

ING

HOW

TO

THIN

K”

DIM

ENSI

ONS

INDI

CATO

RS

Form

al o

pera

tiona

l sta

ge(1

2 to

18

year

s ol

d)Co

ncre

te o

pera

tiona

l sta

ge

(7 to

12

year

s ol

d)Pr

e op

erat

iona

l sta

ge(5

to 7

yea

rs o

ld)

Form

al o

pera

tiona

l sta

ge(1

2 to

18

year

s ol

d)Co

ncre

te o

pera

tiona

l sta

ge

(7 to

12

year

s ol

d)Pr

e op

erat

iona

l sta

ge(5

to 7

yea

rs o

ld)

Form

al o

pera

tiona

l sta

ge(1

2 to

18

year

s ol

d)Co

ncre

te o

pera

tiona

l sta

ge

(7 to

12

year

s ol

d)Pr

e op

erat

iona

l sta

ge(5

to 7

yea

rs o

ld)

Form

al o

pera

tiona

l sta

ge(1

2 to

18

year

s ol

d)Co

ncre

te o

pera

tiona

l sta

ge

(7 to

12

year

s ol

d)Pr

e op

erat

iona

l sta

ge(5

to 7

yea

rs o

ld)

37A

Mod

el o

f Ed

ucat

ion

for t

he X

XI C

entu

ry

Solution and Innovation Competencies

II. Problem Solving4

Along our life, we continuously face the need to solve problems in different aspects: concerning family, school, and job. All human beings, no matter their age, profession, socioeconomic status, or gender, go through problems of diverse nature: economic, of interpersonal relationships, academic, physical, etc. That is why, it is necessary to be prepared to face them. However, where problems solving is learnt? How can problems solving be learnt? Who is the person in charge of problems solving teaching?

Trying to answer the previous interrogations, the current education recognizes that, due to the challenges that the new century is presenting us, it is necessary to form and prepare students to be able to use and apply the acquired knowledge, regarding problems solving in life and school.

In the National Curriculum 2,005, from the Ministry of Education of Guatemala (MINEDUC for its acronym in Spanish), it is established as one of the essential objectives of education: the formation of competent people, capable to face and give solution to problems of daily life and to generate new knowledge; as well as to know how to use and apply such knowledge in diverse situations, in a flexible and appropriate way.

When making reference to the educational area, it is important to clarify that the problems solving is not an exclusive task of mathematics, as it is usually thought in many educational institutions; it is a task applicable to any area or subject matter.

In particular, teachers and students face problems in different academic subject matters (science, social studies, computer science, mathematics, etc.) and also problems with coexistence and collaboration with partners or teachers. Therefore, it is responsibility of “all teachers” to orient and guide the students in the learning of problems solving. In this context, it is convenient to clarify that the teachers’ role should not exclusively be to present problems that already exist, but to help students discover and identify new problems, as well as to encourage them to apply the constructed knowledge in order to solve them.

On the other hand, it is important to have in mind that problems solving can be learnt and developed at an early age. Siegler (1978) has demonstrated that the basis of development regarding problems solving start to be established at 3

4 The introductory descriptions of this and other Competencies are taken from the book titled: Liceo Javier (2011). Competencias fundamentales para la vida. Propuesta para desarrollar competencias en el proyecto curricular de la educación formal en primaria y secundaria. Guatemala: Liceo Javier.

38

A M

odel

of

Educ

atio

n fo

r the

XXI

Cen

tury

years old. However, it is necessary to take into account the process of maturity, since not all kind of problems can be solved at any age. Thus, it is important to clarify that the problems solving does not depend exclusively upon age or maturity, but it also depends on other factors or variables such as previous knowledge, experiences, thinking skills development, etc.

There are several ways to learn to solve problems: through experiences, formal learning at school, modeling, and trial and error. Hence, the importance of parents and teachers in students’ development, who should be leaders and role models regarding strategies and problems solving.

It is demonstrated that when children observe their parents or teachers analyzing and solving problems, they unavoidable starts to imitate this behavior. Taking into account Vygotsky’s ideas about the zone of proximal development, and that the students do not learn in isolation, but they learn from others and with others, it is crucial to set out problem-situations that are not too easy, not too hard to be solved. Thus, the parents’, teachers’ or partners’ mediation when solving problems is important. Finally, it is necessary that educational institutions encourage the cooperative work as a way of solving problems by collaborating with others.

According to Villa and Poblete (2,007), the problems solving competency can be defined as: “Identifying, analyzing, and defining the meaningful elements that constitute a problem, in order to solve it effectively and with criteria”.

For his behalf, Shapiro (2,000) affirms that problems solving is not only determined by the cognitive intelligence, but also by the emotional intelligence; hence, it is evident the importance of attitudes and values as one of the essential components for this competency, since when solving problems, diverse emotional and affective factors intervene. These factors are: motivation and interest for solving problems, the way how we feel in relation to problems, the confidence when facing the problem, the management of our emotions, etc.

Therefore, we could say that the problems solving competency implies, besides cognitive skills such as relating, analyzing, synthesizing, solving and evaluating, a series of skills, and affective and emotional abilities that allows a person to successfully face the problem-situation and to solve it effectively. Additionally, it should be recognized that the metacognitive skills are also important for the problems solving, since, as it is affirmed by Siegler (1978), “the explanation about the novices’ lack of ability to solve problems is due to the lack of metacognitive strategies”. In other words, the failure to solve problems, many times is due to the lack of metacognitive strategies, which allow us to be conscious of how we are facing a problem and what is needed to effectively solve it. In the same way, the self-regulation¸ that is closely related to the metacognition, is also important to solve problems, since it permits “to act when facing a problem” and to make decisions regarding the way of solving it effectively.

39A

Mod

el o

f Ed

ucat

ion

for t

he X

XI C

entu

ry

Some questions that help attain metacognition and self-regulation in a problem situation, could be:

Based on the premise that problems solving can be learnt and developed, some authors coincide that in order to learn to solve problems, a series of steps can be followed. Next, some problems solving skills are listed:

1. Relating: It consists in establishing logic associations between people, objects, ideas or facts.

2. Analyzing-Synthesizing: It consists in identifying a problem-situation and split it up into parts, to later unifying, and summarizing the analyzed ideas.

In other words, it consists in realizing that there is a problem and focusing on it; analyzing thoroughly the components of the problem situation, and characterizing each one of them by establishing relations among them. For that purpose, the following questions can be used: What happens? Where does it happen? How does it happen? Why does it happen?

3. Solving: It consists in looking for different solution alternatives and strategies; selecting the best one and applying it.

4. Evaluating: It consists in valuing at what level the situation was solved or not, and the functionality of the used strategy. Furthermore, it permits to determine in which step of the process there has been any failure or

Is the strategy that I am using, helpful to solve this particular problem? Do I have the necessary previous knowledge to solve that problem? Are there some other possible solutions for this same problem? How do I feel when facing this problem?

Decisions aroused from the metacognitive reflection. E.g. I will use the symbology technique, in order to classify a text, and so, meet my reading objective.I will read some brief information about the author to comprehend better his approach. I will suspend my reading during some minutes, stand up, drink a glass of water, and so, I will concentrate better.

Metacognition Self-Regulation

40

A M

odel

of

Educ

atio

n fo

r the

XXI

Cen

tury

mistake. It is important to clarify that the evaluation should not be made only at the end, but it should be evident along the solving process.

The problems solving intimately relates to:

a. Creativity: To solve problems, it is needed an open mind that allows the smoothness of ideas; it is required to be able to look for and to generate “different solutions or answers to problems” before making the final decision; it is needed to perceive the problem from different angles or perspectives to understand it better.

b. Analytical thinking: To solve problems, it is required to value and to interpret the problem, to split its parts up and to organize them in order to understand such problem better; it is needed to establish the existing relation among elements or parts of the problem.

c. Systemic thinking: To solve problems, it is required to have a global vision of the problem and to identify how the parts of a “whole” are related; it implies to realize how a problem can affect a system.

It is also related to some interpersonal competencies, such as team work and interpersonal communication. It is related to teamwork because many times the problems solving is made more efficiently in teams, than in an individual way. Furthermore, when the problem influences or affects a group of people and not only a particular person, it is required a group effort to solve it. Last, but not least, it relates to interpersonal communication, because problems solving requires self knowledge, control of emotions, ability to listen and to take into account others’ opinions and viewpoints, tolerance when facing frustration, etc.

Next, some important elements that describe this competence are presented: definition, dimensions, and some achievement indicators.

41A

Mod

el o

f Ed

ucat

ion

for t

he X

XI C

entu

ry

1. P

robl

em

Iden

tifica

tion

and

Setti

ng o

ut

2. P

robl

em s

olvi

ng

3. E

valu

atio

n du

ring

the

proc

ess

and

the

outc

ome

Iden

tifie

s th

e pr

oble

m, b

y an

alyz

ing

its c

ompo

nent

s in

an

infe

rent

ial w

ay, a

nd re

cogn

izin

g si

mila

r pro

blem

s.

Org

aniz

es th

e in

form

atio

n he

ha

s, b

y re

latin

g an

d ca

tego

rizin

g th

e co

mpo

nent

s of

the

prob

lem

si

tuat

ion,

in o

rder

to p

roje

ct

solu

tions

.

Cle

arly

set

s th

e pr

oble

m o

ut, b

y ba

sing

on

diffe

rent

per

spec

tives

, su

gges

ting

a se

ries

of s

olut

ion

poss

ibilit

ies,

and

rede

finin

g it

acco

rdin

g to

the

cont

ext.

Cle

arly

det

erm

ines

the

prob

lem

ob

ject

ive

and

the

rese

arch

qu

estio

n.

Com

pare

diff

eren

t stra

tegi

es to

so

lve

a pr

oble

m.

Find

s di

ffere

nt s

olut

ions

, ch

oosi

ng th

e be

st o

ptio

n, a

nd

solv

es th

e pr

oble

m.

Expl

ains

the

stra

tegy

that

is

bein

g us

ed a

s ev

iden

ce o

f his

m

etac

ogni

tion

and

self-

regu

latio

n pr

oces

ses.

Argu

men

ts th

e re

liabi

lity

and

valid

ity o

f his

ans

wer

.

On

the

basi

s of

the

prob

lem

so

lvin

g, s

tude

nt e

xpla

ins

the

assi

mila

tion

of n

ew c

once

pts,

by

reor

gani

zing

thos

e on

es

prev

ious

ly le

arnt

.

Expl

ains

any

new

con

cept

ar

ouse

d fro

m th

e pr

oble

m

solv

ing.

Prov

es th

at th

e ou

tcom

es a

re

valid

. Ev

alua

tes

the

outc

omes

.

Expr

esse

s (te

lls) w

hat h

as b

een

lear

nt o

n th

e ba

sis

of th

e pr

oble

ms

solv

ing.

Expl

ains

the

men

tal p

roce

sses

us

ed to

sol

ve a

pro

blem

, and

al

so s

elf-e

valu

ates

.

Eval

uate

s hi

s ac

tions

.

Org

aniz

es th

e in

form

atio

n he

ha

s, a

nd e

stab

lishe

s re

latio

ns

amon

g its

com

pone

nts,

by

cons

ider

ing

caus

es a

nd

cons

eque

nces

.

Expl

ains

the

prob

lem

in h

is o

wn

wor

ds, b

y id

entif

ying

at l

east

two

poss

ible

sol

utio

ns a

ccor

ding

to

his

cont

ext.

Iden

tifie

s th

e pr

oble

m o

bjec

tive

and

the

rese

arch

que

stio

n.

Expl

ains

the

stra

tegi

es to

sol

ve

a pr

oble

m.

Find

s th

e so

lutio

ns a

nd s

olve

s th

e pr

oble

m.

Solv

es th

e pr

oble

m.

Follo

ws

the

stra

tegy

that

is

pres

ente

d.

Und

erst

ands

wha

t he

has

to d

o to

sol

ve th

e pr

oble

m.

Rec

ogni

zes

the

prob

lem

and

se

ts a

pos

sibl

e so

lutio

n ou

t.

Iden

tifie

s th

e pr

oble

m, b

y an

alyz

ing

its c

ompo

nent

s, a

nd

reco

gniz

ing

sim

ilar p

robl

ems.

Iden

tifie

s th

e pr

oble

m, b

y us

ing

the

follo

win

g qu

estio

ns:W

hat

happ

ens?

Whe

re d

oes

it ha

ppen

? H

ow d

oes

it ha

ppen

? W

ho is

in

volv

ed?

why

doe

s it

happ

en?

Org

aniz

es e

lem

ents

with

co

ncre

te m

ater

ial.

DEF

INIT

ION

: It c

onsi

sts

in id

entif

ying

, fac

ing

and

solv

ing

effe

ctiv

ely

a pr

oble

m s

ituat

ion,

by

usin

g kn

owle

dge

and

skills

suc

h as

co

mpr

ehen

sion

, ana

lysi

s, a

nd e

valu

atio

n, a

nd a

lso

posi

tive

attit

udes

suc

h as

sel

f mot

ivat

ion,

inte

rest

, and

con

fiden

ce to

face

suc

h pr

oble

m s

ituat

ion,

as

wel

l as

the

emot

ions

man

agem

ent i

n di

ffere

nt s

ituat

ions

.

II.

PRO

BLEM

S SO

LVIN

G CO

MPE

TENC

Y

DIM

ENSI

ONS

INDI

CATO

RS

Form

al o

pera

tiona

l sta

ge(1

2 to

18

year

s ol

d)Co

ncre

te o

pera

tiona

l sta

ge

(7 to

12

year

s ol

d)Pr

e op

erat

iona

l sta

ge(5

to 7

yea

rs o

ld)

Form

al o

pera

tiona

l sta

ge(1

2 to

18

year

s ol

d)Co

ncre

te o

pera

tiona

l sta

ge

(7 to

12

year

s ol

d)Pr

e op

erat

iona

l sta

ge(5

to 7

yea

rs o

ld)

42

A M

odel

of

Educ

atio

n fo

r the

XXI

Cen

tury

1. P

robl

em

Iden

tifica

tion

and

Setti

ng o

ut

2. P

robl

em s

olvi

ng

3. E

valu

atio

n du

ring

the

proc

ess

and

the

outc

ome

Iden

tifie

s th

e pr

oble

m, b

y an

alyz

ing

its c

ompo

nent

s in

an

infe

rent

ial w

ay, a

nd re

cogn

izin

g si

mila

r pro

blem

s.

Org

aniz

es th

e in

form

atio

n he

ha

s, b

y re

latin

g an

d ca

tego

rizin

g th

e co

mpo

nent

s of

the

prob

lem

si

tuat

ion,

in o

rder

to p

roje

ct

solu

tions

.

Cle

arly

set

s th

e pr

oble

m o

ut, b

y ba

sing

on

diffe

rent

per

spec

tives

, su

gges

ting

a se

ries

of s

olut

ion

poss

ibilit

ies,

and

rede

finin

g it

acco

rdin

g to

the

cont

ext.

Cle

arly

det

erm

ines

the

prob

lem

ob

ject

ive

and

the

rese

arch

qu

estio

n.

Com

pare

diff

eren

t stra

tegi

es to

so

lve

a pr

oble

m.

Find

s di

ffere

nt s

olut

ions

, ch

oosi

ng th

e be

st o

ptio

n, a

nd

solv

es th

e pr

oble

m.

Expl

ains

the

stra

tegy

that

is

bein

g us

ed a

s ev

iden

ce o

f his

m

etac

ogni

tion

and

self-

regu

latio

n pr

oces

ses.

Argu

men

ts th

e re

liabi

lity

and

valid

ity o

f his

ans

wer

.

On

the

basi

s of

the

prob

lem

so

lvin

g, s

tude

nt e

xpla

ins

the

assi

mila

tion

of n

ew c

once

pts,

by

reor

gani

zing

thos

e on

es

prev

ious

ly le

arnt

.

Expl

ains

any

new

con

cept

ar

ouse

d fro

m th

e pr

oble

m

solv

ing.

Prov

es th

at th

e ou

tcom

es a

re

valid

. Ev

alua

tes

the

outc

omes

.

Expr

esse

s (te

lls) w

hat h

as b

een

lear

nt o

n th

e ba

sis

of th

e pr

oble

ms

solv

ing.

Expl

ains

the

men

tal p

roce

sses

us

ed to

sol

ve a

pro

blem

, and

al

so s

elf-e

valu

ates

.

Eval

uate

s hi

s ac

tions

.

Org

aniz

es th

e in

form

atio

n he

ha

s, a

nd e

stab

lishe

s re

latio

ns

amon

g its

com

pone

nts,

by

cons

ider

ing

caus

es a

nd

cons

eque

nces

.

Expl

ains

the

prob

lem

in h

is o

wn

wor

ds, b

y id

entif

ying

at l

east

two

poss

ible

sol

utio

ns a

ccor

ding

to

his

cont

ext.

Iden

tifie

s th

e pr

oble

m o

bjec

tive

and

the

rese

arch

que

stio

n.

Expl

ains

the

stra

tegi

es to

sol

ve

a pr

oble

m.

Find

s th

e so

lutio

ns a

nd s

olve

s th

e pr

oble

m.

Solv

es th

e pr

oble

m.

Follo

ws

the

stra

tegy

that

is

pres

ente

d.

Und

erst

ands

wha

t he

has

to d

o to

sol

ve th

e pr

oble

m.

Rec

ogni

zes

the

prob

lem

and

se

ts a

pos

sibl

e so

lutio

n ou

t.

Iden

tifie

s th

e pr

oble

m, b

y an

alyz

ing

its c

ompo

nent

s, a

nd

reco

gniz

ing

sim

ilar p

robl

ems.

Iden

tifie

s th

e pr

oble

m, b

y us

ing

the

follo

win

g qu

estio

ns:W

hat

happ

ens?

Whe

re d

oes

it ha

ppen

? H

ow d

oes

it ha

ppen

? W

ho is

in

volv

ed?

why

doe

s it

happ

en?

Org

aniz

es e

lem

ents

with

co

ncre

te m

ater

ial.

DEF

INIT

ION

: It c

onsi

sts

in id

entif

ying

, fac

ing

and

solv

ing

effe

ctiv

ely

a pr

oble

m s

ituat

ion,

by

usin

g kn

owle

dge

and

skills

suc

h as

co

mpr

ehen

sion

, ana

lysi

s, a

nd e

valu

atio

n, a

nd a

lso

posi

tive

attit

udes

suc

h as

sel

f mot

ivat

ion,

inte

rest

, and

con

fiden

ce to

face

suc

h pr

oble

m s

ituat

ion,

as

wel

l as

the

emot

ions

man

agem

ent i

n di

ffere

nt s

ituat

ions

.

II.

PRO

BLEM

S SO

LVIN

G CO

MPE

TENC

Y

DIM

ENSI

ONS

INDI

CATO

RS

Form

al o

pera

tiona

l sta

ge(1

2 to

18

year

s ol

d)Co

ncre

te o

pera

tiona

l sta

ge

(7 to

12

year

s ol

d)Pr

e op

erat

iona

l sta

ge(5

to 7

yea

rs o

ld)

Form

al o

pera

tiona

l sta

ge(1

2 to

18

year

s ol

d)Co

ncre

te o

pera

tiona

l sta

ge

(7 to

12

year

s ol

d)Pr

e op

erat

iona

l sta

ge(5

to 7

yea

rs o

ld)

43A

Mod

el o

f Ed

ucat

ion

for t

he X

XI C

entu

ry

III. Creativity Competency

What is understood by creativity?

Creativity is a competency that enables human beings to observe and interpret the reality in an innovative and original way, perceiving situations, problems, etc., according to different perspectives. It is a powerful tool to invent, renovate, transform, and also, if it is necessary, to break paradigms that deserve to be beat. The creativity enables the human being to discover new ideas and solutions regarding different areas and life problems, according to new approaches and perspectives. The creative mind follows smooth, flexible, original, and intuitive processes (sometimes stepping out of the strict logic); a characteristic of creativity is the “insight”.

REFLECTIONS:

The real contexts offered by the institution to form students’ creativity, should be specified:

• In a “double period” class, where different moments (dimensions) are evident: “personal work”, “cooperative work” in small groups, “plenary”.

• In projects (e.g. social service, sports week, magazine, radio).

It is important to adapt to the different phases of students’ personal and mental development:

• In children from 5 to 7 years old, who are in the “sensorimotor” stage, “learning to see” should be developed: seeing beyond the evident, the superficial or the routine events; perceiving differences while hearing, smelling, touching, tasting; guessing a partner’s emotions; interpreting emotions (in plays, inventing and ending a story, etc.).

• In children from 7 to 12 years old, encouraging creativity on the basis of the concrete operations management.

• In young people from 12 to 18 years old, there are many possibilities to encourage creativity, some of them are: literary clubs, generating service projects, carrying out health and support campaigns, etc.

In order to be able to “create”, it is necessary to observe and to know “what we have”, “what is given”, the raw material, the problem, the project, the environment. That is to say, the one who creates does not start from the scratch; only God creates out of the blue; that is why He is the Creator. At heart, creative actions are always reduced to the original and unusual or brilliant solution of a

44

A M

odel

of

Educ

atio

n fo

r the

XXI

Cen

tury

problem; creativity goes beyond the obvious solution of the presented problem. Also, creativity is evident not only when solving a problem, but also when finding different solutions (e.g. a sociological topic), or diverse paths to solutions, (e.g. in a math of physics problem).

Creativity is accompanied by (or goes after) the analogical, analytical, critical-constructive, systemic thinking, etc.

In the Creativity Competency, three dimensions are evident:

• Innovative observation and interpretation. There are many ways to perceive and to interpret reality (people, landscapes, life problems, etc.) by making the exercise of eliciting the multiple aspects of reality. An interpretation exercise, among many others, is the “brainstorming”.

• Searching and discovery of new approaches. Student amplifies and intensifies the vision of reality (of ideas, events, texts, problems, situations, etc.) with new viewpoints, through questions that he asks himself, or that he asks to the teacher or his partners. Thus, new ideas and solutions emerge, that invite him to change.

• Innovative and original proposals. Student proposes actions, tasks, methodologies, paradigms, miniprojects, etc., with liberty and originality, within a classroom, in the different moments of the double period or out of the classroom in many projects or certain actions, such as “talent shows”, “camping, excursions, retreats, social service activities, journalistic articles, etc.

Next, see some elements that support this competency: the definition, the important dimensions and achievement indicators.

45A

Mod

el o

f Ed

ucat

ion

for t

he X

XI C

entu

ry

1. O

bser

vatio

n an

d in

terp

reta

tion

2. S

earc

hing

and

di

scov

ery

of n

ew

appr

oach

es

3. In

nova

tive

and

orig

inal

pro

pose

s

Rel

ates

, int

egra

tes

and

expl

ains

es

sent

ial c

hara

cter

istic

s of

wha

t is

obse

rved

: arti

stic

art,

spo

rtive

ac

tivity

, nat

ural

phe

nom

ena.

Asks

him

self

and

othe

rs, p

ertin

ent

ques

tions

that

go

beyo

nd w

hat i

s es

tabl

ishe

d or

evi

dent

, loo

king

for

the

viab

ility

of id

eas.

Find

s an

d en

riche

s di

ffere

nt

appr

oach

es, i

n or

der t

o so

lve

prob

lem

s (e

sthe

tic, o

f exp

ress

ion,

ki

nest

hetic

, per

sona

l, of

gro

ups,

so

cial

sci

entif

ic, e

tc.).

Inte

grat

es d

iffer

ent e

lem

ents

to

expr

ess

idea

s, fe

elin

gs e

mot

ions

th

at g

o be

yond

the

com

mon

th

inki

ng.

Verif

ies

that

the

idea

s an

d fe

elin

gs

that

he

expr

esse

s ar

e in

tegr

ativ

e,

orig

inal

, and

mee

t the

ir pu

rpos

e.

Dev

elop

s di

ffere

nt a

reas

with

si

ngul

arity

(a m

ini p

roje

ct, a

n ac

tion

plan

, a p

iece

of m

usic

, a s

ocia

l se

rvic

e ac

tivity

). Pr

opos

es a

nd h

olds

out

orig

inal

an

d re

alis

tic im

prov

emen

ts th

at

impa

ct p

ositi

vely

in h

is c

onte

xt (i

n a

visu

al a

rts p

roje

ct, i

n in

dust

rial a

rts,

in a

pra

ctic

al a

ppro

ach

of a

gam

e,

in a

writ

ing

proc

ess,

in th

e en

viro

nmen

t con

serv

atio

n, e

tc.).

He

is a

ble

to g

ive

solu

tions

, ha

rmon

izin

g al

l his

par

tner

s’

cont

ribut

ions

in th

e gr

oup

activ

ities

(te

am w

ork,

ple

nary

, pro

ject

s pr

epar

atio

n an

d ev

alua

tion,

etc

.).

Stud

ent i

s no

t lim

ited

to

inte

rpre

tatio

ns a

nd s

olut

ions

that

ot

hers

giv

e to

pre

sent

ed m

otio

ns

or p

robl

ems;

he

prop

oses

oth

er

inte

rpre

tatio

ns th

at h

e co

nsid

ers

the

best

one

s. G

ives

, fro

m d

iffer

ent

pers

pect

ives

, mea

ning

s to

pr

opos

ed id

eas

or o

wn

idea

s an

d ot

hers

’, in

ord

er to

impr

ove

them

an

d ch

ange

them

into

som

ethi

ng

diffe

rent

.

Des

crib

es th

e es

sent

ial

char

acte

ristic

s of

wha

t is

obse

rved

.

Assi

gns

mea

ning

s to

pro

pose

d id

eas

or to

his

ow

n so

lutio

ns, i

n or

der t

o im

prov

e th

em.

Asks

him

self

and

othe

rs,

perti

nent

que

stio

ns, l

ooki

ng fo

r th

e ap

plic

abilit

y of

idea

s.

Find

s di

ffere

nt w

ays

to s

olve

pr

oble

ms

(est

hetic

, of

expr

essi

on, k

ines

thet

ic,

pers

onal

, of g

roup

s, s

ocia

l sc

ient

ific,

etc

.).In

tegr

ates

diff

eren

t ele

men

ts to

ex

pres

s id

eas,

feel

ings

and

em

otio

ns.

Use

s or

igin

al w

ays,

inte

grat

ing

diffe

rent

ele

men

ts to

exp

ress

id

eas,

feel

ings

and

em

otio

ns

that

go

beyo

nd th

e co

mm

on

thin

king

. D

evel

ops

diffe

rent

are

as w

ith

sing

ular

ity (a

min

i pro

ject

, an

actio

n pl

an, a

pie

ce o

f mus

ic, a

so

cial

ser

vice

act

ivity

). Pr

opos

es a

nd u

ses

the

pres

ente

d id

eas

in o

rder

to

impr

ove

them

and

to tr

ansf

orm

th

em in

to s

omet

hing

orig

inal

, in

nova

tive

and/

or d

iffer

ent.

Use

s pr

opos

ed id

eas

in o

rder

to

trans

form

them

into

som

ethi

ng

diffe

rent

.

He

is o

rigin

al w

hen

doin

g fre

e ta

sks.

Use

s or

igin

al w

ays

to e

xpre

ss

thro

ugh

gest

ures

, bod

y m

ovem

ents

, wor

ds, g

raph

ic

proj

ectio

ns, e

tc.

Form

ulat

es d

iffer

ent i

deas

to

solv

e pr

oble

ms.

Asks

him

self

and

othe

rs, t

ryin

g to

find

ow

n in

terp

reta

tions

.

Iden

tifie

s di

ffere

nt c

hara

cter

istic

s of

wha

t is

obse

rved

, man

ipul

ated

, te

sted

, sm

elle

d (d

iffer

ent s

ense

s).

Rec

ogni

zes

deta

ils a

nd

pecu

liarit

ies

of h

is e

nviro

nmen

t, as

sign

ing

to th

em, t

heir

own

mea

ning

.

DEF

INIT

ION

: The

cre

ativ

ity e

nabl

es th

e hu

man

bei

ng to

dis

cove

r new

idea

s an

d so

lutio

ns re

gard

ing

diffe

rent

are

as a

nd li

fe

prob

lem

s, a

ccor

ding

to n

ew a

ppro

ache

s an

d pe

rspe

ctiv

es. T

he c

reat

ive

min

d fo

llow

s sm

ooth

, fle

xibl

e, o

rigin

al, a

nd in

tuiti

ve

proc

esse

s (s

omet

imes

ste

ppin

g ou

t of t

he s

trict

logi

c); a

cha

ract

eris

tic o

f cre

ativ

ity is

the

insi

ght.

It is

als

o a

way

of e

xpre

ssio

n th

at

impl

ies

liber

ty. I

t is

a po

wer

ful t

ool t

o in

vent

, ren

ovat

e, tr

ansf

orm

, and

als

o, if

it is

nec

essa

ry, t

o br

eak

para

digm

s th

at d

eser

ve to

be

beat

.

III.

CRE

ATIV

ITY

COM

PETE

NCY

DIM

ENSI

ONS

INDI

CATO

RS

Form

al o

pera

tiona

l sta

ge(1

2 to

18

year

s ol

d)Co

ncre

te o

pera

tiona

l sta

ge

(7 to

12

year

s ol

d)Pr

e op

erat

iona

l sta

ge(5

to 7

yea

rs o

ld)

Form

al o

pera

tiona

l sta

ge(1

2 to

18

year

s ol

d)Co

ncre

te o

pera

tiona

l sta

ge

(7 to

12

year

s ol

d)Pr

e op

erat

iona

l sta

ge(5

to 7

yea

rs o

ld)

46

A M

odel

of

Educ

atio

n fo

r the

XXI

Cen

tury

1. O

bser

vatio

n an

d in

terp

reta

tion

2. S

earc

hing

and

di

scov

ery

of n

ew

appr

oach

es

3. In

nova

tive

and

orig

inal

pro

pose

s

Rel

ates

, int

egra

tes

and

expl

ains

es

sent

ial c

hara

cter

istic

s of

wha

t is

obse

rved

: arti

stic

art,

spo

rtive

ac

tivity

, nat

ural

phe

nom

ena.

Asks

him

self

and

othe

rs, p

ertin

ent

ques

tions

that

go

beyo

nd w

hat i

s es

tabl

ishe

d or

evi

dent

, loo

king

for

the

viab

ility

of id

eas.

Find

s an

d en

riche

s di

ffere

nt

appr

oach

es, i

n or

der t

o so

lve

prob

lem

s (e

sthe

tic, o

f exp

ress

ion,

ki

nest

hetic

, per

sona

l, of

gro

ups,

so

cial

sci

entif

ic, e

tc.).

Inte

grat

es d

iffer

ent e

lem

ents

to

expr

ess

idea

s, fe

elin

gs e

mot

ions

th

at g

o be

yond

the

com

mon

th

inki

ng.

Verif

ies

that

the

idea

s an

d fe

elin

gs

that

he

expr

esse

s ar

e in

tegr

ativ

e,

orig

inal

, and

mee

t the

ir pu

rpos

e.

Dev

elop

s di

ffere

nt a

reas

with

si

ngul

arity

(a m

ini p

roje

ct, a

n ac

tion

plan

, a p

iece

of m

usic

, a s

ocia

l se

rvic

e ac

tivity

). Pr

opos

es a

nd h

olds

out

orig

inal

an

d re

alis

tic im

prov

emen

ts th

at

impa

ct p

ositi

vely

in h

is c

onte

xt (i

n a

visu

al a

rts p

roje

ct, i

n in

dust

rial a

rts,

in a

pra

ctic

al a

ppro

ach

of a

gam

e,

in a

writ

ing

proc

ess,

in th

e en

viro

nmen

t con

serv

atio

n, e

tc.).

He

is a

ble

to g

ive

solu

tions

, ha

rmon

izin

g al

l his

par

tner

s’

cont

ribut

ions

in th

e gr

oup

activ

ities

(te

am w

ork,

ple

nary

, pro

ject

s pr

epar

atio

n an

d ev

alua

tion,

etc

.).

Stud

ent i

s no

t lim

ited

to

inte

rpre

tatio

ns a

nd s

olut

ions

that

ot

hers

giv

e to

pre

sent

ed m

otio

ns

or p

robl

ems;

he

prop

oses

oth

er

inte

rpre

tatio

ns th

at h

e co

nsid

ers

the

best

one

s. G

ives

, fro

m d

iffer

ent

pers

pect

ives

, mea

ning

s to

pr

opos

ed id

eas

or o

wn

idea

s an

d ot

hers

’, in

ord

er to

impr

ove

them

an

d ch

ange

them

into

som

ethi

ng

diffe

rent

.

Des

crib

es th

e es

sent

ial

char

acte

ristic

s of

wha

t is

obse

rved

.

Assi

gns

mea

ning

s to

pro

pose

d id

eas

or to

his

ow

n so

lutio

ns, i

n or

der t

o im

prov

e th

em.

Asks

him

self

and

othe

rs,

perti

nent

que

stio

ns, l

ooki

ng fo

r th

e ap

plic

abilit

y of

idea

s.

Find

s di

ffere

nt w

ays

to s

olve

pr

oble

ms

(est

hetic

, of

expr

essi

on, k

ines

thet

ic,

pers

onal

, of g

roup

s, s

ocia

l sc

ient

ific,

etc

.).In

tegr

ates

diff

eren

t ele

men

ts to

ex

pres

s id

eas,

feel

ings

and

em

otio

ns.

Use

s or

igin

al w

ays,

inte

grat

ing

diffe

rent

ele

men

ts to

exp

ress

id

eas,

feel

ings

and

em

otio

ns

that

go

beyo

nd th

e co

mm

on

thin

king

. D

evel

ops

diffe

rent

are

as w

ith

sing

ular

ity (a

min

i pro

ject

, an

actio

n pl

an, a

pie

ce o

f mus

ic, a

so

cial

ser

vice

act

ivity

). Pr

opos

es a

nd u

ses

the

pres

ente

d id

eas

in o

rder

to

impr

ove

them

and

to tr

ansf

orm

th

em in

to s

omet

hing

orig

inal

, in

nova

tive

and/

or d

iffer

ent.

Use

s pr

opos

ed id

eas

in o

rder

to

trans

form

them

into

som

ethi

ng

diffe

rent

.

He

is o

rigin

al w

hen

doin

g fre

e ta

sks.

Use

s or

igin

al w

ays

to e

xpre

ss

thro

ugh

gest

ures

, bod

y m

ovem

ents

, wor

ds, g

raph

ic

proj

ectio

ns, e

tc.

Form

ulat

es d

iffer

ent i

deas

to

solv

e pr

oble

ms.

Asks

him

self

and

othe

rs, t

ryin

g to

find

ow

n in

terp

reta

tions

.

Iden

tifie

s di

ffere

nt c

hara

cter

istic

s of

wha

t is

obse

rved

, man

ipul

ated

, te

sted

, sm

elle

d (d

iffer

ent s

ense

s).

Rec

ogni

zes

deta

ils a

nd

pecu

liarit

ies

of h

is e

nviro

nmen

t, as

sign

ing

to th

em, t

heir

own

mea

ning

.

DEF

INIT

ION

: The

cre

ativ

ity e

nabl

es th

e hu

man

bei

ng to

dis

cove

r new

idea

s an

d so

lutio

ns re

gard

ing

diffe

rent

are

as a

nd li

fe

prob

lem

s, a

ccor

ding

to n

ew a

ppro

ache

s an

d pe

rspe

ctiv

es. T

he c

reat

ive

min

d fo

llow

s sm

ooth

, fle

xibl

e, o

rigin

al, a

nd in

tuiti

ve

proc

esse

s (s

omet

imes

ste

ppin

g ou

t of t

he s

trict

logi

c); a

cha

ract

eris

tic o

f cre

ativ

ity is

the

insi

ght.

It is

als

o a

way

of e

xpre

ssio

n th

at

impl

ies

liber

ty. I

t is

a po

wer

ful t

ool t

o in

vent

, ren

ovat

e, tr

ansf

orm

, and

als

o, if

it is

nec

essa

ry, t

o br

eak

para

digm

s th

at d

eser

ve to

be

beat

.

III.

CRE

ATIV

ITY

COM

PETE

NCY

DIM

ENSI

ONS

INDI

CATO

RS

Form

al o

pera

tiona

l sta

ge(1

2 to

18

year

s ol

d)Co

ncre

te o

pera

tiona

l sta

ge

(7 to

12

year

s ol

d)Pr

e op

erat

iona

l sta

ge(5

to 7

yea

rs o

ld)

Form

al o

pera

tiona

l sta

ge(1

2 to

18

year

s ol

d)Co

ncre

te o

pera

tiona

l sta

ge

(7 to

12

year

s ol

d)Pr

e op

erat

iona

l sta

ge(5

to 7

yea

rs o

ld)

47A

Mod

el o

f Ed

ucat

ion

for t

he X

XI C

entu

ry

IV. Competency of ICT

The Information and Communication Technologies are identified with the acronym ICT; it makes reference to the group of services, tools and technologic procedures that permit to process, store, analyze, systematize, protect, and present information in different, dynamic and creative ways. Villa and Poblete (2007), define them as essential tools for the expression, the communication, the learning and the researching. In the context of an interconnected information system, the purpose of all the ICT services and tools should be to contribute to improve the life quality of the people who use them.

The ICT are integrated by two dimensions: the IT or Information technologies that include the services relating to computers and webs (hardware, software, and intelligent tools), and the CT or Communication technologies, which mainly comprise the mass media (Internet, television, radio, and telephone) and all services that favor the rapid and effective communication. According to Cabero (1996), the basic characteristics of the ICT are: interactivity, instantaneously, innovation, digitalization, automation, interconnection, diversity and influence over products, more than over processes.

It is worth mentioning that ICT have contributed to the processes of globalization, understood as the tendency of the services and market tools to extend worldwide, and to get beyond the national boards.

The ICT prominence is transforming the whole world; the benefit they provide depends, to a great expense, on the ethical commitment and on the level of development regarding competencies (concepts, procedures, and attitudes), as well as on the importance given to them, to ease the processes of information and communication management. Among the benefits, we can mention that ICT:

• Speed up communication.

• Enable better access to information.

• Favor the easy and rapid data and services processing.

• Allows the storage and organization of big amounts of information.

• Eliminate the time and space barriers.

• Favor the cooperation and collaboration among different entities.

• Develop skills and abilities.

48

A M

odel

of

Educ

atio

n fo

r the

XXI

Cen

tury

• Encourage new ways of knowledge building.

• Improve the productivity level.

• Impulse development.

• Favor the creative thinking and the use of resources.

The International Society for Technology in Education “ISTE” determined six standards regarding the students’ ICT management. In this case, we will take them as reference for the development of such competency. The mentioned standards are:

1. Creativity and innovation: it is the capacity to create, build knowledge and innovative products through ICT.

2. Communication and collaboration: to use ICT as a way of favoring communication and cooperative work.

3. Research and information management: to use ICT tools to seek, obtain, select, evaluate and use information.

4. Critical Thinking, problems solving and decisions making: to use ICT to evaluate, plan, create and get involved in projects, making decisions and solving problems effectively.

5. Digital citizenship: to comprehend the sociocultural, economic, political, and ecological environment through ICT, in order to practice ethical, legal, and of commonweal behavior.

6. Operations and concepts: to comprehend and explain correctly the concepts, systems and functioning regarding ICT, with the purpose of transferring knowledge.

It is worth mentioning that in the present time, the Ethics in Technology exists, which is a science that emerged to establish regulations toward attitudes of abuse and illegal practices regarding the information and communication management. Richard Mason (1986) in his article “Four Ethical Issues of the Information Era”, identifies four key topics to orient the information technology ethics and the legal regulations regarding the use of ICT:

• Privacy (respect to privacy)

• Accuracy (reliability of information)

49A

Mod

el o

f Ed

ucat

ion

for t

he X

XI C

entu

ry

• Intellectual property (appropriate references to others’ quotes and ideas)

• Accessibility (equal right to get informed)

For the above mentioned items, it is important to insist in the fact that the ICT should be considered as a way of optimizing the information that is managed; that is to say, they should be useful to acquire the needed skills and abilities to look for, analyze, and select in a critical way, the different information and communication tools that are accessed. Furthermore, they should be used for the personal and professional development, through ethic values. For that reason, Villa and Poblete 2,007, consider them as an instrumental competency, since they imply the development of skills, abilities and attitudes that allow people to know how to manage, to take advantage of, and to protect all this technology and information that is accessed. In other words, this competency is supposed to use ICT as an instrument to learning, research, communication, social development, etc.

Based on the afore mentioned, the competency of use of ICT, could be defined as the knowledge, selection, and ethical and effective management of a series of technological tools and services, with the purpose of communicating, learning, researching, and solving problems. All this, with clear intentions of personal and social improvement and development.

As all competencies, the use of ITC requires a series of thinking abilities that allow our brain to process the information first, and materialize it into concrete actions or abilities. Finally, it is important to mention that the use of ICT is related to other basic cognitive competencies, such as reflexive, creative, logic, analytical, systemic, and critical-constructive thinking. Also, it is connected to the verbal expression, the mature thinking, and the innovation and solution competencies, among others.

Next, the three elements that characterize the use of ICT competency are described: the definition, the four dimensions, and the achievement indicators.

50

A M

odel

of

Educ

atio

n fo

r the

XXI

Cen

tury

1. C

once

pt a

nd

func

tioni

ng o

f ICT

2. In

form

atio

n,

rese

arch

and

le

arni

ng m

anag

e-m

ent

3. C

omm

unic

atio

n an

d co

llabo

ratio

n

4. D

igita

lci

tizen

ship

Anal

yzes

the

capa

bilit

ies

and

limita

tions

rega

rdin

g pr

esen

t and

em

ergi

ng IC

T re

sour

ces,

by

eval

uatin

g th

eir p

oten

cy to

atte

nd

pers

onal

, soc

ial,

prof

essi

onal

and

le

arni

ng n

eeds

.

Solv

es h

ardw

are,

sof

twar

e, a

nd

web

sys

tem

s pr

oble

ms,

in o

rder

to

optim

ize

thei

r use

for l

earn

ing

and

prod

uctiv

ity.

Des

igns

a w

eb s

ite th

at m

eets

the

acce

ss re

quire

men

ts.

Crit

ical

ly e

valu

ates

dig

ital

reso

urce

s to

det

erm

ine

the

auth

or’s

cre

dibi

lity,

as

wel

l as

perti

nenc

e an

d ex

actit

ude

of th

e co

nten

t.

Des

igns

, dev

elop

s an

d te

sts

a le

arni

ng d

igita

l pro

gram

, rel

ated

to

a sp

ecifi

c co

nten

t.

Empl

oys

spec

ific

sim

ulat

ions

ba

sed

on c

urric

ular

con

tent

s.

Use

s, c

olla

bora

tivel

y, d

igita

l au

thor

ing

tool

s (P

ower

Poin

t; (P

ower

Poin

t; ex

elea

rnin

g, fl

ash,

et

c.) t

o co

ntra

st c

omm

on c

onte

nts

from

mul

ticul

tura

l per

spec

tives

.

Evid

ence

s le

gal a

nd e

thic

be

havi

or, w

hen

usin

g in

form

atio

n an

d te

chno

logy

, sel

ectin

g,

acqu

iring

, and

quo

ting

the

reso

urce

s in

an

appr

opria

te w

ay.

Cre

ates

med

ia p

rese

ntat

ions

, re

gard

ing

the

appr

opria

te a

nd e

thic

us

e of

dig

ital t

ools

and

reso

urce

s.

Expl

ains

the

effe

ct o

f exi

sten

t or

emer

gent

ICT,

in p

eopl

e,

soci

ety,

and

the

glob

al

com

mun

ity.

Dem

onst

rate

s th

e sa

fe a

nd

coop

erat

ive

use

of IC

T.

Inco

rpor

ates

the

use

of c

ites

of th

e us

ed re

sour

ces,

in h

is e

duca

tiona

l pr

actic

e (p

ictu

res,

sof

twar

e, c

harts

, do

cum

ents

). et

hic

beha

vior

, whe

n us

ing

info

rmat

ion

and

tech

nolo

gy,

sele

ctin

g, a

cqui

ring,

and

quo

ting

the

reso

urce

s in

an

appr

opria

te w

ay.

Parti

cipa

tes

in a

coo

pera

tive

lear

ning

pro

ject

, with

in a

n on

line

lear

ners

’ com

mun

ity.

Rec

ogni

zes

wea

knes

ses

and

inco

nsis

tenc

ies

in d

igita

l res

ourc

es

whe

n, w

ith th

e ed

ucat

or’s

gui

de, h

e re

sear

ches

a s

peci

fic to

pic.

Des

crib

es a

con

cept

or p

roce

ss

rela

ted

to a

spe

cific

con

tent

, usi

ng

a so

ftwar

e of

mod

elin

g, s

imul

atio

n or

con

stru

ctio

n of

con

cept

ual

map

s.

Use

s te

chno

logi

es o

f dat

a ga

ther

ing

(ha

nd h

eld

com

pute

rs,

geog

raph

ic m

appi

ng s

yste

m) t

o co

llect

, obs

erve

, ana

lyze

, and

in

form

out

com

es o

f a s

ituat

ion.

C

arrie

s ou

t gro

up le

arni

ng

proj

ects

, usi

ng p

lann

ing

digi

tal

tool

s, w

ith th

e ed

ucat

or’s

hel

p.

Get

s in

volv

ed in

lear

ning

atti

tude

s w

ith m

ultip

le c

ultu

re s

tude

nts,

via

Em

ail,

chat

, and

vid

eo c

onfe

renc

e.

Use

s se

vera

l tec

hnol

ogie

s to

get

a

prod

uct o

r to

achi

eve

a co

mm

on o

bjec

tive,

in a

co

oper

ativ

e gr

oup.

Illus

trate

s an

d co

mm

unic

ates

id

eas

and

orig

inal

tale

s, u

sing

m

ultim

edia

dig

ital t

ools

and

re

sour

ces.

Gat

hers

info

rmat

ion

to s

olve

a

prob

lem

, thr

ough

dig

ital

reso

urce

s.

Auto

nom

ousl

y ap

plie

s st

rate

gies

to

iden

tify

and

solv

e ev

eryd

ay

hard

war

e an

d so

ftwar

e pr

oble

ms.

Inte

grat

es a

var

iety

of f

iles

of

diffe

rent

form

at to

cre

ate

and

illust

rate

a d

ocum

ent o

r pr

esen

tatio

n.

Iden

tifie

s th

e ha

rdw

are

in a

co

mpu

ter,

usin

g th

e pr

ecis

e an

d ap

prop

riate

term

inol

ogy

for h

is

leve

l of d

evel

opm

ent.

Dem

onst

rate

ski

lls to

nav

igat

e in

vi

rtual

env

ironm

ents

, suc

h as

di

gita

l boo

ks, s

imul

atio

n so

ftwar

e an

d w

eb s

ites.

Fi

nds

info

rmat

ion

rela

ted

to a

m

oder

n or

his

toric

al c

hara

cter

or

even

t, us

ing

digi

tal r

esou

rces

.

Use

s si

mul

atio

ns a

nd g

raph

ic

orga

nize

rs to

exp

lore

and

re

pres

ent p

atte

rns.

Sele

cts

tool

s or

dig

ital r

esou

rces

to

be

used

in a

det

erm

ined

task

, ju

stify

ing

such

sel

ectio

n ba

sing

on

effic

ienc

y an

d ef

fect

iven

ess.

Inde

pend

ently

app

lies

tool

s an

d di

gita

l res

ourc

es to

atte

nd a

va

riety

of t

asks

and

pro

blem

s.

DEF

INIT

ION

: Eth

ical

and

effe

ctiv

e m

anag

emen

t of t

he In

form

atio

n an

d C

omm

unic

atio

n Te

chno

logi

es, w

hich

impl

ies

the

know

ledg

e,

sele

ctio

n, m

anag

emen

t, an

d a

serie

s of

tech

nolo

gica

l ser

vice

s w

ith th

e pu

rpos

e of

com

mun

icat

ing,

rese

arch

ing,

pro

blem

s so

lvin

g an

d le

arni

ng. A

ll th

is, w

ith c

lear

inte

ntio

ns o

f per

sona

l and

soc

ial i

mpr

ovem

ent a

nd d

evel

opm

ent.

IV.

USE

OF IC

T CO

MPE

TENC

Y

DIM

ENSI

ONS

INDI

CATO

RS5

5.Th

is c

ompe

tenc

y ha

s be

en fo

rmul

ated

acc

ordi

ng to

the

prop

osal

of t

he N

atio

nal E

duca

tion

Tech

nolo

gy S

tand

ards

for S

tude

nts,

Sec

ond

Editi

on, ©

2007

, IST

E ®

(Int

erna

tiona

l Soc

iety

fo

r Tec

hnol

ogy

in E

duca

tion)

, http

://w

ww

.iste

.org

. Som

e ad

just

men

ts c

onsi

derin

g th

e co

ntex

t at L

iceo

Jav

ier h

ave

been

mad

e.

Form

al o

pera

tiona

l sta

ge(1

2 to

18

year

s ol

d)Co

ncre

te o

pera

tiona

l sta

ge

(7 to

12

year

s ol

d)Pr

e op

erat

iona

l sta

ge(5

to 7

yea

rs o

ld)

Form

al o

pera

tiona

l sta

ge(1

2 to

18

year

s ol

d)Co

ncre

te o

pera

tiona

l sta

ge

(7 to

12

year

s ol

d)Pr

e op

erat

iona

l sta

ge(5

to 7

yea

rs o

ld)

51A

Mod

el o

f Ed

ucat

ion

for t

he X

XI C

entu

ry

1. C

once

pt a

nd

func

tioni

ng o

f ICT

2. In

form

atio

n,

rese

arch

and

le

arni

ng m

anag

e-m

ent

3. C

omm

unic

atio

n an

d co

llabo

ratio

n

4. D

igita

lci

tizen

ship

Anal

yzes

the

capa

bilit

ies

and

limita

tions

rega

rdin

g pr

esen

t and

em

ergi

ng IC

T re

sour

ces,

by

eval

uatin

g th

eir p

oten

cy to

atte

nd

pers

onal

, soc

ial,

prof

essi

onal

and

le

arni

ng n

eeds

.

Solv

es h

ardw

are,

sof

twar

e, a

nd

web

sys

tem

s pr

oble

ms,

in o

rder

to

optim

ize

thei

r use

for l

earn

ing

and

prod

uctiv

ity.

Des

igns

a w

eb s

ite th

at m

eets

the

acce

ss re

quire

men

ts.

Crit

ical

ly e

valu

ates

dig

ital

reso

urce

s to

det

erm

ine

the

auth

or’s

cre

dibi

lity,

as

wel

l as

perti

nenc

e an

d ex

actit

ude

of th

e co

nten

t.

Des

igns

, dev

elop

s an

d te

sts

a le

arni

ng d

igita

l pro

gram

, rel

ated

to

a sp

ecifi

c co

nten

t.

Empl

oys

spec

ific

sim

ulat

ions

ba

sed

on c

urric

ular

con

tent

s.

Use

s, c

olla

bora

tivel

y, d

igita

l au

thor

ing

tool

s (P

ower

Poin

t; (P

ower

Poin

t; ex

elea

rnin

g, fl

ash,

et

c.) t

o co

ntra

st c

omm

on c

onte

nts

from

mul

ticul

tura

l per

spec

tives

.

Evid

ence

s le

gal a

nd e

thic

be

havi

or, w

hen

usin

g in

form

atio

n an

d te

chno

logy

, sel

ectin

g,

acqu

iring

, and

quo

ting

the

reso

urce

s in

an

appr

opria

te w

ay.

Cre

ates

med

ia p

rese

ntat

ions

, re

gard

ing

the

appr

opria

te a

nd e

thic

us

e of

dig

ital t

ools

and

reso

urce

s.

Expl

ains

the

effe

ct o

f exi

sten

t or

emer

gent

ICT,

in p

eopl

e,

soci

ety,

and

the

glob

al

com

mun

ity.

Dem

onst

rate

s th

e sa

fe a

nd

coop

erat

ive

use

of IC

T.

Inco

rpor

ates

the

use

of c

ites

of th

e us

ed re

sour

ces,

in h

is e

duca

tiona

l pr

actic

e (p

ictu

res,

sof

twar

e, c

harts

, do

cum

ents

). et

hic

beha

vior

, whe

n us

ing

info

rmat

ion

and

tech

nolo

gy,

sele

ctin

g, a

cqui

ring,

and

quo

ting

the

reso

urce

s in

an

appr

opria

te w

ay.

Parti

cipa

tes

in a

coo

pera

tive

lear

ning

pro

ject

, with

in a

n on

line

lear

ners

’ com

mun

ity.

Rec

ogni

zes

wea

knes

ses

and

inco

nsis

tenc

ies

in d

igita

l res

ourc

es

whe

n, w

ith th

e ed

ucat

or’s

gui

de, h

e re

sear

ches

a s

peci

fic to

pic.

Des

crib

es a

con

cept

or p

roce

ss

rela

ted

to a

spe

cific

con

tent

, usi

ng

a so

ftwar

e of

mod

elin

g, s

imul

atio

n or

con

stru

ctio

n of

con

cept

ual

map

s.

Use

s te

chno

logi

es o

f dat

a ga

ther

ing

(ha

nd h

eld

com

pute

rs,

geog

raph

ic m

appi

ng s

yste

m) t

o co

llect

, obs

erve

, ana

lyze

, and

in

form

out

com

es o

f a s

ituat

ion.

C

arrie

s ou

t gro

up le

arni

ng

proj

ects

, usi

ng p

lann

ing

digi

tal

tool

s, w

ith th

e ed

ucat

or’s

hel

p.

Get

s in

volv

ed in

lear

ning

atti

tude

s w

ith m

ultip

le c

ultu

re s

tude

nts,

via

Em

ail,

chat

, and

vid

eo c

onfe

renc

e.

Use

s se

vera

l tec

hnol

ogie

s to

get

a

prod

uct o

r to

achi

eve

a co

mm

on o

bjec

tive,

in a

co

oper

ativ

e gr

oup.

Illus

trate

s an

d co

mm

unic

ates

id

eas

and

orig

inal

tale

s, u

sing

m

ultim

edia

dig

ital t

ools

and

re

sour

ces.

Gat

hers

info

rmat

ion

to s

olve

a

prob

lem

, thr

ough

dig

ital

reso

urce

s.

Auto

nom

ousl

y ap

plie

s st

rate

gies

to

iden

tify

and

solv

e ev

eryd

ay

hard

war

e an

d so

ftwar

e pr

oble

ms.

Inte

grat

es a

var

iety

of f

iles

of

diffe

rent

form

at to

cre

ate

and

illust

rate

a d

ocum

ent o

r pr

esen

tatio

n.

Iden

tifie

s th

e ha

rdw

are

in a

co

mpu

ter,

usin

g th

e pr

ecis

e an

d ap

prop

riate

term

inol

ogy

for h

is

leve

l of d

evel

opm

ent.

Dem

onst

rate

ski

lls to

nav

igat

e in

vi

rtual

env

ironm

ents

, suc

h as

di

gita

l boo

ks, s

imul

atio

n so

ftwar

e an

d w

eb s

ites.

Fi

nds

info

rmat

ion

rela

ted

to a

m

oder

n or

his

toric

al c

hara

cter

or

even

t, us

ing

digi

tal r

esou

rces

.

Use

s si

mul

atio

ns a

nd g

raph

ic

orga

nize

rs to

exp

lore

and

re

pres

ent p

atte

rns.

Sele

cts

tool

s or

dig

ital r

esou

rces

to

be

used

in a

det

erm

ined

task

, ju

stify

ing

such

sel

ectio

n ba

sing

on

effic

ienc

y an

d ef

fect

iven

ess.

Inde

pend

ently

app

lies

tool

s an

d di

gita

l res

ourc

es to

atte

nd a

va

riety

of t

asks

and

pro

blem

s.

DEF

INIT

ION

: Eth

ical

and

effe

ctiv

e m

anag

emen

t of t

he In

form

atio

n an

d C

omm

unic

atio

n Te

chno

logi

es, w

hich

impl

ies

the

know

ledg

e,

sele

ctio

n, m

anag

emen

t, an

d a

serie

s of

tech

nolo

gica

l ser

vice

s w

ith th

e pu

rpos

e of

com

mun

icat

ing,

rese

arch

ing,

pro

blem

s so

lvin

g an

d le

arni

ng. A

ll th

is, w

ith c

lear

inte

ntio

ns o

f per

sona

l and

soc

ial i

mpr

ovem

ent a

nd d

evel

opm

ent.

IV.

USE

OF IC

T CO

MPE

TENC

Y

DIM

ENSI

ONS

INDI

CATO

RS5

5.Th

is c

ompe

tenc

y ha

s be

en fo

rmul

ated

acc

ordi

ng to

the

prop

osal

of t

he N

atio

nal E

duca

tion

Tech

nolo

gy S

tand

ards

for S

tude

nts,

Sec

ond

Editi

on, ©

2007

, IST

E ®

(Int

erna

tiona

l Soc

iety

fo

r Tec

hnol

ogy

in E

duca

tion)

, http

://w

ww

.iste

.org

. Som

e ad

just

men

ts c

onsi

derin

g th

e co

ntex

t at L

iceo

Jav

ier h

ave

been

mad

e.

Form

al o

pera

tiona

l sta

ge(1

2 to

18

year

s ol

d)Co

ncre

te o

pera

tiona

l sta

ge

(7 to

12

year

s ol

d)Pr

e op

erat

iona

l sta

ge(5

to 7

yea

rs o

ld)

Form

al o

pera

tiona

l sta

ge(1

2 to

18

year

s ol

d)Co

ncre

te o

pera

tiona

l sta

ge

(7 to

12

year

s ol

d)Pr

e op

erat

iona

l sta

ge(5

to 7

yea

rs o

ld)

52

A M

odel

of

Educ

atio

n fo

r the

XXI

Cen

tury

Communication Competencies

V. Mature Writing Competency

There are different ways to name this competency: written communication, written composition and written expression. In this book, it will be referred as “mature writing”, which is the term created by Achaerandio (2010) to define this competency. To understand better its meaning, we will refer to Scardamalia and Bereiter (1992), who studied specifically the cognitive process that the students follow when constructing texts, and they make a distinction between immature and mature writers. According to this research, immature writers write as if they were speaking, taking care only of expressing what they have in mind, as a final product. Rather, mature writers make a more reflective final composition process, with the purpose of getting an effective communication. Thus, a mature writer is who plans what to write, how to write it and for whom to write it. Also, he cares about detecting mistakes in his texts and correcting them; mistakes that transcend orthographic and grammatical aspects, to reach deeper ideas.

According to Achaerandio (2010), mature writing is one of the Key Competencies to get a frequent and deep learning and through it, being able to increase intelligence. Therefore, it should be developed in the different levels of formal education, starting from the basis in pre-school, and following in primary and secondary school, as well as in university. It is essential to improve writing in the different educational levels, using the contents of each one of the areas as tools for the development of knowledge, of writing, and also, of the writer’s potential as a person. This will permit to get new abilities in each stage or level, as well as improving the ones that have been already acquired, until getting to be mature writers. It is so, responsibility of all educators to have their students’ develop this instrumental competency, as an effective tool to the intellectual improvement.

On the other hand, in the academic area this competency is essential, since most of the students daily face the need to present written tasks, such as summaries, researches, essays, etc.; a high percentage of evaluations requires expressing written ideas. In order to develop the mature writing competency, a series of essential steps should be followed, without which, to be a mature writer is impossible; such steps are:

a. Planning: This is the most important process of writing. A good plan eases enormously the process of composition of a text, and its further revision. It includes the objectives definition, the theme, the target group and the type of text; additionally, it includes the generation of ideas and its organization. It is supposed to establish the bases to generate a text, and to have time to think what to say, what for, and why to say it, to whom and how to say it. In other words, it implies to take into account the topic, the possible reader, and what is the purpose of the text.

53A

Mod

el o

f Ed

ucat

ion

for t

he X

XI C

entu

ry

b. Translating: It is what some call “text composition”, that is to say, to express and create a written discourse, using the permanent processes and mechanisms on the basis of the previous plan. This is the moment to apply the “rhetorical knowledge”; for example, how to start the introduction, how to convince the reader, how and when to add examples and to take advantage of authors’ quotations, when to summarize, when to make an inference, etc.; as well as to analyze the question: would the audience to whom my writing is addressed, need more explanations or a better argumentation? etc.

c. Revising: The revision is similar to “metacognition” and “self regulation” which are made by readers who already acquired high levels of reading comprehension. A good revision of the processes and the text results that is being written, depends a lot, as said before, on a previous and effective planning. Mature writers are accustomed to revise their text along all the process and to apply helping strategies to solve problems that usually are presented during the elaboration of a written text.

Before including the definition of mature writing competency, it is important to mention that most of the authors coincide that the ability to write, or “to transmit ideas and feelings through writing”, is not innate. It is developed with practice, following instructions, by means of a dialogued discussion of the writings, and imitating models to which we have access through the reading. For that reason, this competency is closely related to the comprehensive reading competency, since through reading, it is possible to acquire different models of mature writing.

Also, mature writers are in the highest level of reading comprehension, which is to reach metacognition and self regulation, for they revise once and again their text in order to improve it and to correct it, by adding new paragraphs, taking others out, redefining ideas, etc. According to Fradek L. (2007) the written composition consists in translating ideas, thoughts, and feelings, in a coherent written discourse. Villa and Poblete (2007) define the competency as “efficiently relating with other people through a clear expression of what is thought and/or felt, by means of writing and graphic organizers. Based on the before mentioned, it is important to clarify that the mature writing competency does not simply imply to express in a written way what is thought or felt, but it also includes to plan, to generate knowledge, to change it into words, and to materialize them in paper or in a computer, and also, to revise what has been written. All this, with the purpose of efficiently communicating and relating with others.

54

A M

odel

of

Educ

atio

n fo

r the

XXI

Cen

tury

In general terms, it is a complex competency that is related to other competencies, such as analytical thinking, creativity, comprehensive reading, and interpersonal communication. And also, it entails a series of skills, as well as certain attitudes and values.

The skills involved in this competency are:

• Planning skills: They refer to the first step of mature writing, which is to “plan”. They include the definition of objectives, theme, target group and type of text; additionally, it includes the generation of ideas and its organization. It is supposed to establish the bases to generate a text.

• Linguistic skills: They are those that are practiced as a result of technically knowing or intuiting knowledge relating to grammar (the semantic and the syntactic), which establishes the rules to write correctly.

a. The semantic, refers to the meaning of words, phrases and sentences, and to the deep sense given to statements.

b. The syntactic is referred to the structure of sentences and their parts; it is the construction and the order given to words, phrases and sentences.

• Motor skills: They are all those that imply the use of fingers, hands, arms to write precisely and smoothly. Their purpose is to present a legible and ordered writing.

• Evaluation skills: They are the ones that imply the detection of mistakes in a text, and their correction, according to a group of established criteria.

• This competency can be deepened through three elements that are mentioned next: the definition, three dimensions, and some important achievement indicators.

55A

Mod

el o

f Ed

ucat

ion

for t

he X

XI C

entu

ry

6. L

exica

l and

con

cept

ual d

ensit

y re

fers

to o

ne o

f the

out

stan

ding

feat

ures

of t

he a

cade

mic

writin

g (m

atur

e): t

echn

ical t

erm

s, n

omin

atio

ns a

nd e

xten

sions

. Cas

tello

(200

7).

1. P

lann

ing

2. In

terp

reta

tion

3. R

evis

ion

Stru

ctur

es th

e wr

iting,

fine

ly pl

anni

ng a

nd d

elim

iting

the

topi

c,

the

targ

et g

roup

, the

ava

ilabl

e tim

e,

and

the

poss

ible

info

rmat

ion

reso

urce

s, e

xten

sion,

and

takin

g in

to a

ccou

nt th

e co

ntex

t.

Writ

es e

ach

para

grap

h, c

lear

ly de

limitin

g th

e to

pic.

Defin

es rh

etor

ical,

styli

stic,

and

se

man

tic w

ritin

g ob

ject

ives.

Org

anize

s th

e m

acro

stru

ctur

e an

d su

pers

truct

ure

of h

is te

xt.

Out

lines

mai

n id

eas

acco

rdin

g to

th

e gi

ven

topi

c; h

e ta

kes

into

ac

coun

t the

tim

e an

d re

sour

ces

with

whi

ch h

e co

unts

.

Writ

es h

is wr

iting

obje

ctive

, re

latin

g th

e to

pic

he w

ants

to

deve

lop

and

the

targ

et g

roup

.

Mak

es b

rain

stor

min

g in

ord

er to

ga

ther

his

topi

c st

atem

ents

, and

ca

tego

rizes

them

by

esta

blish

ing

hier

arch

ies.

Est

ablis

hes

and

diffe

rent

iate

s wh

at k

ind

of te

xt h

e wr

ites.

Writ

es th

e to

pic

at th

e be

ginn

ing

of h

is pa

ragr

aph,

with

sim

ple

stat

emen

ts.

Uses

pun

ctua

tion

mar

ks a

nd

conn

ecto

rs (p

repo

sitio

ns,

conj

unct

ions

, and

con

tract

ions

) to

conn

ect h

is id

eas

in th

e pa

ragr

aph.

Writ

es tw

o su

pero

rdin

ate

stat

emen

ts to

a to

pic

stat

emen

t, st

ruct

urin

g a

para

grap

h.

Writ

es p

arag

raph

s us

ing

a wi

de

voca

bula

ry w

ithou

t rep

etitio

ns o

r di

gres

sions

.

Rere

ads

his

writin

g, in

ord

er to

de

tect

mist

akes

and

cor

rect

them

. M

akes

sel

f-eva

luat

ion

and

co-e

valu

atio

n pr

oces

ses

with

in

stru

men

ts g

iven

by th

e te

ache

r.

Writ

es a

nd u

ses

corre

ctly

the

word

s, a

ccor

ding

to th

eir

mea

ning

.

Uses

skil

lfully

, con

nect

ors

or

disc

ours

e m

arke

rs (c

oord

inat

ing

and

subo

rdin

atin

g), a

nd

punc

tuat

ion

mar

ks.

His

com

plem

ent s

tate

men

ts a

re

depe

nden

t on

the

topi

c.

Dete

cts

mist

akes

alo

ng th

e wr

iting

proc

ess

and

mak

es th

e re

leva

nt m

odific

atio

ns.

Cont

rast

s th

e fin

al te

xt w

ith h

is wr

iting

plan

, in

orde

r to

read

just

th

e te

xt a

nd to

ver

ity o

bjec

tives

.

In a

n au

tom

atize

d wa

y, h

e m

akes

m

etac

ogni

tion

and

self-

regu

latio

n pr

oces

ses,

in a

ll the

writ

ing

proc

ess.

Reta

kes

his

writin

g ob

ject

ives

in

orde

r to

dete

rmin

e if

they

wer

e re

ache

d.

Refle

cts,

at t

he e

nd o

f his

writin

g,

how

his

plan

ning

pro

cess

, dra

ft,

and

final

ver

sion

have

bee

n,

appl

ying

corre

ctive

mea

sure

s (s

elf-r

egul

ator

).

Answ

ers

to m

etac

ogni

tive

ques

tions

, reg

ardi

ng h

is wr

iting,

an

d pr

opos

es w

ays

of im

prov

ing.

Rere

ads

his

sent

ence

s in

ord

er

to d

iscov

er w

hich

wor

ds a

re

writt

en w

rong

.

Writ

es c

oher

ent s

tate

men

ts,

resp

ectin

g th

e su

bjec

t and

pr

edica

te.

Writ

es th

e pe

riod

at th

e en

d of

a

stat

emen

t.

Writ

es tw

o se

nten

ces,

one

with

the

mai

n id

ea, a

nd o

ne w

ith th

e co

mpl

emen

t.

Expr

esse

s id

eas

of w

hat h

e wa

nts

to w

rite.

Expr

esse

s (c

opyin

g m

odel

s) th

e in

tent

ion

of h

is wr

iting

and

his

targ

et g

roup

.

Expr

esse

s wh

at h

e wa

nts

to

write

.

DEFI

NITI

ON:

It is

the

effic

ient

per

sona

l bui

ldin

g of

kno

wled

ge th

at im

plie

s pl

anni

ng, i

nter

pret

atio

n, a

nd e

valu

atio

n, in

ord

er to

get

an

effe

ctive

com

mun

icatio

n th

roug

h wr

itten

text

s. V.

M

ATUR

E W

RITI

NG C

OMPE

TENC

Y

DIM

ENSI

ONS

INDI

CATO

RS

Show

s le

xical

and

con

cept

ual

dens

ity in

his

writin

g, w

ith a

rich

an

d pr

ecise

voc

abul

ary.

6

Form

al o

pera

tiona

l sta

ge(1

2 to

18

year

s ol

d)Co

ncre

te o

pera

tiona

l sta

ge

(7 to

12

year

s ol

d)Pr

e op

erat

iona

l sta

ge(5

to 7

yea

rs o

ld)

Form

al o

pera

tiona

l sta

ge(1

2 to

18

year

s ol

d)Co

ncre

te o

pera

tiona

l sta

ge

(7 to

12

year

s ol

d)Pr

e op

erat

iona

l sta

ge(5

to 7

yea

rs o

ld)

56

A M

odel

of

Educ

atio

n fo

r the

XXI

Cen

tury

6. L

exica

l and

con

cept

ual d

ensit

y re

fers

to o

ne o

f the

out

stan

ding

feat

ures

of t

he a

cade

mic

writin

g (m

atur

e): t

echn

ical t

erm

s, n

omin

atio

ns a

nd e

xten

sions

. Cas

tello

(200

7).

1. P

lann

ing

2. In

terp

reta

tion

3. R

evis

ion

Stru

ctur

es th

e wr

iting,

fine

ly pl

anni

ng a

nd d

elim

iting

the

topi

c,

the

targ

et g

roup

, the

ava

ilabl

e tim

e,

and

the

poss

ible

info

rmat

ion

reso

urce

s, e

xten

sion,

and

takin

g in

to a

ccou

nt th

e co

ntex

t.

Writ

es e

ach

para

grap

h, c

lear

ly de

limitin

g th

e to

pic.

Defin

es rh

etor

ical,

styli

stic,

and

se

man

tic w

ritin

g ob

ject

ives.

Org

anize

s th

e m

acro

stru

ctur

e an

d su

pers

truct

ure

of h

is te

xt.

Out

lines

mai

n id

eas

acco

rdin

g to

th

e gi

ven

topi

c; h

e ta

kes

into

ac

coun

t the

tim

e an

d re

sour

ces

with

whi

ch h

e co

unts

.

Writ

es h

is wr

iting

obje

ctive

, re

latin

g th

e to

pic

he w

ants

to

deve

lop

and

the

targ

et g

roup

.

Mak

es b

rain

stor

min

g in

ord

er to

ga

ther

his

topi

c st

atem

ents

, and

ca

tego

rizes

them

by

esta

blish

ing

hier

arch

ies.

Est

ablis

hes

and

diffe

rent

iate

s wh

at k

ind

of te

xt h

e wr

ites.

Writ

es th

e to

pic

at th

e be

ginn

ing

of h

is pa

ragr

aph,

with

sim

ple

stat

emen

ts.

Uses

pun

ctua

tion

mar

ks a

nd

conn

ecto

rs (p

repo

sitio

ns,

conj

unct

ions

, and

con

tract

ions

) to

conn

ect h

is id

eas

in th

e pa

ragr

aph.

Writ

es tw

o su

pero

rdin

ate

stat

emen

ts to

a to

pic

stat

emen

t, st

ruct

urin

g a

para

grap

h.

Writ

es p

arag

raph

s us

ing

a wi

de

voca

bula

ry w

ithou

t rep

etitio

ns o

r di

gres

sions

.

Rere

ads

his

writin

g, in

ord

er to

de

tect

mist

akes

and

cor

rect

them

. M

akes

sel

f-eva

luat

ion

and

co-e

valu

atio

n pr

oces

ses

with

in

stru

men

ts g

iven

by th

e te

ache

r.

Writ

es a

nd u

ses

corre

ctly

the

word

s, a

ccor

ding

to th

eir

mea

ning

.

Uses

skil

lfully

, con

nect

ors

or

disc

ours

e m

arke

rs (c

oord

inat

ing

and

subo

rdin

atin

g), a

nd

punc

tuat

ion

mar

ks.

His

com

plem

ent s

tate

men

ts a

re

depe

nden

t on

the

topi

c.

Dete

cts

mist

akes

alo

ng th

e wr

iting

proc

ess

and

mak

es th

e re

leva

nt m

odific

atio

ns.

Cont

rast

s th

e fin

al te

xt w

ith h

is wr

iting

plan

, in

orde

r to

read

just

th

e te

xt a

nd to

ver

ity o

bjec

tives

.

In a

n au

tom

atize

d wa

y, h

e m

akes

m

etac

ogni

tion

and

self-

regu

latio

n pr

oces

ses,

in a

ll the

writ

ing

proc

ess.

Reta

kes

his

writin

g ob

ject

ives

in

orde

r to

dete

rmin

e if

they

wer

e re

ache

d.

Refle

cts,

at t

he e

nd o

f his

writin

g,

how

his

plan

ning

pro

cess

, dra

ft,

and

final

ver

sion

have

bee

n,

appl

ying

corre

ctive

mea

sure

s (s

elf-r

egul

ator

).

Answ

ers

to m

etac

ogni

tive

ques

tions

, reg

ardi

ng h

is wr

iting,

an

d pr

opos

es w

ays

of im

prov

ing.

Rere

ads

his

sent

ence

s in

ord

er

to d

iscov

er w

hich

wor

ds a

re

writt

en w

rong

.

Writ

es c

oher

ent s

tate

men

ts,

resp

ectin

g th

e su

bjec

t and

pr

edica

te.

Writ

es th

e pe

riod

at th

e en

d of

a

stat

emen

t.

Writ

es tw

o se

nten

ces,

one

with

the

mai

n id

ea, a

nd o

ne w

ith th

e co

mpl

emen

t.

Expr

esse

s id

eas

of w

hat h

e wa

nts

to w

rite.

Expr

esse

s (c

opyin

g m

odel

s) th

e in

tent

ion

of h

is wr

iting

and

his

targ

et g

roup

.

Expr

esse

s wh

at h

e wa

nts

to

write

.

DEFI

NITI

ON:

It is

the

effic

ient

per

sona

l bui

ldin

g of

kno

wled

ge th

at im

plie

s pl

anni

ng, i

nter

pret

atio

n, a

nd e

valu

atio

n, in

ord

er to

get

an

effe

ctive

com

mun

icatio

n th

roug

h wr

itten

text

s. V.

M

ATUR

E W

RITI

NG C

OMPE

TENC

Y

DIM

ENSI

ONS

INDI

CATO

RS

Show

s le

xical

and

con

cept

ual

dens

ity in

his

writin

g, w

ith a

rich

an

d pr

ecise

voc

abul

ary.

6

Form

al o

pera

tiona

l sta

ge(1

2 to

18

year

s ol

d)Co

ncre

te o

pera

tiona

l sta

ge

(7 to

12

year

s ol

d)Pr

e op

erat

iona

l sta

ge(5

to 7

yea

rs o

ld)

Form

al o

pera

tiona

l sta

ge(1

2 to

18

year

s ol

d)Co

ncre

te o

pera

tiona

l sta

ge

(7 to

12

year

s ol

d)Pr

e op

erat

iona

l sta

ge(5

to 7

yea

rs o

ld)

57A

Mod

el o

f Ed

ucat

ion

for t

he X

XI C

entu

ry

VI. Comprehensive Reading Competency

The comprehensive reading is one of the Key Competencies for life; therefore, it should be developed in all levels of education, since pre-school up to 12th. The ideal thing, is that students of the year of university have already developed this competency with excellence, when finishing high-school. For that reason, reading comprehension should be the neuralgic center, the concern, and the main action in education.

The Comprehensive Reading belongs to the group of generic competencies, for it can be developed and worked since almost all subject matters or areas of knowledge, and it can be used and applied in different environments of life. Also, it belongs to the group of instrumental competencies, since its purpose is to serve as a way or instrument to reach meaningful learning.

In this sense, it is important to be conscious that in order to “really learn”, it is not enough an education based on transmission, acquisition, and gathering of information any more. With globalization and the emergence of Information and CommunicationTechnologies (ICT), human beings are exposed to a great amount of information, which is impossible to be totally assimilated. For that reason, the new century demands an education based on the acquisition and development of competencies, which help people select, comprehend, use, and apply all that information in different situations and contexts to successfully face life.

The comprehensive reading is a tool that encourages acquisition and development of skills, abilities and attitudes. On the one hand, it favors the development of higher-order thinking skills, such as analysis, synthesis, abstraction, etc. On the other hand, it encourages the acquisition of attitudes and values needed to improve as person, for example: the interest of learning and the critical attitude when facing reality, among others. Furthermore, it promotes the personal, professional and labor autonomy, and the acquisition of meaningful and functional learning.

Now then, what does reading comprehensively mean? To understand better its meaning, Diaz and Hernandez (2004) define it as a constructive, interactive and strategic activity.

• It is considered as a constructive activity because during this process, the reader carries out a personal construction on the basis of the information proposed by the text and his personal experiences, interpretations, inferences, context, etc.

• It is considered an interactive activity because the personal interpretation given to the text will depend upon the interactions occurred among the

58

A M

odel

of

Educ

atio

n fo

r the

XXI

Cen

tury

reader characteristics (previous knowledge, interests, attitudes, emotions, etc.), the text (the intentions presented by the author), and the context (the social situation, the period, etc.).

• Finally, it is considered a strategic activity because a good reader recognizes his accomplishments and limitations, and he knows that he should use and organize his cognitive resources intelligently, otherwise, the reading comprehension level may not be achieved or it could be diminished.

To understand better the comprehensive reading, Achaerandio (2010) distinguishes four levels or reading quality.

1. The first level is the decoding, which consists in deciphering letters, words, and some short and simple phrases. In other words, it is the level in which the reader interprets the signs and gives a lexical meaning to them. People who don’t reach this level are called analphabet.

2. The second level is the literal comprehension, where it is read in a lineal or superficial way. The reader understands only what is explicit in a text, and so, a genuine comprehension does not occur, neither relations nor inferences are made, since the deep meaning of the text is not reached. People who are in this level are called “functional analphabet”, for they read without understanding sufficiently the sense, and therefore, they do not get real meaningful learning.

3. The third level is the inferential comprehension, and happens when the reader understands and deeply gets the meaning of the text; that is to say, he interprets what the author wants to express, and goes discovering and actively constructing meanings. In this level, the reader analyzes, questions, synthesizes, infers, evaluates, reconstructs, and integrates the global meaning of the text; is in here where the meaningful learning is achieved.

4. The fourth level is the metacognition and self regulation; in this level the reader supervises and regulates his reading process. To clarify this idea, let’s remember that metacognition is exercised in the analysis, knowledge and consciousness of “how to learn”, it is to know how the own process is going, it is to think about the own thought when carrying out the task; also it consist in being conscious of the cognitive and affective resources at disposal. The self regulation refers to the actions carried out after metacognition, with the purpose of improving and/or correcting the learning, or specifically, the comprehension process,

59A

Mod

el o

f Ed

ucat

ion

for t

he X

XI C

entu

ry

and it consists in the control of the own thinking processes; it implies the use of diverse strategies that allow to control the learning and the comprehension.

For didactic purposes, the metacognitive and self regulator skills are divided into planning, supervision, and evaluation activities: the Planning activities answer to the questions: What am I going to do? How am I going to do it? They are those that are carried out before starting the reading process, and they have to do with the establishment of an action plan to reach the objective.

The Supervision activities answer to the questions: What am I doing? How am I doing it? They are those which are done during the reading process. They allow the detection of lacks or failures in the comprehension.

The Evaluation activities answer to the question: How good or bad I did it? Generally, they are done at the end of the process; they permit to determine the efficiency of the used strategies and to what extent the objectives were achieved.

The comprehensive reading is related to other competencies such as verbal and non verbal expression, the mature writing, and the different types of thinking (critical, analytical, logical…), as well as to the innovation and problem solving competencies.

Next, the three important elements of this competency are described: the definition, the three dimensions, and the achievement indicators.

60

A M

odel

of

Educ

atio

n fo

r the

XXI

Cen

tury

1. S

tarti

ng

orga

niza

tion

of th

e re

adin

g

2. C

ompr

ehen

sion

3. M

etac

ogni

tion

and

self-

regu

latio

n

Appl

ies

stra

tegi

es b

efor

e re

adin

g,

depe

ndin

g on

his

pre

viou

s kn

owle

dge

and

obje

ctiv

es to

war

d th

e te

xt (m

acro

proc

esse

s).

Iden

tifie

s th

e ty

pe o

f tex

t tha

t he

is g

oing

to re

ad, i

n or

der t

o ch

oose

ade

quat

ely

the

rele

vant

st

rate

gy.

Thro

ugh

cont

extu

aliz

atio

n, h

e in

fers

the

mea

ning

s of

unk

now

n vo

cabu

lary

.

Appl

ies

read

ing

stra

tegi

es,

acco

rdin

g to

obj

ectiv

es th

at h

ave

been

set

.

Appl

ies

stra

tegi

c ac

tiviti

es im

itatin

g m

odel

s, a

ccor

ding

to th

e se

t ob

ject

ives

and

the

type

of t

ext

read

ing

stra

tegi

es, a

ccor

ding

to

obje

ctiv

es th

at h

ave

been

set

.

Answ

ers

teac

hers

’ que

stio

ns

abou

t the

cha

ract

ers

and

thei

r ac

tions

, and

abo

ut re

leva

nt

info

rmat

ion.

Expl

ains

his

men

tal p

roce

ss o

n w

hat h

e ha

s un

ders

tood

from

the

text

.

Ref

lect

s up

on th

e di

fficu

lties

and

ac

hiev

emen

ts re

gard

ing

com

preh

ensi

on o

f the

text

.

Mak

es c

omm

ents

in a

gui

ded

way

, the

diff

icul

ties

and

achi

evem

ent o

f his

read

ing.

Use

s di

ffere

nt re

sour

ces

to

regu

late

his

pro

cess

of

com

preh

ensi

on.

Verb

aliz

es o

r exp

oses

the

caus

es

of h

is d

iffic

ultie

s to

adj

ust t

he

stra

tegi

es a

nd g

et c

ompr

ehen

sion

in

a g

uide

d w

ay.

Asks

for h

elp

whe

n he

doe

s no

t un

ders

tand

wha

t he

read

s.

Eval

uate

s th

e ac

hiev

emen

t of h

is

obje

ctiv

e an

d th

e se

lect

ion

of th

e us

ed s

trate

gies

for t

he

com

preh

ensi

on o

f the

read

ing.

Argu

men

ts if

the

chos

en

stra

tegi

es h

ave

been

effe

ctiv

e an

d ha

ve h

elpe

d hi

m to

reac

h th

e pr

opos

ed o

bjec

tive.

Verif

ies

if he

is u

nder

stan

ding

w

hat h

e re

ads.

Iden

tifie

s m

ain

idea

s in

pa

ragr

aphs

.R

ecog

nize

s w

hat i

s th

e re

adin

g ab

out.

Iden

tifie

s m

ain

idea

s an

d in

fers

ow

n m

eani

ngs

from

the

text

.

Asso

ciat

es, r

elat

es, a

nd

rese

arch

es th

e m

eani

ng o

f new

w

ords

.

Mak

es c

odin

g an

d de

codi

ng

proc

esse

s (m

icro

proc

esse

s)

enric

hing

his

voc

abul

ary

thou

ght

sens

oria

l stim

uli.

Valu

es th

e re

adin

g as

a w

ay o

f le

arni

ng a

nd re

crea

tion.

He

is c

onsc

ious

that

the

purp

ose

of re

adin

g is

com

preh

ensi

on

(mac

ropr

oces

ses)

.

Esta

blis

hes

a re

adin

g ob

ject

ive,

de

mon

stra

tes

his

prev

ious

kn

owle

dge

on th

e to

pic,

and

es

tabl

ishe

s pr

edic

tions

in g

uide

d pr

oces

ses

durin

g th

e fir

st y

ears

.

Diff

eren

tiate

s th

e ty

pes

of te

xts:

co

ntin

uous

(lite

rary

, exp

ositi

ve,

info

rmat

ive,

and

arg

umen

tativ

e)

and

nonc

ontin

uous

(ico

nic,

m

aps,

pos

ters

, am

ong

othe

rs).

In a

gui

ded

way

, he

mak

es

pred

ictio

ns, a

nsw

ers

ques

tions

th

at e

vide

nce

his

prev

ious

kn

owle

dge.

Diff

eren

tiate

s be

twee

n fa

ntas

y an

d re

ality

in w

ritte

n te

xts.

Show

s di

spos

ition

to re

ad.

DEF

INIT

ION

: It i

s an

inst

rum

enta

l com

pete

ncy

that

is c

hara

cter

ized

for b

eing

: a c

onst

ruct

ive,

an

inte

ract

ive

and

a st

rate

gic

activ

ity. T

he

first

of t

hem

refe

rs to

the

pers

onal

con

stru

ctio

n th

at re

ader

s ca

rry o

ut fr

om a

text

read

ing;

the

seco

nd o

ne a

llude

s to

the

inte

ract

ion

amon

g th

e re

ader

, the

text

, and

the

cont

ext,

gene

ratin

g an

inte

rest

ing

rela

tion.

Fin

ally

, it i

s st

rate

gic

beca

use

a go

od re

ader

reco

gniz

es

his

acco

mpl

ishm

ents

and

lim

itatio

ns, a

nd h

e kn

ows

that

he

shou

ld u

se a

nd o

rgan

ize

his

cogn

itive

reso

urce

s th

ough

the

appl

icat

ion

of

read

ing

stra

tegi

es, o

ther

wis

e, h

is o

bjec

tives

will

not b

e re

ache

d.

VI.

COM

PREH

ENSI

VE R

EADI

NG C

OMPE

TENC

Y

DIM

ENSI

ONS

INDI

CATO

RS

Form

al o

pera

tiona

l sta

ge(1

2 to

18

year

s ol

d)Co

ncre

te o

pera

tiona

l sta

ge

(7 to

12

year

s ol

d)Pr

e op

erat

iona

l sta

ge(5

to 7

yea

rs o

ld)

Form

al o

pera

tiona

l sta

ge(1

2 to

18

year

s ol

d)Co

ncre

te o

pera

tiona

l sta

ge

(7 to

12

year

s ol

d)Pr

e op

erat

iona

l sta

ge(5

to 7

yea

rs o

ld)

61A

Mod

el o

f Ed

ucat

ion

for t

he X

XI C

entu

ry

1. S

tarti

ng

orga

niza

tion

of th

e re

adin

g

2. C

ompr

ehen

sion

3. M

etac

ogni

tion

and

self-

regu

latio

n

Appl

ies

stra

tegi

es b

efor

e re

adin

g,

depe

ndin

g on

his

pre

viou

s kn

owle

dge

and

obje

ctiv

es to

war

d th

e te

xt (m

acro

proc

esse

s).

Iden

tifie

s th

e ty

pe o

f tex

t tha

t he

is g

oing

to re

ad, i

n or

der t

o ch

oose

ade

quat

ely

the

rele

vant

st

rate

gy.

Thro

ugh

cont

extu

aliz

atio

n, h

e in

fers

the

mea

ning

s of

unk

now

n vo

cabu

lary

.

Appl

ies

read

ing

stra

tegi

es,

acco

rdin

g to

obj

ectiv

es th

at h

ave

been

set

.

Appl

ies

stra

tegi

c ac

tiviti

es im

itatin

g m

odel

s, a

ccor

ding

to th

e se

t ob

ject

ives

and

the

type

of t

ext

read

ing

stra

tegi

es, a

ccor

ding

to

obje

ctiv

es th

at h

ave

been

set

.

Answ

ers

teac

hers

’ que

stio

ns

abou

t the

cha

ract

ers

and

thei

r ac

tions

, and

abo

ut re

leva

nt

info

rmat

ion.

Expl

ains

his

men

tal p

roce

ss o

n w

hat h

e ha

s un

ders

tood

from

the

text

.

Ref

lect

s up

on th

e di

fficu

lties

and

ac

hiev

emen

ts re

gard

ing

com

preh

ensi

on o

f the

text

.

Mak

es c

omm

ents

in a

gui

ded

way

, the

diff

icul

ties

and

achi

evem

ent o

f his

read

ing.

Use

s di

ffere

nt re

sour

ces

to

regu

late

his

pro

cess

of

com

preh

ensi

on.

Verb

aliz

es o

r exp

oses

the

caus

es

of h

is d

iffic

ultie

s to

adj

ust t

he

stra

tegi

es a

nd g

et c

ompr

ehen

sion

in

a g

uide

d w

ay.

Asks

for h

elp

whe

n he

doe

s no

t un

ders

tand

wha

t he

read

s.

Eval

uate

s th

e ac

hiev

emen

t of h

is

obje

ctiv

e an

d th

e se

lect

ion

of th

e us

ed s

trate

gies

for t

he

com

preh

ensi

on o

f the

read

ing.

Argu

men

ts if

the

chos

en

stra

tegi

es h

ave

been

effe

ctiv

e an

d ha

ve h

elpe

d hi

m to

reac

h th

e pr

opos

ed o

bjec

tive.

Verif

ies

if he

is u

nder

stan

ding

w

hat h

e re

ads.

Iden

tifie

s m

ain

idea

s in

pa

ragr

aphs

.R

ecog

nize

s w

hat i

s th

e re

adin

g ab

out.

Iden

tifie

s m

ain

idea

s an

d in

fers

ow

n m

eani

ngs

from

the

text

.

Asso

ciat

es, r

elat

es, a

nd

rese

arch

es th

e m

eani

ng o

f new

w

ords

.

Mak

es c

odin

g an

d de

codi

ng

proc

esse

s (m

icro

proc

esse

s)

enric

hing

his

voc

abul

ary

thou

ght

sens

oria

l stim

uli.

Valu

es th

e re

adin

g as

a w

ay o

f le

arni

ng a

nd re

crea

tion.

He

is c

onsc

ious

that

the

purp

ose

of re

adin

g is

com

preh

ensi

on

(mac

ropr

oces

ses)

.

Esta

blis

hes

a re

adin

g ob

ject

ive,

de

mon

stra

tes

his

prev

ious

kn

owle

dge

on th

e to

pic,

and

es

tabl

ishe

s pr

edic

tions

in g

uide

d pr

oces

ses

durin

g th

e fir

st y

ears

.

Diff

eren

tiate

s th

e ty

pes

of te

xts:

co

ntin

uous

(lite

rary

, exp

ositi

ve,

info

rmat

ive,

and

arg

umen

tativ

e)

and

nonc

ontin

uous

(ico

nic,

m

aps,

pos

ters

, am

ong

othe

rs).

In a

gui

ded

way

, he

mak

es

pred

ictio

ns, a

nsw

ers

ques

tions

th

at e

vide

nce

his

prev

ious

kn

owle

dge.

Diff

eren

tiate

s be

twee

n fa

ntas

y an

d re

ality

in w

ritte

n te

xts.

Show

s di

spos

ition

to re

ad.

DEF

INIT

ION

: It i

s an

inst

rum

enta

l com

pete

ncy

that

is c

hara

cter

ized

for b

eing

: a c

onst

ruct

ive,

an

inte

ract

ive

and

a st

rate

gic

activ

ity. T

he

first

of t

hem

refe

rs to

the

pers

onal

con

stru

ctio

n th

at re

ader

s ca

rry o

ut fr

om a

text

read

ing;

the

seco

nd o

ne a

llude

s to

the

inte

ract

ion

amon

g th

e re

ader

, the

text

, and

the

cont

ext,

gene

ratin

g an

inte

rest

ing

rela

tion.

Fin

ally

, it i

s st

rate

gic

beca

use

a go

od re

ader

reco

gniz

es

his

acco

mpl

ishm

ents

and

lim

itatio

ns, a

nd h

e kn

ows

that

he

shou

ld u

se a

nd o

rgan

ize

his

cogn

itive

reso

urce

s th

ough

the

appl

icat

ion

of

read

ing

stra

tegi

es, o

ther

wis

e, h

is o

bjec

tives

will

not b

e re

ache

d.

VI.

COM

PREH

ENSI

VE R

EADI

NG C

OMPE

TENC

Y

DIM

ENSI

ONS

INDI

CATO

RS

Form

al o

pera

tiona

l sta

ge(1

2 to

18

year

s ol

d)Co

ncre

te o

pera

tiona

l sta

ge

(7 to

12

year

s ol

d)Pr

e op

erat

iona

l sta

ge(5

to 7

yea

rs o

ld)

Form

al o

pera

tiona

l sta

ge(1

2 to

18

year

s ol

d)Co

ncre

te o

pera

tiona

l sta

ge

(7 to

12

year

s ol

d)Pr

e op

erat

iona

l sta

ge(5

to 7

yea

rs o

ld)

62

A M

odel

of

Educ

atio

n fo

r the

XXI

Cen

tury

VII. Verbal and Non Verbal Expression Competency

Many times, people believe that they have made themselves understood and that the interlocutor has comprehended them, but in the daily practice the opposite is evident. In different areas of life, there are occasions where people expresses in a confusing and unorganized way, and this prevents other people from understanding the message that is intended to be communicated. Furthermore, most of the times, a logic structure in the expression is nonexistent, even if it is verbal or non verbal.

In the educational area, it is very common that students, at the moment of expressing, they block, which is evident in many ways: omissions, rigidity, confusing speeches, among others. Thus, the development of skills that eases and makes this competency effective, becomes necessary.

Achaerandio (2010) defines the verbal communication competency as “expressing in a clear and structured way, with correction and opportunity, the own ideas, knowledge, and feelings through the spoken word; adapting to the characteristics of the context and audience, in order to get their understanding and acceptance”. Villa and Poblete (2007), define this competency as the ability to clearly and efficiently transmit ideas, knowledge, feelings, thoughts, etc. through the word. All these, with the purpose of getting the audience’s attention and understanding in formal and informal conversations, group activities, and performances in groups. To this competency should be added the non verbal component of the expression, which can favor or limit the communication.

The mastery of this competency suggests, besides the structured organization of the discourse, clarity and efficiency in the communication, adaptation to the audience, complementarity between the verbal and non verbal language, ability to really transmit what is wanted to, adequate use of voice tone and the supporting tools in general.

This competency also implies self confidence, and self-esteem, reflexive thinking, clarity in what is wanted to communicate, and to have acquired vocabulary and structure. Furthermore, the use of analytical and synthetic thinking, and mental organization in order to convey a precise and well structured expression.

Next, the three following elements are presented: the definition of this competency, its three important dimensions, and some key achievement indicators to be able to evaluate it.

INTERPERSONAL COMPETENCIES

63A

Mod

el o

f Ed

ucat

ion

for t

he X

XI C

entu

ry

1. D

isco

urse

pl

anni

ng

2. C

lear

and

st

ruct

ured

ex

pres

sion

2. C

lear

and

st

ruct

ured

ex

pres

sion

3. A

naly

sis

of th

e si

tuat

ion

durin

g an

d af

ter t

he

disc

ours

e

Take

s in

to a

ccou

nt th

e co

ntex

t in

whi

ch h

e is

goi

ng to

dev

elop

.H

as a

com

mun

icat

ion

obje

ctiv

e an

d id

entif

ies

the

mai

n id

eas

that

he

wan

ts to

exp

ress

.

Sets

as

the

com

mun

icat

ion

obje

ctiv

e, th

e un

ders

tand

ing

of

his

idea

s.

Use

s di

scur

sive

stra

tegi

es

(sem

antic

, sty

listic

, syn

tact

ic, a

nd

prag

mat

ic o

nes)

thro

ugh

supp

ortin

g to

ols,

in o

rder

to p

rese

nt h

is

disc

ours

e an

d m

eet h

is o

bjec

tive.

Use

s si

mpl

e di

scur

sive

stra

tegi

es,

such

as

clar

ifica

tions

, com

paris

ons,

en

umer

atio

ns, e

xem

plifi

catio

ns, t

o ge

t and

mai

ntai

n th

e au

dien

ce’s

at

tent

ion.

Use

s de

finiti

ons,

cha

ract

eris

tics,

ex

ampl

es, t

o ge

t peo

ple’

s un

ders

tand

ing.

Use

s bo

dy e

xpre

ssio

ns

(kin

esth

etic

and

pro

xem

ics)

whi

ch

supp

ort h

is d

isco

urse

, acc

ordi

ng to

th

e ci

rcum

stan

ces.

Use

s di

ffere

nt c

orpo

ral p

ostu

res,

ac

cord

ing

to th

e co

ntex

t.U

ses

his

body

to e

xpre

ss (s

igns

, ge

stur

es, a

nd m

ovem

ents

).

Expr

esse

s th

e m

essa

ge w

ith

fluen

cy, a

dequ

ate

voic

e to

ne,

volu

me,

arti

cula

tion,

bot

h in

pub

lic

even

ts, a

nd p

erso

nal r

elat

ions

hips

.

Adju

sts

fluen

cy, r

hyth

m, v

olum

e an

d in

tona

tion

in p

repa

red

expo

sitio

ns a

nd d

isco

urse

s.

Pron

ounc

es a

dequ

atel

y,

mod

erat

ing

his

voic

e to

ne, a

nd

volu

me.

Show

s se

curit

y an

d m

aste

ry a

t the

m

omen

t of h

is d

isco

urse

.Tr

ansm

its h

is id

eas

and

feel

ings

w

ith c

oher

ence

, cla

rity

and

logi

c or

der.

Expr

esse

s th

e m

ain

idea

s or

the

mos

t im

porta

nt o

nes

with

out

hesi

tatio

ns.

Use

s w

ide

and

varie

d vo

cabu

lary

to

ach

ieve

his

com

mun

icat

ion

obje

ctiv

e.

Use

s an

ade

quat

e an

d ric

h vo

cabu

lary

, acc

ordi

ng to

his

age

, w

ithou

t mak

ing

repe

titio

ns (u

se o

f sy

nony

ms

and

anto

nym

s).

Use

s a

prec

ise

voca

bula

ry,

acco

rdin

g to

his

age

.

Mak

es b

ody

read

ing

of th

e au

dien

ce a

nd a

dapt

to th

e ob

serv

ed n

eeds

.

Iden

tifie

s th

e au

dien

ce’s

atti

tude

th

roug

h th

e no

n ve

rbal

ex

pres

sion

.

Rea

lizes

whe

n he

is li

sten

ed o

r no

t by

othe

rs.

He

cons

tant

ly s

elf-r

egul

ates

in

orde

r to

impr

ove

and

mod

ify h

is

disc

ursi

ve a

bilit

ies.

Take

s pr

actic

al d

ecis

ions

to

corre

ct h

is w

eakn

esse

s in

co

mm

unic

atio

n.

Cor

rect

s hi

s ve

rbal

and

non

ve

rbal

exp

ress

ion,

in a

gui

ded

way

.

Res

earc

hes

(cha

ract

eris

tics,

co

ntex

t, in

tere

sts,

and

leve

ls o

f la

ngua

ge) o

n th

e au

dien

ce in

or

der t

o ad

just

to n

eeds

.

Take

s in

to a

ccou

nt th

e au

dien

ce

to u

se th

e la

ngua

ge

appr

opria

tely

.

Con

side

rs d

e au

dien

ce w

hen

prep

arin

g hi

s di

scou

rse.

Org

aniz

es th

e to

pic

and

stru

ctur

e in

a

logi

cal a

nd c

oher

ent w

ay, a

s w

ell

as th

e m

ain

idea

s th

at h

e w

ants

to

trans

mit.

Sele

cts

the

mai

n id

eas

that

he

wan

ts to

exp

ress

, and

enr

iche

s th

em w

ith th

e su

ppor

ting

idea

s.

Org

aniz

es h

is id

eas

befo

re

exp

ress

ing

them

.

DEF

INIT

ION

: To

clea

rly e

xpre

ss, i

n a

stru

ctur

ed w

ay, o

wn

idea

s, k

now

ledg

e, a

nd fe

elin

gs, t

hrou

gh th

e sp

oken

wor

d, a

s w

ell a

s th

e co

here

nt u

se o

f pos

ition

s, m

ovem

ents

, and

bod

y ge

stur

es; i

t im

plie

s th

e us

e ad

equa

te d

iscu

rsiv

e an

d co

rpor

al s

trate

gies

and

intu

iting

th

e op

portu

ne m

omen

ts, a

dapt

ing

to th

e co

ntex

t and

aud

ienc

e’s

char

acte

ristic

s; a

ll thi

s, w

ith th

e pu

rpos

e of

get

ting

the

othe

r per

son’

s un

ders

tand

ing

and

reac

tion

to th

e m

essa

ge.

VII.

VERB

AL A

ND N

ON V

ERBA

L EX

PRES

SION

COM

PETE

NCY

He

is a

sser

tive

in h

is

com

mun

icat

ion

styl

e, a

nd

resp

ectfu

l in

the

man

agem

ent o

f tim

es.

List

ens

resp

ectfu

lly, a

rgum

ents

to

defe

nd h

is id

eas,

take

s ad

vant

age

of th

e gi

ven

time.

List

ens

resp

ectfu

lly a

nd

parti

cipa

tes

givi

ng h

is o

pini

on, i

n a

guid

ed w

ay.

Self

eval

uate

s an

d co

-eva

luat

es

the

com

mun

icat

ive

proc

esse

s in

or

der t

o im

prov

e th

em.

Det

erm

ines

if h

is s

trate

gies

of

expr

essi

on re

ach

an e

ffect

ive

com

mun

icat

ion

and

corre

cts

them

.

Mak

es s

elf e

valu

atio

n pr

oces

ses

rega

rdin

g vo

ice

volu

me,

pr

onun

ciat

ion,

and

mas

tery

of t

he

topi

c, in

a g

uide

d w

ay.

DIM

ENSI

ONS

INDI

CATO

RS

Diff

eren

t aut

hors

coi

ncid

e th

at a

mon

g th

e co

mm

unic

atio

n co

mpe

tenc

ies

shou

ld b

e in

clud

ed: t

he c

omm

unic

atio

n in

fore

ign

lang

uage

s.

The

Com

mon

Eur

opea

n Fr

amew

ork

of R

efer

ence

(CEF

R) i

s a

guid

e th

at is

use

d to

des

crib

e th

e ac

hiev

emen

ts o

f stu

dent

s in

fore

ign

lang

uage

s. B

ecau

se o

f its

inte

rnat

iona

l val

ue,

in t

his

book

it is

not

incl

uded

an

addi

tiona

l cha

rt, s

ince

the

CEF

R h

as a

lread

y es

tabl

ishe

d th

e ac

hiev

emen

t ind

icat

ors

for t

he b

asic

, ind

epen

dent

and

exp

ert l

evel

s. A

ccor

ding

to th

em, t

his

com

pete

ncy

refe

rs to

the

abilit

y to

use

the

lang

uage

for p

urpo

ses

of c

omm

unic

atio

n, a

nd h

avin

g th

e po

ssib

ility

of in

tera

ctin

g in

terc

ultu

rally

.

Form

al o

pera

tiona

l sta

ge(1

2 to

18

year

s ol

d)Co

ncre

te o

pera

tiona

l sta

ge

(7 to

12

year

s ol

d)Pr

e op

erat

iona

l sta

ge(5

to 7

yea

rs o

ld)

Form

al o

pera

tiona

l sta

ge(1

2 to

18

year

s ol

d)Co

ncre

te o

pera

tiona

l sta

ge

(7 to

12

year

s ol

d)Pr

e op

erat

iona

l sta

ge(5

to 7

yea

rs o

ld)

64

A M

odel

of

Educ

atio

n fo

r the

XXI

Cen

tury

1. D

isco

urse

pl

anni

ng

2. C

lear

and

st

ruct

ured

ex

pres

sion

2. C

lear

and

st

ruct

ured

ex

pres

sion

3. A

naly

sis

of th

e si

tuat

ion

durin

g an

d af

ter t

he

disc

ours

e

Take

s in

to a

ccou

nt th

e co

ntex

t in

whi

ch h

e is

goi

ng to

dev

elop

.H

as a

com

mun

icat

ion

obje

ctiv

e an

d id

entif

ies

the

mai

n id

eas

that

he

wan

ts to

exp

ress

.

Sets

as

the

com

mun

icat

ion

obje

ctiv

e, th

e un

ders

tand

ing

of

his

idea

s.

Use

s di

scur

sive

stra

tegi

es

(sem

antic

, sty

listic

, syn

tact

ic, a

nd

prag

mat

ic o

nes)

thro

ugh

supp

ortin

g to

ols,

in o

rder

to p

rese

nt h

is

disc

ours

e an

d m

eet h

is o

bjec

tive.

Use

s si

mpl

e di

scur

sive

stra

tegi

es,

such

as

clar

ifica

tions

, com

paris

ons,

en

umer

atio

ns, e

xem

plifi

catio

ns, t

o ge

t and

mai

ntai

n th

e au

dien

ce’s

at

tent

ion.

Use

s de

finiti

ons,

cha

ract

eris

tics,

ex

ampl

es, t

o ge

t peo

ple’

s un

ders

tand

ing.

Use

s bo

dy e

xpre

ssio

ns

(kin

esth

etic

and

pro

xem

ics)

whi

ch

supp

ort h

is d

isco

urse

, acc

ordi

ng to

th

e ci

rcum

stan

ces.

Use

s di

ffere

nt c

orpo

ral p

ostu

res,

ac

cord

ing

to th

e co

ntex

t.U

ses

his

body

to e

xpre

ss (s

igns

, ge

stur

es, a

nd m

ovem

ents

).

Expr

esse

s th

e m

essa

ge w

ith

fluen

cy, a

dequ

ate

voic

e to

ne,

volu

me,

arti

cula

tion,

bot

h in

pub

lic

even

ts, a

nd p

erso

nal r

elat

ions

hips

.

Adju

sts

fluen

cy, r

hyth

m, v

olum

e an

d in

tona

tion

in p

repa

red

expo

sitio

ns a

nd d

isco

urse

s.

Pron

ounc

es a

dequ

atel

y,

mod

erat

ing

his

voic

e to

ne, a

nd

volu

me.

Show

s se

curit

y an

d m

aste

ry a

t the

m

omen

t of h

is d

isco

urse

.Tr

ansm

its h

is id

eas

and

feel

ings

w

ith c

oher

ence

, cla

rity

and

logi

c or

der.

Expr

esse

s th

e m

ain

idea

s or

the

mos

t im

porta

nt o

nes

with

out

hesi

tatio

ns.

Use

s w

ide

and

varie

d vo

cabu

lary

to

ach

ieve

his

com

mun

icat

ion

obje

ctiv

e.

Use

s an

ade

quat

e an

d ric

h vo

cabu

lary

, acc

ordi

ng to

his

age

, w

ithou

t mak

ing

repe

titio

ns (u

se o

f sy

nony

ms

and

anto

nym

s).

Use

s a

prec

ise

voca

bula

ry,

acco

rdin

g to

his

age

.

Mak

es b

ody

read

ing

of th

e au

dien

ce a

nd a

dapt

to th

e ob

serv

ed n

eeds

.

Iden

tifie

s th

e au

dien

ce’s

atti

tude

th

roug

h th

e no

n ve

rbal

ex

pres

sion

.

Rea

lizes

whe

n he

is li

sten

ed o

r no

t by

othe

rs.

He

cons

tant

ly s

elf-r

egul

ates

in

orde

r to

impr

ove

and

mod

ify h

is

disc

ursi

ve a

bilit

ies.

Take

s pr

actic

al d

ecis

ions

to

corre

ct h

is w

eakn

esse

s in

co

mm

unic

atio

n.

Cor

rect

s hi

s ve

rbal

and

non

ve

rbal

exp

ress

ion,

in a

gui

ded

way

.

Res

earc

hes

(cha

ract

eris

tics,

co

ntex

t, in

tere

sts,

and

leve

ls o

f la

ngua

ge) o

n th

e au

dien

ce in

or

der t

o ad

just

to n

eeds

.

Take

s in

to a

ccou

nt th

e au

dien

ce

to u

se th

e la

ngua

ge

appr

opria

tely

.

Con

side

rs d

e au

dien

ce w

hen

prep

arin

g hi

s di

scou

rse.

Org

aniz

es th

e to

pic

and

stru

ctur

e in

a

logi

cal a

nd c

oher

ent w

ay, a

s w

ell

as th

e m

ain

idea

s th

at h

e w

ants

to

trans

mit.

Sele

cts

the

mai

n id

eas

that

he

wan

ts to

exp

ress

, and

enr

iche

s th

em w

ith th

e su

ppor

ting

idea

s.

Org

aniz

es h

is id

eas

befo

re

exp

ress

ing

them

.

DEF

INIT

ION

: To

clea

rly e

xpre

ss, i

n a

stru

ctur

ed w

ay, o

wn

idea

s, k

now

ledg

e, a

nd fe

elin

gs, t

hrou

gh th

e sp

oken

wor

d, a

s w

ell a

s th

e co

here

nt u

se o

f pos

ition

s, m

ovem

ents

, and

bod

y ge

stur

es; i

t im

plie

s th

e us

e ad

equa

te d

iscu

rsiv

e an

d co

rpor

al s

trate

gies

and

intu

iting

th

e op

portu

ne m

omen

ts, a

dapt

ing

to th

e co

ntex

t and

aud

ienc

e’s

char

acte

ristic

s; a

ll thi

s, w

ith th

e pu

rpos

e of

get

ting

the

othe

r per

son’

s un

ders

tand

ing

and

reac

tion

to th

e m

essa

ge.

VII.

VERB

AL A

ND N

ON V

ERBA

L EX

PRES

SION

COM

PETE

NCY

He

is a

sser

tive

in h

is

com

mun

icat

ion

styl

e, a

nd

resp

ectfu

l in

the

man

agem

ent o

f tim

es.

List

ens

resp

ectfu

lly, a

rgum

ents

to

defe

nd h

is id

eas,

take

s ad

vant

age

of th

e gi

ven

time.

List

ens

resp

ectfu

lly a

nd

parti

cipa

tes

givi

ng h

is o

pini

on, i

n a

guid

ed w

ay.

Self

eval

uate

s an

d co

-eva

luat

es

the

com

mun

icat

ive

proc

esse

s in

or

der t

o im

prov

e th

em.

Det

erm

ines

if h

is s

trate

gies

of

expr

essi

on re

ach

an e

ffect

ive

com

mun

icat

ion

and

corre

cts

them

.

Mak

es s

elf e

valu

atio

n pr

oces

ses

rega

rdin

g vo

ice

volu

me,

pr

onun

ciat

ion,

and

mas

tery

of t

he

topi

c, in

a g

uide

d w

ay.

DIM

ENSI

ONS

INDI

CATO

RS

Diff

eren

t aut

hors

coi

ncid

e th

at a

mon

g th

e co

mm

unic

atio

n co

mpe

tenc

ies

shou

ld b

e in

clud

ed: t

he c

omm

unic

atio

n in

fore

ign

lang

uage

s.

The

Com

mon

Eur

opea

n Fr

amew

ork

of R

efer

ence

(CEF

R) i

s a

guid

e th

at is

use

d to

des

crib

e th

e ac

hiev

emen

ts o

f stu

dent

s in

fore

ign

lang

uage

s. B

ecau

se o

f its

inte

rnat

iona

l val

ue,

in t

his

book

it is

not

incl

uded

an

addi

tiona

l cha

rt, s

ince

the

CEF

R h

as a

lread

y es

tabl

ishe

d th

e ac

hiev

emen

t ind

icat

ors

for t

he b

asic

, ind

epen

dent

and

exp

ert l

evel

s. A

ccor

ding

to th

em, t

his

com

pete

ncy

refe

rs to

the

abilit

y to

use

the

lang

uage

for p

urpo

ses

of c

omm

unic

atio

n, a

nd h

avin

g th

e po

ssib

ility

of in

tera

ctin

g in

terc

ultu

rally

.

Form

al o

pera

tiona

l sta

ge(1

2 to

18

year

s ol

d)Co

ncre

te o

pera

tiona

l sta

ge

(7 to

12

year

s ol

d)Pr

e op

erat

iona

l sta

ge(5

to 7

yea

rs o

ld)

Form

al o

pera

tiona

l sta

ge(1

2 to

18

year

s ol

d)Co

ncre

te o

pera

tiona

l sta

ge

(7 to

12

year

s ol

d)Pr

e op

erat

iona

l sta

ge(5

to 7

yea

rs o

ld)

65A

Mod

el o

f Ed

ucat

ion

for t

he X

XI C

entu

ry

VIII. Self-Motivation

According to Goleman, D. (2001), “success in life depends upon an 80% of emotional factors and only a 20% of purely cognitive factors”. This competency has a close relationship with the emotional intelligence, since also according to Goleman, D. (2001) North American psychologist who has written a series of books about the topic, the self-motivation is connected to the 5 essential abilities of the emotional intelligence which are: recognizing the own emotions, knowing how to manage them, keeping the own motivation, recognizing emotions in others, and creating healthy social relationships. This author affirms that the self-motivation is one of the components of the intrapersonal intelligence, (which is part of the emotional intelligence), and defines it as the skill to be in a condition of continuous pursuit and persistence regarding the achievement of personal objectives, facing problems, and finding solutions; he affirms that this competency is evident in people who show a big enthusiasm for their work, their studies or the task that they fulfill, and for the achievement of their goals above a simple material reward. Furthermore, people with self-motivation have a high level of initiative and commitment, and a great optimistic capacity in the consecution of their objectives.

Salovey, P. and Mayer, J. D. (1990), in their researches about the emotional intelligence, define the self-motivation as the capacity to order emotions in the pursuit of an essential objective. Therefore, in order to keep the own motivation, it is necessary to have clear objectives, for without them, it would be impossible to be motivated. In this sense, the self-motivation implies a deep knowledge of oneself, so it entails to recognize the own skills and limitations and to recognize the own emotions.

At being conscious of his strengths and weaknesses, in an objective and realistic way, a person will be able to carry out any task, establishing reachable objectives, which should be adaptable to his own possibilities. This will allow him to persevere and to be constant in the consecution of such objectives, and also, to overcome his limitations. The self-motivation is a way of knowing a person´s own emotions, in order to favor a best control on them, and putting them at service of his ideals.

So as to be a self-motivated person, it is needed, beside the knowledge of oneself, to have developed the self-esteem, for only a person with a healthy self-esteem will be able to know himself in an objective way, and thus, to know what he wants, despite the influence that other people or his environment could have in his decisions. Regarding the self-esteem, Achaerandio (2010) defines it as: “recognizing honestly as one is, concerning qualities and positive potential, and defects and limitations; it suggests maturity and well-balanced emotional intelligence, which is developed with the objective and realistic self-analysis, that is to say, with the personal discernment…” Finally, Villa and Poblete (2007), consider the self-motivation as one of the individual interpersonal competencies,

66

A M

odel

of

Educ

atio

n fo

r the

XXI

Cen

tury

and define it as “facing the own capacities and limitations, striving for developing and overcoming them, in order to carry out the tasks with interest and care”. In short, a person who has the self-motivation competency is a person with a deep knowledge of himself and with a healthy self-esteem; with clear goals, persistent, enthusiastic and positive; able to solve problems, with initiative, optimism, and commitment; a person with the desire of improvement and development.

As every generic competency, it is useful and applicable in different situations and contexts. Thus, in the educational context, students will undoubtedly experiment, along their school stage, difficult situations or failures that they should face and overcome in a positive way. In the same way, in other contexts, such as familiar, job related or social, the self-motivation competency is also needed, since we always face moments of crisis, discouragement, or difficulties, which we should face to be happy and successful people.

A healthy self-motivation allows a person to project toward others…for being an interpersonal competency, the emphasis will be given to the attitudinal dimension, for this is the way of verifying the big value that rules each human being.

Next, the important elements of the self-motivation competency are described: the definition, the dimensions, and some achievement indicators.

67A

Mod

el o

f Ed

ucat

ion

for t

he X

XI C

entu

ry

1. P

erso

nal

Know

ledg

e

2. M

anag

emen

t of

em

otio

ns

3. D

esire

of

impr

ovem

ent

Man

ifest

s to

be

cons

ciou

s on

his

qu

aliti

es a

nd li

mita

tions

and

use

s ad

equa

tely

, stra

tegi

es o

f per

sona

l kn

owle

dge

to im

prov

e th

em.

Iden

tifie

s so

me

of h

is q

ualit

ies

and

wea

knes

ses

in d

iffer

ent

area

s of

his

life

(in

the

stud

ies,

in

the

rela

tions

hips

with

oth

ers,

et

c.)

Rec

ogni

zes

qual

ities

that

ch

arac

teriz

e hi

m.

Rec

ogni

zes

and

nam

e hi

s em

otio

ns a

nd fe

elin

gs, a

nd

striv

e to

man

age

them

and

to

man

ifest

them

ade

quat

ely.

Rec

ogni

zes

and

nam

e hi

s em

otio

ns a

nd fe

elin

gs, a

nd

iden

tifie

s w

hich

one

lead

s hi

m to

a

posi

tive

or n

egat

ive

actio

n.

Iden

tifie

s hi

s ba

sic

emot

ions

, an

d ex

pres

s ho

w h

e fe

els.

DEF

INIT

ION

: It i

s to

reco

gniz

e on

esel

f dee

ply,

and

acc

ept o

nes’

qua

litie

s an

d po

tent

ial,

as w

ell a

s th

e de

bilit

ies

and

limita

tions

, stri

ving

fo

r dev

elop

ing

and

over

com

ing

them

; it p

redi

cts

the

succ

ess

as

a se

lf-ac

com

plis

hmen

t in

the

purs

uit o

f hap

pine

ss.

VIII.

SEL

F-M

OTIV

ATIO

N CO

MPE

TENC

Y

Con

trols

the

emot

ions

that

mak

e hi

m lo

se h

is in

terio

r pea

ce.

Iden

tifie

s an

d co

ntro

ls th

e em

otio

ns th

at h

urt h

im.

Has

con

trol i

n fro

nt o

f situ

atio

ns

that

mak

e hi

m fe

el b

ad.

Is a

ble

to re

ceiv

e cr

itics

with

se

reni

ty, a

nd c

ompl

imen

ts w

ith

glad

nat

ural

ness

.

List

ens

atte

ntiv

ely

to w

hat o

ther

s sa

y ab

out h

im.

List

ens

to s

ugge

stio

ns to

im

prov

e.

Show

s hi

s em

otio

ns in

a m

atur

ean

d as

serti

ve w

ay.

Show

his

em

otio

ns in

a m

atur

ew

ay.

Show

wha

t he

feel

s

Face

s po

sitiv

ely

the

chal

leng

es

and

frust

ratio

ns, r

ecog

nizi

ng

them

as

valu

able

exp

erie

nces

to

lear

n.

Take

s ad

vant

age

of m

ista

kes

to

impr

ove.

Ana

lyze

s th

e re

ason

s w

hy h

e ha

sn’t

achi

eve

an

obje

ctiv

e.

Trie

s to

mak

e th

ings

bet

ter.

Ref

lect

s up

on a

nd m

akes

with

re

alis

m h

is li

fe p

roje

ct.

Sets

targ

ets

and

conc

rete

act

ions

in

diff

eren

t asp

ects

of l

ife.

Sets

sm

all t

arge

ts o

r pur

pose

s.

Car

ries

out c

oncr

ete

actio

ns th

at

show

his

des

ire to

impr

ove

his

wea

knes

ses

and

deve

lop

his

stre

ngth

s.

Iden

tifie

s th

e ac

tions

that

can

de

velo

p hi

s st

reng

ths.

Car

ries

out c

oncr

ete

actio

ns th

at

show

his

des

ire to

impr

ove

his

wea

knes

ses

and

deve

lop

his

stre

ngth

s.

Iden

tifie

s th

e ac

tions

that

can

de

velo

p hi

s st

reng

ths.

Iden

tifie

s th

e ac

tions

that

can

de

velo

p hi

s st

reng

ths.

Striv

es fo

r per

sona

l exc

elle

nce

to s

erve

oth

ers

bette

r (M

agis

).St

rives

for e

xcel

lenc

e.Tr

ies

to b

e be

tter.

Is to

lera

nt w

hen

faci

ng

frust

ratio

ns.

Is p

atie

nt a

nd d

oes

not d

isco

urag

e w

hen

thin

gs g

o w

rong

.Ex

pres

ses

whe

n th

ings

go

wro

ng a

nd w

hen

he fe

els

bad.

DIM

ENSI

ONS

INDI

CATO

RS

Form

al o

pera

tiona

l sta

ge(1

2 to

18

year

s ol

d)Co

ncre

te o

pera

tiona

l sta

ge

(7 to

12

year

s ol

d)Pr

e op

erat

iona

l sta

ge(5

to 7

yea

rs o

ld)

Form

al o

pera

tiona

l sta

ge(1

2 to

18

year

s ol

d)Co

ncre

te o

pera

tiona

l sta

ge

(7 to

12

year

s ol

d)Pr

e op

erat

iona

l sta

ge(5

to 7

yea

rs o

ld)

68

A M

odel

of

Educ

atio

n fo

r the

XXI

Cen

tury

1. P

erso

nal

Know

ledg

e

2. M

anag

emen

t of

em

otio

ns

3. D

esire

of

impr

ovem

ent

Man

ifest

s to

be

cons

ciou

s on

his

qu

aliti

es a

nd li

mita

tions

and

use

s ad

equa

tely

, stra

tegi

es o

f per

sona

l kn

owle

dge

to im

prov

e th

em.

Iden

tifie

s so

me

of h

is q

ualit

ies

and

wea

knes

ses

in d

iffer

ent

area

s of

his

life

(in

the

stud

ies,

in

the

rela

tions

hips

with

oth

ers,

et

c.)

Rec

ogni

zes

qual

ities

that

ch

arac

teriz

e hi

m.

Rec

ogni

zes

and

nam

e hi

s em

otio

ns a

nd fe

elin

gs, a

nd

striv

e to

man

age

them

and

to

man

ifest

them

ade

quat

ely.

Rec

ogni

zes

and

nam

e hi

s em

otio

ns a

nd fe

elin

gs, a

nd

iden

tifie

s w

hich

one

lead

s hi

m to

a

posi

tive

or n

egat

ive

actio

n.

Iden

tifie

s hi

s ba

sic

emot

ions

, an

d ex

pres

s ho

w h

e fe

els.

DEF

INIT

ION

: It i

s to

reco

gniz

e on

esel

f dee

ply,

and

acc

ept o

nes’

qua

litie

s an

d po

tent

ial,

as w

ell a

s th

e de

bilit

ies

and

limita

tions

, stri

ving

fo

r dev

elop

ing

and

over

com

ing

them

; it p

redi

cts

the

succ

ess

as

a se

lf-ac

com

plis

hmen

t in

the

purs

uit o

f hap

pine

ss.

VIII.

SEL

F-M

OTIV

ATIO

N CO

MPE

TENC

Y

Con

trols

the

emot

ions

that

mak

e hi

m lo

se h

is in

terio

r pea

ce.

Iden

tifie

s an

d co

ntro

ls th

e em

otio

ns th

at h

urt h

im.

Has

con

trol i

n fro

nt o

f situ

atio

ns

that

mak

e hi

m fe

el b

ad.

Is a

ble

to re

ceiv

e cr

itics

with

se

reni

ty, a

nd c

ompl

imen

ts w

ith

glad

nat

ural

ness

.

List

ens

atte

ntiv

ely

to w

hat o

ther

s sa

y ab

out h

im.

List

ens

to s

ugge

stio

ns to

im

prov

e.

Show

s hi

s em

otio

ns in

a m

atur

ean

d as

serti

ve w

ay.

Show

his

em

otio

ns in

a m

atur

ew

ay.

Show

wha

t he

feel

s

Face

s po

sitiv

ely

the

chal

leng

es

and

frust

ratio

ns, r

ecog

nizi

ng

them

as

valu

able

exp

erie

nces

to

lear

n.

Take

s ad

vant

age

of m

ista

kes

to

impr

ove.

Ana

lyze

s th

e re

ason

s w

hy h

e ha

sn’t

achi

eve

an

obje

ctiv

e.

Trie

s to

mak

e th

ings

bet

ter.

Ref

lect

s up

on a

nd m

akes

with

re

alis

m h

is li

fe p

roje

ct.

Sets

targ

ets

and

conc

rete

act

ions

in

diff

eren

t asp

ects

of l

ife.

Sets

sm

all t

arge

ts o

r pur

pose

s.

Car

ries

out c

oncr

ete

actio

ns th

at

show

his

des

ire to

impr

ove

his

wea

knes

ses

and

deve

lop

his

stre

ngth

s.

Iden

tifie

s th

e ac

tions

that

can

de

velo

p hi

s st

reng

ths.

Car

ries

out c

oncr

ete

actio

ns th

at

show

his

des

ire to

impr

ove

his

wea

knes

ses

and

deve

lop

his

stre

ngth

s.

Iden

tifie

s th

e ac

tions

that

can

de

velo

p hi

s st

reng

ths.

Iden

tifie

s th

e ac

tions

that

can

de

velo

p hi

s st

reng

ths.

Striv

es fo

r per

sona

l exc

elle

nce

to s

erve

oth

ers

bette

r (M

agis

).St

rives

for e

xcel

lenc

e.Tr

ies

to b

e be

tter.

Is to

lera

nt w

hen

faci

ng

frust

ratio

ns.

Is p

atie

nt a

nd d

oes

not d

isco

urag

e w

hen

thin

gs g

o w

rong

.Ex

pres

ses

whe

n th

ings

go

wro

ng a

nd w

hen

he fe

els

bad.

DIM

ENSI

ONS

INDI

CATO

RS

Form

al o

pera

tiona

l sta

ge(1

2 to

18

year

s ol

d)Co

ncre

te o

pera

tiona

l sta

ge

(7 to

12

year

s ol

d)Pr

e op

erat

iona

l sta

ge(5

to 7

yea

rs o

ld)

Form

al o

pera

tiona

l sta

ge(1

2 to

18

year

s ol

d)Co

ncre

te o

pera

tiona

l sta

ge

(7 to

12

year

s ol

d)Pr

e op

erat

iona

l sta

ge(5

to 7

yea

rs o

ld)

69A

Mod

el o

f Ed

ucat

ion

for t

he X

XI C

entu

ry

IX. Interpersonal Communication

In order to understand better the interpersonal communication competency, it is necessary to define two important terms: “communication” and “interpersonal”. Etymologically, the word communication derives from de Latin word “comunicare”, which can be translated as “to put in common or to share something”; therefore, it could be defined as the process through which human beings share information. Some authors define the term, as the process through which an interrelation between two or more people is given, with the purpose of transmitting information from the emitter so the receiver can interpret said information. The term interpersonal varies and deepens the term of communication, making explicit that this “communication” is done through interaction relationships among people.

Based on the aforementioned, we could say the Interpersonal Communication Competency consists in efficiently interacting with others, with the purpose of sharing information. Villa and Poblete (2007) describe it as the dialogue and the positive and constructive interaction among people.

Paraphrasing to several authors, the interpersonal communication can be defined as the positive and constructive relationship among people through dialogue, and in a context of mutual empathic listening; this implies certain skills not only to detect, analyze, and synthesize others’ information within the communicative process, but also to express the own information through healthy interpersonal relationships.

This competency is closely related to the Emotional Intelligence (EI). According to the psychologist Daniel Goleman, the EI is subdivided into intrapersonal and interpersonal intelligence. The intrapersonal intelligence is directly related to the interpersonal communication competency, because said intelligence is understood as the person’s ability to understand his own emotions and feelings, as well as others’. As a matter of fact, with the purpose of maturely communicate with others, a person needs certain personal development regarding his self-confidence, self-esteem, and self-efficacy; the last one, understood as the consciousness of one’s value.

In the educational context, the interpersonal communication competency is important because this area demands a series of relationships among students and teachers that will determine the good or not so good coexistence, and many times, their success or failure. Also, it is important in the diverse areas of familiar and social life, since all the time we need to establish healthy relationships with other people.

70

A M

odel

of

Educ

atio

n fo

r the

XXI

Cen

tury

Finally, it is important to mention that, as all competencies, it is related to others, for example, with the competencies of: verbal and non verbal expression, team work, leadership, problems solving, and self-motivation, etc. Since it is an interpersonal competency, the emphasis is the attitudinal component, so this is the way of evidencing the value that rules every human being.

Next, the definition, the dimensions, and some achievement indicators of this competency, are described.

71A

Mod

el o

f Ed

ucat

ion

for t

he X

XI C

entu

ry

DIM

ENSI

ONS

INDI

CATO

RS

1. P

ositi

ve

com

mun

icat

ion

2. C

onst

ruct

ive

Rela

tions

hips

List

ens

emph

atic

ally

, res

pect

ing

othe

rs’ i

deas

, and

in h

is a

ctio

ns

he d

emon

stra

tes

that

un

ders

tand

s ot

hers

’ em

otio

ns

and

idea

s.

List

ens

whe

n ot

hers

talk

.G

ets

alon

g w

ith h

is p

artn

ers.

List

ens

emph

atic

ally

, res

pect

ing

othe

rs’ i

deas

, and

in h

is a

ctio

ns

he d

emon

stra

tes

that

un

ders

tand

s ot

hers

’ em

otio

ns

and

idea

s.Ex

pres

ses

him

self

clea

rly a

nd

resp

ectfu

lly, m

akin

g hi

mse

lf un

ders

tood

.

Mak

es h

imse

lf un

ders

tood

.

With

his

way

of b

eing

and

act

ing,

cr

eate

s a

posi

tive

envi

ronm

ent

whe

reve

r he

goes

.

With

his

way

of b

eing

and

act

ing,

cr

eate

s a

posi

tive

envi

ronm

ent

whe

reve

r he

goes

.

In h

is g

ames

, he

evid

ence

s ha

ppin

ess

and

good

re

latio

nshi

ps.

Prom

otes

an

emph

atic

and

co

nstru

ctiv

e co

mm

unic

atio

n be

twee

n pa

irs o

r am

ong

a gr

oup.

Prov

okes

a fr

iend

ly

com

mun

icat

ion

betw

een

pairs

or

amon

g a

grou

p.

Hel

ps o

ther

s to

con

trol t

heir

feel

ings

and

em

otio

ns.

Hel

ps o

ther

s to

con

trol t

heir

emot

ions

.

Use

s st

rate

gies

con

scio

usly

w

hich

hel

p hi

m o

verc

ome

his

wea

knes

ses

rega

rdin

g hi

s re

latio

nshi

ps w

ith o

ther

s.

Expr

esse

s w

ith li

berty

whe

n he

di

sagr

ees

with

mal

icio

us ru

mor

s.

Iden

tifie

s hi

s w

eakn

esse

s re

gard

ing

rela

tions

hips

with

ot

hers

and

try

to c

orre

ct th

em.

Avoi

ds to

par

ticip

ate

in m

alic

ious

ru

mor

s.

Tells

abo

ut h

is d

iffic

ultie

s in

his

re

latio

nshi

ps w

ith o

ther

s.

Use

s th

e di

alog

ue a

s a

way

of

solv

ing

conf

licts

.U

ses

the

dial

ogue

as

a w

ay o

f so

lvin

g a

conc

rete

con

flict

.D

escr

ibes

wha

t hap

pene

d in

a

conf

lictiv

e si

tuat

ion.

List

ens

whe

n ot

hers

talk

.G

ets

alon

g w

ith h

is p

artn

ers.

List

ens

emph

atic

ally

, res

pect

ing

othe

rs’ i

deas

.Sh

ows

disp

ositi

on to

co

mpr

ehen

d ot

hers

’ fee

lings

and

em

otio

ns.

Res

pect

s ru

les

of c

oexi

sten

ce.

DEF

INIT

ION

: It r

efer

s to

pos

itive

and

con

stru

ctiv

e re

latio

nshi

ps a

mon

g pe

ople

, thr

ough

dia

logu

e an

d th

e st

able

bod

y ex

pres

sion

; it

impl

ies

the

asse

rtive

man

agem

ent o

f em

otio

nal a

nd s

ocia

l ski

lls, g

ener

atin

g an

ade

quat

e em

otio

nal c

onta

ct.

IX.

INTE

RPER

SONA

L CO

MM

UNIC

ATIO

N CO

MPE

TENC

Y

Expr

esse

s hi

mse

lf cl

early

, as

serti

vely

, a

nd re

spec

tfully

, ac

hiev

ing

his

com

mun

icat

ion

obje

ctiv

e.

7

Form

al o

pera

tiona

l sta

ge(1

2 to

18

year

s ol

d)Co

ncre

te o

pera

tiona

l sta

ge

(7 to

12

year

s ol

d)Pr

e op

erat

iona

l sta

ge(5

to 7

yea

rs o

ld)

Form

al o

pera

tiona

l sta

ge(1

2 to

18

year

s ol

d)Co

ncre

te o

pera

tiona

l sta

ge

(7 to

12

year

s ol

d)Pr

e op

erat

iona

l sta

ge(5

to 7

yea

rs o

ld)

7.As

serti

ve m

eans

: con

scio

us, c

ongr

uent

, equ

ilibra

ted,

dire

ct, w

ith n

o in

tent

ion

of h

urtin

g or

dam

agin

g, a

ctin

g w

ith s

elf-c

onfid

ence

.

72

A M

odel

of

Educ

atio

n fo

r the

XXI

Cen

tury

DIM

ENSI

ONS

INDI

CATO

RS

1. P

ositi

ve

com

mun

icat

ion

2. C

onst

ruct

ive

Rela

tions

hips

List

ens

emph

atic

ally

, res

pect

ing

othe

rs’ i

deas

, and

in h

is a

ctio

ns

he d

emon

stra

tes

that

un

ders

tand

s ot

hers

’ em

otio

ns

and

idea

s.

List

ens

whe

n ot

hers

talk

.G

ets

alon

g w

ith h

is p

artn

ers.

List

ens

emph

atic

ally

, res

pect

ing

othe

rs’ i

deas

, and

in h

is a

ctio

ns

he d

emon

stra

tes

that

un

ders

tand

s ot

hers

’ em

otio

ns

and

idea

s.Ex

pres

ses

him

self

clea

rly a

nd

resp

ectfu

lly, m

akin

g hi

mse

lf un

ders

tood

.

Mak

es h

imse

lf un

ders

tood

.

With

his

way

of b

eing

and

act

ing,

cr

eate

s a

posi

tive

envi

ronm

ent

whe

reve

r he

goes

.

With

his

way

of b

eing

and

act

ing,

cr

eate

s a

posi

tive

envi

ronm

ent

whe

reve

r he

goes

.

In h

is g

ames

, he

evid

ence

s ha

ppin

ess

and

good

re

latio

nshi

ps.

Prom

otes

an

emph

atic

and

co

nstru

ctiv

e co

mm

unic

atio

n be

twee

n pa

irs o

r am

ong

a gr

oup.

Prov

okes

a fr

iend

ly

com

mun

icat

ion

betw

een

pairs

or

amon

g a

grou

p.

Hel

ps o

ther

s to

con

trol t

heir

feel

ings

and

em

otio

ns.

Hel

ps o

ther

s to

con

trol t

heir

emot

ions

.

Use

s st

rate

gies

con

scio

usly

w

hich

hel

p hi

m o

verc

ome

his

wea

knes

ses

rega

rdin

g hi

s re

latio

nshi

ps w

ith o

ther

s.

Expr

esse

s w

ith li

berty

whe

n he

di

sagr

ees

with

mal

icio

us ru

mor

s.

Iden

tifie

s hi

s w

eakn

esse

s re

gard

ing

rela

tions

hips

with

ot

hers

and

try

to c

orre

ct th

em.

Avoi

ds to

par

ticip

ate

in m

alic

ious

ru

mor

s.

Tells

abo

ut h

is d

iffic

ultie

s in

his

re

latio

nshi

ps w

ith o

ther

s.

Use

s th

e di

alog

ue a

s a

way

of

solv

ing

conf

licts

.U

ses

the

dial

ogue

as

a w

ay o

f so

lvin

g a

conc

rete

con

flict

.D

escr

ibes

wha

t hap

pene

d in

a

conf

lictiv

e si

tuat

ion.

List

ens

whe

n ot

hers

talk

.G

ets

alon

g w

ith h

is p

artn

ers.

List

ens

emph

atic

ally

, res

pect

ing

othe

rs’ i

deas

.Sh

ows

disp

ositi

on to

co

mpr

ehen

d ot

hers

’ fee

lings

and

em

otio

ns.

Res

pect

s ru

les

of c

oexi

sten

ce.

DEF

INIT

ION

: It r

efer

s to

pos

itive

and

con

stru

ctiv

e re

latio

nshi

ps a

mon

g pe

ople

, thr

ough

dia

logu

e an

d th

e st

able

bod

y ex

pres

sion

; it

impl

ies

the

asse

rtive

man

agem

ent o

f em

otio

nal a

nd s

ocia

l ski

lls, g

ener

atin

g an

ade

quat

e em

otio

nal c

onta

ct.

IX.

INTE

RPER

SONA

L CO

MM

UNIC

ATIO

N CO

MPE

TENC

Y

Expr

esse

s hi

mse

lf cl

early

, as

serti

vely

, a

nd re

spec

tfully

, ac

hiev

ing

his

com

mun

icat

ion

obje

ctiv

e.

7

Form

al o

pera

tiona

l sta

ge(1

2 to

18

year

s ol

d)Co

ncre

te o

pera

tiona

l sta

ge

(7 to

12

year

s ol

d)Pr

e op

erat

iona

l sta

ge(5

to 7

yea

rs o

ld)

Form

al o

pera

tiona

l sta

ge(1

2 to

18

year

s ol

d)Co

ncre

te o

pera

tiona

l sta

ge

(7 to

12

year

s ol

d)Pr

e op

erat

iona

l sta

ge(5

to 7

yea

rs o

ld)

7.As

serti

ve m

eans

: con

scio

us, c

ongr

uent

, equ

ilibra

ted,

dire

ct, w

ith n

o in

tent

ion

of h

urtin

g or

dam

agin

g, a

ctin

g w

ith s

elf-c

onfid

ence

.

73A

Mod

el o

f Ed

ucat

ion

for t

he X

XI C

entu

ry

X. Diversity and Interculturality

In our society, we are facing old and new coexistence problems in the diversity and interculturality which are evidenced in many ways: in poverty, social discriminations, lack of values, lack of equity, ethnic conflicts, ecological unsteadiness, etc. On the other hand, new challenges have aroused, which can relieve or increase such coexistence problems: the globalization, the new technologies, and concretely, the ICT or information and communication technologies.

How should education face these challenges and problems? In the Delors report, presented by UNESCO (1996), and mentioned before, there were exposed 4 pillars that education of XXI century should have to be able to meet the requirements of the current society with its big diversity of people, social groups, ethnic groups, cultures, and its corresponding coexistence problems. These 4 pillars are: to learn to know, to learn to do, to learn to be, and to learn to live together. At reading the definition and description of each one of these pillars, it is evident that all of them are related with competencies for life. Concretely, when making a description of what learning how to live together means, it is made a reference of the competency of appreciation and respect to diversity and interculturality.

In the Delors report, it is affirmed that education should have a double mission: “to teach the diversity of human species, and to contribute to the consciousness of the similarities and the interdependence among all human beings”, all this, with the purpose of getting human beings to be able to live and coexist pacifically, without caring about different aspects: gender, ethnos, nationality, socioeconomic status, etc. furthermore, the importance of carrying out common projects with other people, in order to promote others’ knowledge and acceptance, the empathy, and the mutual cooperation, have stood out, always looking for the common good in addition to the individual benefit.

In Guatemala, it is recognized the importance of the development of this competency, to be able to interact with people “different from us”, regarding beliefs, customs, cultures, ect., without stereotypes or prejudices that cause discrimination, inequality, and violence. As it is established in one of the objectives of the educational reform: “it must be taught for a pluralist, inclusive, supportive, fair, participative, intercultural, pluricultural, multi ethnic, and multilingual society. A society where all people participate consciously and actively in the construction of the common good, and the improvement of each human being’s life quality, and as a consequence, of the towns, without discrimination for political, ethnical, social, cultural, linguistic, and of gender reasons”. (Ministry of Education [MINEDUC for its acronym in Spanish]National Curriculum 2005). The lack of this competency has generated and generates in many societies and nations, phenomena and

74

A M

odel

of

Educ

atio

n fo

r the

XXI

Cen

tury

destructive actions such as genocides, wars, murders, violations, etc.; our history has demonstrated so.

In order to make an introduction to the topic, it is necessary to distinguish between “interculturality” and “multiculturality”; according to Argibay, (2003) this last is given when different cultures coexist in a same geographic and social space, but there is not much influence among them. They stay in a kind of ghetto, living parallel lives. The dominant society is used to establish social and legal hierarchies, and to place the other groups and people in inferior conditions, what can lead to conflicts, to the creation of stereotypes, and prejudices, and also to scorn, making difficult the social coexistence, always in detriment of the weakest groups and people.

The ideal thing is the existence of equity and mutual respect, going from the static and misunderstood multiculturality toward interculturality, which is “the ideology or model of social organization that affirms the possibility of an harmonious coexistence in society of those groups and ethnical communities, which are culturally, religiously, or linguistically different. So, the cultural diversity is positively valued and it is considered that no group should lose its own culture or identity. (Argibay 2003).

Achaerandio (2010), states that who has developed this competency, assumes that the cultural and sometimes personal differences are complementary, and that it is good for everybody to discover what is common to people and to the diverse cultures or groups, learning to coexist in the diversity. In the educational institutions, the development of this competency should be a cross-cutting item, that promotes not only the respect to differences, but also that develops the habit of service and support to others, especially to the ones socially weak.

On the other hand, Villa A. and Poblete M. (2007), who classify this competency within the group of interpersonal generic competencies, describe it as “to understand and to accept the social and cultural diversity as an enriching personal and collective component to develop the coexistence among people, without incurring in discrimination regarding sex, age, religion, social, political and/or ethnical condition. “ These different types of discrimination can be solved through learning, so remember competencies are learnt.

As a matter of fact, the School is a favorable environment to educate in the coexistence and in the supportive justice, without caring about the socioeconomic condition, the gender, and other types of diversity. The supportive justice is based on three big pillars: the respect to oneself, the respect to others, and the respect to the natural.

In summary, the diversity and interculturality competency develops attitudes such as: to respect and appreciate other people and groups, to communicate openly, to know how to listen, to dialogue, to negotiate and to conciliate, giving solutions

75A

Mod

el o

f Ed

ucat

ion

for t

he X

XI C

entu

ry

in benefit of individuals and groups, meeting with the rules of coexistence, promoting the cooperative work, etc.

Next, some chief elements of the diversity and interculturality competence are described: the definition, the dimensions, and some models of achievement indicators that allow evaluating the levels of quality of competency.

a5b6c7

5 6 7

76

A M

odel

of

Educ

atio

n fo

r the

XXI

Cen

tury

Iden

tifie

s th

e ex

iste

nce

of o

ther

re

aliti

es, d

iffer

ent f

rom

his

(e

cono

mic

, cul

tura

l, so

cial

, fa

milia

r, se

xual

orie

ntat

ion)

.

Esta

blis

hes

and

expl

ains

div

erse

ty

pes

of re

latio

ns a

mon

g ge

nder

, si

tuat

ion

of p

over

ty, c

ultu

re, s

ocio

ec

onom

ic s

tatu

s, h

isto

rical

an

tece

dent

s, e

tc.

Giv

es s

olid

arg

umen

ts a

bout

the

impo

rtanc

e of

the

hum

an d

igni

ty

and

the

richn

ess

of d

iffer

ent

cultu

res.

Argu

men

ts th

e va

lue

give

n to

the

richn

ess

of g

ende

r, cu

lture

, so

cio-

econ

omic

, and

gen

der

diffe

renc

es, e

tc.

Incl

udes

in h

is ju

dgm

ents

and

ac

tions

, oth

er p

eopl

e an

d gr

oups

’ po

sitiv

e co

ntrib

utio

ns d

iffer

ent

from

his

, rej

ectin

g ge

nera

litie

s an

d pr

ejud

ices

.

Take

s ad

vant

age

of c

ontri

butio

ns

of o

ther

s, in

ord

er to

impr

ove

his.

Li

sten

s to

diff

eren

t peo

ple

and

grou

p’s

cont

ribut

ions

.

Rec

ogni

zes

that

a p

acifi

c co

exis

tenc

e im

plie

s th

e re

spec

t to

diffe

renc

es.

Rec

ogni

zes

that

a p

acifi

c co

exis

tenc

e im

plie

s th

e re

spec

t to

diffe

renc

es.

Expl

ains

the

impo

rtanc

e of

the

resp

ect t

owar

d hi

s pa

rtner

s, a

nd

the

rule

s of

coe

xist

ence

.

Prop

oses

way

s of

per

sona

l and

gr

oup

inte

grat

ion,

in th

e pu

rsui

t of

the

com

mon

goo

d.

Con

tribu

tes

with

pos

sibl

e so

lutio

ns

than

cou

ld s

olve

div

ersi

ty a

nd

inte

rcul

tura

lity

conf

licts

.

Prom

otes

and

pra

ctic

e w

ays

of

incl

usiv

e pa

rtici

patio

n.Pa

rtici

pate

s in

cla

ss.

Join

s to

peo

ple

and

grou

ps

diffe

rent

from

him

. Jo

ins

to g

roup

s an

d pe

ople

.

Adm

its th

e di

ffere

nces

of

pers

onal

ity, g

ende

r, cu

lture

, so

cio-

econ

omic

sta

tus,

etc

.

Inte

grat

es h

imse

lf, w

ith n

o di

fficu

lt,

with

oth

er c

hild

ren

and

grou

ps.

Giv

es o

pini

ons

abou

t the

righ

ts

and

resp

onsi

bilit

ies

of th

e ci

tizen

s,

taki

ng in

to a

ccou

nt th

e hu

man

di

gnity

.

Expl

ains

the

diffe

renc

e an

d si

mila

ritie

s be

twee

n hi

m a

nd

othe

rs, a

s w

ell a

s am

ong

peop

le,

grou

ps o

r cul

ture

s.

Expl

ains

the

sim

ilarit

ies

betw

een

him

and

oth

ers.

Giv

es e

xam

ples

abo

ut h

ow to

try

othe

rs w

ith d

igni

ty.

Iden

tifie

s so

cial

and

cul

tura

l di

ffere

nces

.Id

entif

ies

the

exis

tenc

e of

oth

er

real

ities

, diff

eren

t fro

m h

is, m

ainl

y re

gard

ing

gend

er.

DIM

ENSI

ONS

INDI

CATO

RS

1. T

o un

ders

tand

2. T

o Ac

cept

3.To

coe

xist

pa

cific

ally

DEF

INIT

ION

: To

unde

rsta

nd, t

o re

spec

t and

to a

ccep

t plu

ricul

tura

lity

and

soci

al m

ultip

licity

as

a pe

rson

al a

nd c

olle

ctiv

e w

ay to

de

velo

p th

e pa

cific

coe

xist

ence

bet

wee

n pe

ople

with

out i

ncur

ring

in a

ny ty

pe o

f dis

crim

inat

ion.

X.

DIVE

RSIT

Y AN

D IN

TERC

ULTU

RALI

TY C

OMPE

TENC

Y

Form

al o

pera

tiona

l sta

ge(1

2 to

18

year

s ol

d)Co

ncre

te o

pera

tiona

l sta

ge

(7 to

12

year

s ol

d)Pr

e op

erat

iona

l sta

ge(5

to 7

yea

rs o

ld)

Form

al o

pera

tiona

l sta

ge(1

2 to

18

year

s ol

d)Co

ncre

te o

pera

tiona

l sta

ge

(7 to

12

year

s ol

d)Pr

e op

erat

iona

l sta

ge(5

to 7

yea

rs o

ld)

77A

Mod

el o

f Ed

ucat

ion

for t

he X

XI C

entu

ry

Iden

tifie

s th

e ex

iste

nce

of o

ther

re

aliti

es, d

iffer

ent f

rom

his

(e

cono

mic

, cul

tura

l, so

cial

, fa

milia

r, se

xual

orie

ntat

ion)

.

Esta

blis

hes

and

expl

ains

div

erse

ty

pes

of re

latio

ns a

mon

g ge

nder

, si

tuat

ion

of p

over

ty, c

ultu

re, s

ocio

ec

onom

ic s

tatu

s, h

isto

rical

an

tece

dent

s, e

tc.

Giv

es s

olid

arg

umen

ts a

bout

the

impo

rtanc

e of

the

hum

an d

igni

ty

and

the

richn

ess

of d

iffer

ent

cultu

res.

Argu

men

ts th

e va

lue

give

n to

the

richn

ess

of g

ende

r, cu

lture

, so

cio-

econ

omic

, and

gen

der

diffe

renc

es, e

tc.

Incl

udes

in h

is ju

dgm

ents

and

ac

tions

, oth

er p

eopl

e an

d gr

oups

’ po

sitiv

e co

ntrib

utio

ns d

iffer

ent

from

his

, rej

ectin

g ge

nera

litie

s an

d pr

ejud

ices

.

Take

s ad

vant

age

of c

ontri

butio

ns

of o

ther

s, in

ord

er to

impr

ove

his.

Li

sten

s to

diff

eren

t peo

ple

and

grou

p’s

cont

ribut

ions

.

Rec

ogni

zes

that

a p

acifi

c co

exis

tenc

e im

plie

s th

e re

spec

t to

diffe

renc

es.

Rec

ogni

zes

that

a p

acifi

c co

exis

tenc

e im

plie

s th

e re

spec

t to

diffe

renc

es.

Expl

ains

the

impo

rtanc

e of

the

resp

ect t

owar

d hi

s pa

rtner

s, a

nd

the

rule

s of

coe

xist

ence

.

Prop

oses

way

s of

per

sona

l and

gr

oup

inte

grat

ion,

in th

e pu

rsui

t of

the

com

mon

goo

d.

Con

tribu

tes

with

pos

sibl

e so

lutio

ns

than

cou

ld s

olve

div

ersi

ty a

nd

inte

rcul

tura

lity

conf

licts

.

Prom

otes

and

pra

ctic

e w

ays

of

incl

usiv

e pa

rtici

patio

n.Pa

rtici

pate

s in

cla

ss.

Join

s to

peo

ple

and

grou

ps

diffe

rent

from

him

. Jo

ins

to g

roup

s an

d pe

ople

.

Adm

its th

e di

ffere

nces

of

pers

onal

ity, g

ende

r, cu

lture

, so

cio-

econ

omic

sta

tus,

etc

.

Inte

grat

es h

imse

lf, w

ith n

o di

fficu

lt,

with

oth

er c

hild

ren

and

grou

ps.

Giv

es o

pini

ons

abou

t the

righ

ts

and

resp

onsi

bilit

ies

of th

e ci

tizen

s,

taki

ng in

to a

ccou

nt th

e hu

man

di

gnity

.

Expl

ains

the

diffe

renc

e an

d si

mila

ritie

s be

twee

n hi

m a

nd

othe

rs, a

s w

ell a

s am

ong

peop

le,

grou

ps o

r cul

ture

s.

Expl

ains

the

sim

ilarit

ies

betw

een

him

and

oth

ers.

Giv

es e

xam

ples

abo

ut h

ow to

try

othe

rs w

ith d

igni

ty.

Iden

tifie

s so

cial

and

cul

tura

l di

ffere

nces

.Id

entif

ies

the

exis

tenc

e of

oth

er

real

ities

, diff

eren

t fro

m h

is, m

ainl

y re

gard

ing

gend

er.

DIM

ENSI

ONS

INDI

CATO

RS

1. T

o un

ders

tand

2. T

o Ac

cept

3.To

coe

xist

pa

cific

ally

DEF

INIT

ION

: To

unde

rsta

nd, t

o re

spec

t and

to a

ccep

t plu

ricul

tura

lity

and

soci

al m

ultip

licity

as

a pe

rson

al a

nd c

olle

ctiv

e w

ay to

de

velo

p th

e pa

cific

coe

xist

ence

bet

wee

n pe

ople

with

out i

ncur

ring

in a

ny ty

pe o

f dis

crim

inat

ion.

X.

DIVE

RSIT

Y AN

D IN

TERC

ULTU

RALI

TY C

OMPE

TENC

Y

Form

al o

pera

tiona

l sta

ge(1

2 to

18

year

s ol

d)Co

ncre

te o

pera

tiona

l sta

ge

(7 to

12

year

s ol

d)Pr

e op

erat

iona

l sta

ge(5

to 7

yea

rs o

ld)

Form

al o

pera

tiona

l sta

ge(1

2 to

18

year

s ol

d)Co

ncre

te o

pera

tiona

l sta

ge

(7 to

12

year

s ol

d)Pr

e op

erat

iona

l sta

ge(5

to 7

yea

rs o

ld)

78

A M

odel

of

Educ

atio

n fo

r the

XXI

Cen

tury

XI. Socio-motor Competency

Since the beginning of human life, the learning is generated as from our body reality; our first contact with the world is made through our sensations and perceptions. A body correctly developed and stimulated will have better opportunities to adapt to the environment, which will cause a better life quality.

There are different conceptions about socio-motor skills; some of them conceive the development of the socio-motor skills as the possibility to form healthy and strong bodies; others, are based on the pedagogic approach, and the last ones, find in the education of the body, the way to educate integrally to the human being (mind, body, and spirit). In this last conception, we have the challenge to form students able to put all their abilities at other’s service.

Damian Ossorio8 Lozano, (2005) affirms: “The person expresses himself through the body; he is part of such body. The human being has a body, but it is not a body considered exclusively as physical object, it is a body that is alive, it is expression, its existence is corporeality, and that corporeality of the existence implies to act, to know, to reason, to feel, to transmit, to make-make, etc.”

Teaching not only the body, but through the body, it is intended to take advantage of potentials offered by the body experience to the integral formation of human beings: physically, mentally, and spiritually healthy, with a strong willingness, at others’ service, and with appreciation and respect for the natural and cultural environment. Therefore, in order to be a plenum and integral human being, the Socio-motor competency should be developed at a certain level.

Castañer and Camerino (1991) define the man’s motor activity with three dimensions: introjective, which makes it possible to recognize oneself through the motor skills; extensive, which permits people to interact with the environment; and projective, which enables the relationship with the social environment.

Pierre Parlebas9 (2001) describes that the motor behavior enables the analysis of the cognitive, affective, and relational aspects, providing the human being with the ability to solve effective and opportune different kinesthetic problems, interacting with the physical and social environment. At Liceo Javier, this competency is defined as: a system of cognitive, affective, motor, and physical skills that allow the human being to solve efficiently and opportunely, kinesthetic10 problems, by interacting with the physical and social environment.

8 Ossorio Lozano is a Doctor in Physical Education and Master in Sports Psychology.9 Pierre Parlebas is a Professor in Physical Education, Sociologist, Psychologist, and Linguist.10 Kinesthesia: According to the Spanish Real Academy dictionary, it is a secondary sensation that is produced in a part of the body, provoked by a stimuli applied to another part of such body. The Kin-esthesia, in other words, can be linked to the orientation ability, which enables a person to act coordi-nately and with spatial orientation.

79A

Mod

el o

f Ed

ucat

ion

for t

he X

XI C

entu

ry

For this type of competency, the procedures mainly consist of those motor abilities and skills of the students, which are efficiently, creatively and opportunely used by them, in different situations; and these procedures help them develop themselves in the physical and social context. These contents will meet the objective needs and interests of the students; essentially, students find that this competency is applicable to their daily occupations.

There are two types of motor skills: the conditional and the coordinative skills. The first ones are referred to the quantitative characteristics of the motor aspects; and the second ones, to its qualitative characteristics.

80

A M

odel

of

Educ

atio

n fo

r the

XXI

Cen

tury

Res

ista

nce

Spee

d

Stre

ngh

t

Flex

ibil

ity

Jum

ps

Dis

plac

emen

ts

Spin

s

Pitc

hing

s,

rece

ptio

ns a

nd h

its

Dyn

amic

coor

din

atio

n

Bal

ance

Mot

or s

kills

Coor

dina

tive

abili

ties

Cond

ition

al

abili

ties

Are

divi

ded

into

Quan

titat

ive

Qual

itativ

e

81A

Mod

el o

f Ed

ucat

ion

for t

he X

XI C

entu

ry

The motor skills are elements that give quality to the human beings’ movement. The basic skills of the coordinative abilities are the following:

• Jumps

• Displacements

• Spins

• Pinching, receptions, and hits

• General and segmented dynamic coordination

• Balance

The specific skills are those which imply the higher development of the executions started inside a person; besides being more varied than the basic ones, they are carried out in a more elaborated way and with a more effective control.

In conclusion, the motor skills demonstrate that the human being is able to solve problems through the use of his body. Renowned dancers, exceptional surgeons, actors able to create a scene with only gestures and movements; all of them have developed the socio-motor competency, since they have a very precise idea of the balance, the eye-hand coordination, and can execute the movements with flexibility, speed, and harmony; but also, the situations that they solve, help the relate with the physical and social environment, in a correct way.

Next, the following elements are included: the definition of this competence, three of its important dimensions, and some important achievement indicators to evaluate it.

82

A M

odel

of

Educ

atio

n fo

r the

XXI

Cen

tury

DIM

ENSI

ONS

INDI

CATO

RS

1. Im

age

and

perc

eptio

n (in

troje

ctiv

e: w

ith

ones

elf

2. M

otor

qua

litie

s an

d sk

ills

(Ext

ensi

ve: w

ith

the

envi

ronm

ent)

3. E

xpre

ssio

n an

d Co

mm

unic

atio

n (P

roje

ctiv

e: s

ocia

l en

viro

nmen

t)

Exec

utes

a m

otor

act

ion

with

em

phas

is in

the

basi

c an

d sp

ecifi

c qu

aliti

es.

Dev

elop

s th

e m

otor

act

ion

with

em

phas

is in

the

basi

c qu

aliti

es.

Dev

elop

s th

e m

otor

act

ion

thro

ugh

basi

c qu

aliti

es.

Adap

ts th

e ba

sic

mot

or s

kills

to

the

spec

ific

skills

.

Exec

utes

mot

or re

spon

ses,

co

nsid

erin

g th

e sp

eed,

fre

quen

cy, d

urat

ion,

inte

nsity

, an

d vo

lum

e, a

s w

ell a

s th

e co

mbi

natio

n am

ong

them

.

Res

pond

s ef

fect

ivel

y to

mot

or

stim

uli:

tem

pora

ry, s

patia

l, an

d of

coo

rdin

atio

n.

Use

s th

e fin

e m

otor

ski

lls, s

olvi

ng

situ

atio

ns th

at re

quire

pre

cisi

on

and

abilit

y.

Use

s th

e fin

e m

otor

ski

lls, s

olvi

ng

situ

atio

ns th

at re

quire

pre

cisi

on.

Use

s th

e fin

e m

otor

ski

lls in

sp

onta

neou

s an

d m

edia

ted

prob

lem

s.

Use

s in

a c

ontro

lled

way

, the

ex

pres

sive

reso

urce

s of

the

body

an

d th

e m

ovem

ent,

conv

eyin

g se

nsat

ions

, ide

as, m

oods

, ac

cord

ing

to th

e ne

eds

and

face

d pr

oble

ms.

Use

s th

e ex

pres

sive

reso

urce

s of

th

e bo

dy a

nd th

e m

ovem

ent,

conv

eyin

g se

nsat

ions

, ide

as,

moo

ds.

Inte

rpre

ts a

nd re

spon

ds to

m

essa

ges

expr

esse

d by

oth

ers

thro

ugh

the

expr

essi

ve re

sour

ces

of th

e bo

dy.

Res

pond

s to

mes

sage

s ex

pres

sed

by o

ther

s th

roug

h th

e ex

pres

sive

reso

urce

s of

the

body

.

Res

pond

s to

mes

sage

s ex

pres

sed

by o

ther

s th

roug

h th

e ex

pres

sive

reso

urce

s of

the

body

.

Con

trols

mot

or b

ehav

iors

with

ex

pres

sive

, com

mun

icat

ive,

and

es

thet

ic p

urpo

ses,

con

side

ring

the

body

, the

mov

emen

t, an

d th

e fe

elin

g as

bas

ic e

lem

ents

.

Con

trols

mot

or b

ehav

iors

with

ex

pres

sive

, com

mun

icat

ive,

and

es

thet

ic p

urpo

ses,

con

side

ring

the

body

, the

mov

emen

t, an

d th

e fe

elin

g as

bas

ic e

lem

ents

.

Expr

esse

s m

otor

beh

avio

rs in

an

expr

essi

ve a

nd c

omm

unic

ativ

e w

ay.

Use

s th

e ex

pres

sive

reso

urce

s of

the

body

and

the

mov

emen

t, co

nvey

ing

sens

atio

ns, a

nd

moo

ds.

Adap

ts th

e ba

sic

mot

or s

kills

to

the

spec

ific

skills

.Ex

ecut

es p

erce

pt-m

otor

act

ions

co

rrect

ly.

Dom

inat

es th

e di

stan

ce,

orie

ntat

ion,

and

dire

ctio

nalit

y re

latio

ns, w

ith h

imse

lf an

d w

ith

othe

rs.

Dom

inat

es th

e di

stan

ce,

orie

ntat

ion,

and

dire

ctio

nalit

y re

latio

ns, w

ith h

imse

lf an

d w

ith

othe

rs.

Dem

onst

rate

s ce

rtain

con

trol o

f th

e re

latio

ns s

uch

as d

ista

nce,

la

tera

lity,

orie

ntat

ion,

and

di

rect

iona

lity,

with

him

self

and

with

oth

ers.

DEF

INIT

ION

: It

is a

sys

tem

of

cogn

itive

, af

fect

ive,

mot

or a

nd p

hysi

cal s

kills

, w

hich

allo

ws

the

hum

an b

eing

to

solv

e di

ffere

nt

kine

sthe

tic p

robl

ems,

in a

n ef

fect

ive

and

oppo

rtune

way

, int

erac

ting

with

the

phys

ical

and

soc

ial e

nviro

nmen

t.

XI.

SOCI

O-M

OTOR

COM

PETE

NCY

Exec

utes

mot

or re

spon

ses,

co

nsid

erin

g th

e sp

eed,

fre

quen

cy, d

urat

ion,

inte

nsity

, an

d vo

lum

e, a

s w

ell a

s th

e co

mbi

natio

n am

ong

them

.

Form

al o

pera

tiona

l sta

ge(1

2 to

18

year

s ol

d)Co

ncre

te o

pera

tiona

l sta

ge

(7 to

12

year

s ol

d)Pr

e op

erat

iona

l sta

ge(5

to 7

yea

rs o

ld)

Form

al o

pera

tiona

l sta

ge(1

2 to

18

year

s ol

d)Co

ncre

te o

pera

tiona

l sta

ge

(7 to

12

year

s ol

d)Pr

e op

erat

iona

l sta

ge(5

to 7

yea

rs o

ld)

83A

Mod

el o

f Ed

ucat

ion

for t

he X

XI C

entu

ry

DIM

ENSI

ONS

INDI

CATO

RS

1. Im

age

and

perc

eptio

n (in

troje

ctiv

e: w

ith

ones

elf

2. M

otor

qua

litie

s an

d sk

ills

(Ext

ensi

ve: w

ith

the

envi

ronm

ent)

3. E

xpre

ssio

n an

d Co

mm

unic

atio

n (P

roje

ctiv

e: s

ocia

l en

viro

nmen

t)

Exec

utes

a m

otor

act

ion

with

em

phas

is in

the

basi

c an

d sp

ecifi

c qu

aliti

es.

Dev

elop

s th

e m

otor

act

ion

with

em

phas

is in

the

basi

c qu

aliti

es.

Dev

elop

s th

e m

otor

act

ion

thro

ugh

basi

c qu

aliti

es.

Adap

ts th

e ba

sic

mot

or s

kills

to

the

spec

ific

skills

.

Exec

utes

mot

or re

spon

ses,

co

nsid

erin

g th

e sp

eed,

fre

quen

cy, d

urat

ion,

inte

nsity

, an

d vo

lum

e, a

s w

ell a

s th

e co

mbi

natio

n am

ong

them

.

Res

pond

s ef

fect

ivel

y to

mot

or

stim

uli:

tem

pora

ry, s

patia

l, an

d of

coo

rdin

atio

n.

Use

s th

e fin

e m

otor

ski

lls, s

olvi

ng

situ

atio

ns th

at re

quire

pre

cisi

on

and

abilit

y.

Use

s th

e fin

e m

otor

ski

lls, s

olvi

ng

situ

atio

ns th

at re

quire

pre

cisi

on.

Use

s th

e fin

e m

otor

ski

lls in

sp

onta

neou

s an

d m

edia

ted

prob

lem

s.

Use

s in

a c

ontro

lled

way

, the

ex

pres

sive

reso

urce

s of

the

body

an

d th

e m

ovem

ent,

conv

eyin

g se

nsat

ions

, ide

as, m

oods

, ac

cord

ing

to th

e ne

eds

and

face

d pr

oble

ms.

Use

s th

e ex

pres

sive

reso

urce

s of

th

e bo

dy a

nd th

e m

ovem

ent,

conv

eyin

g se

nsat

ions

, ide

as,

moo

ds.

Inte

rpre

ts a

nd re

spon

ds to

m

essa

ges

expr

esse

d by

oth

ers

thro

ugh

the

expr

essi

ve re

sour

ces

of th

e bo

dy.

Res

pond

s to

mes

sage

s ex

pres

sed

by o

ther

s th

roug

h th

e ex

pres

sive

reso

urce

s of

the

body

.

Res

pond

s to

mes

sage

s ex

pres

sed

by o

ther

s th

roug

h th

e ex

pres

sive

reso

urce

s of

the

body

.

Con

trols

mot

or b

ehav

iors

with

ex

pres

sive

, com

mun

icat

ive,

and

es

thet

ic p

urpo

ses,

con

side

ring

the

body

, the

mov

emen

t, an

d th

e fe

elin

g as

bas

ic e

lem

ents

.

Con

trols

mot

or b

ehav

iors

with

ex

pres

sive

, com

mun

icat

ive,

and

es

thet

ic p

urpo

ses,

con

side

ring

the

body

, the

mov

emen

t, an

d th

e fe

elin

g as

bas

ic e

lem

ents

.

Expr

esse

s m

otor

beh

avio

rs in

an

expr

essi

ve a

nd c

omm

unic

ativ

e w

ay.

Use

s th

e ex

pres

sive

reso

urce

s of

the

body

and

the

mov

emen

t, co

nvey

ing

sens

atio

ns, a

nd

moo

ds.

Adap

ts th

e ba

sic

mot

or s

kills

to

the

spec

ific

skills

.Ex

ecut

es p

erce

pt-m

otor

act

ions

co

rrect

ly.

Dom

inat

es th

e di

stan

ce,

orie

ntat

ion,

and

dire

ctio

nalit

y re

latio

ns, w

ith h

imse

lf an

d w

ith

othe

rs.

Dom

inat

es th

e di

stan

ce,

orie

ntat

ion,

and

dire

ctio

nalit

y re

latio

ns, w

ith h

imse

lf an

d w

ith

othe

rs.

Dem

onst

rate

s ce

rtain

con

trol o

f th

e re

latio

ns s

uch

as d

ista

nce,

la

tera

lity,

orie

ntat

ion,

and

di

rect

iona

lity,

with

him

self

and

with

oth

ers.

DEF

INIT

ION

: It

is a

sys

tem

of

cogn

itive

, af

fect

ive,

mot

or a

nd p

hysi

cal s

kills

, w

hich

allo

ws

the

hum

an b

eing

to

solv

e di

ffere

nt

kine

sthe

tic p

robl

ems,

in a

n ef

fect

ive

and

oppo

rtune

way

, int

erac

ting

with

the

phys

ical

and

soc

ial e

nviro

nmen

t.

XI.

SOCI

O-M

OTOR

COM

PETE

NCY

Exec

utes

mot

or re

spon

ses,

co

nsid

erin

g th

e sp

eed,

fre

quen

cy, d

urat

ion,

inte

nsity

, an

d vo

lum

e, a

s w

ell a

s th

e co

mbi

natio

n am

ong

them

.

Form

al o

pera

tiona

l sta

ge(1

2 to

18

year

s ol

d)Co

ncre

te o

pera

tiona

l sta

ge

(7 to

12

year

s ol

d)Pr

e op

erat

iona

l sta

ge(5

to 7

yea

rs o

ld)

Form

al o

pera

tiona

l sta

ge(1

2 to

18

year

s ol

d)Co

ncre

te o

pera

tiona

l sta

ge

(7 to

12

year

s ol

d)Pr

e op

erat

iona

l sta

ge(5

to 7

yea

rs o

ld)

84

A M

odel

of

Educ

atio

n fo

r the

XXI

Cen

tury

XII. Ethical Sense Competency

Before defining this competency, we will describe what is understood by Ethics. Some authors define it as the science of people’s moral behavior, or as the philosophic discipline that studies the moral rules and foundation. In order to understand better its definition, it is important to distinguish between moral and ethics. The moral can be defined by the group of comportments and rules that we use to accept as valid, and the ethics on the other hand, is the reflection about the reason why we consider them as valid. Therefore, ethics implies the reflection of the human beings’ behavior.

Important Christian authors of different ages understand by “ethical sense” as the ability to think, live, and act according to the universal principles that are based on the human being’s value, and that are aimed to the full and mature development, according to the Gospel. The “ethical sense” of the educational institutions is based on the education in values that help students to internalize them and to actively respond, opposing to the ideologies and approaches that dehumanize, and exclude the majorities in the poverty, and alienate quite a few through strategies of excessive consumer behavior.

A person has developed the “ethical sense” competency, when he proceeds because of a deep intrinsic motivation, based on the reflection and in the respect to others, in the solidarity, and in what some authors call the internal Law of love, in the sense that a person truly “loves” another one, only when his aspiration is to make such person happy. In an ethical sense, it is a personal construction that is assumed day after day, with the help of his close family and of society; this influences the human beings, especially through formal education.

For example, the Pedagogical Paradigm of the Jesuit educational institutions (“context, experience, reflection, action, and evaluation”), feeds such ethical sense, and transforms it into a particular way of seeing and living the experience of God, of others, of nature, and of people and groups’ relationships. For this reason, the transversal character of this competency is essential in the educational exercise.

The ethical sense competency has three essential components that are referred to the three levels of the personality: cognitive, emotional, and behavioral; the cognitive level consists in having mature judgments about what is correct or incorrect for a person, taking into account his integrality and the social criteria where he is developed; the emotional level consists in having a balanced moral sensibility, in favor of the ethical values that are proposed by his mature judgment; the behavioral level consists in acting congruously with such ethical values of dignity, justice, tolerance, respect, and solidarity, mainly with those who suffer unfairly.

85A

Mod

el o

f Ed

ucat

ion

for t

he X

XI C

entu

ry

In the Delors report (1996), as mentioned before, the 4 pillars that education of the XXI century should have, are exposed: to know, to know how to do, to know how to be, and to know how to live together. The objective is to be able to face the society demands, and the new problems and needs that are emerging. In order to know how to do, to be, and to live together need, the ethical sense is needed to reach an optimum development. In the Universal Declaration of Ethical Principles (Paris, 1995), presented by UNESCO, it is confirmed the existence of some universal ethical principles, which arise from the recognition of the human dignity and from the need to fully develop his coexistence skills, in harmony and peace. They are values that, respecting the diversity, the interculturality, the beliefs, and the religions, transcend the own cultural values, and converge in common principles, inherent to every human being: social justice, cultural respect, love to the truth, honesty and integrity, goodness and love, respect to the environment, sense of life and spirituality, tolerance, fraternity, and social commitment. Therefore, the ethical sense competency and the development of universal principles, should be considered in a curriculum for an integral education.

Next, the following elements are included: the definition of such competency, three of its important dimensions, and some achievement indicators to be able to evaluate it.

86

A M

odel

of

Educ

atio

n fo

r the

XXI

Cen

tury

Expl

ains

the

conc

epts

and

offe

rs

argu

men

ts a

bout

the

impo

rtanc

e of

hum

an d

igni

ty, i

nteg

rity,

to

lera

nce,

and

thos

e in

clud

ed in

th

e va

lues

Dec

alog

ue.

Anal

yzes

and

refle

cts

abou

t mor

al

and

ethi

cal c

onfli

cts,

in d

iffer

ent

scen

ario

s, d

eter

min

ing

caus

es

and

cons

eque

nces

.

Giv

es o

pini

ons

abou

t the

con

flict

s gi

ven

in h

is c

lass

and

his

fam

ily.

Anal

yzes

and

refle

cts

abou

t mor

al

and

ethi

cal c

onfli

cts,

in s

cena

rios

clos

e to

his

con

text

.

Argu

men

ts w

ith re

ason

s in

favo

r or

aga

inst

eth

ical

situ

atio

ns, t

akin

g in

to a

ccou

nt th

e C

hris

tian

crite

ria.

Con

trast

s hi

s et

hica

l and

mor

al

prin

cipl

es, w

ith th

e co

nflic

t tha

t he

is a

naly

zing

.

Diff

eren

tiate

s th

e m

oral

sta

ndar

ds

from

his

bel

iefs

and

feel

ings

, in

orde

r to

be a

ble

to ta

ke a

bet

ter

ethi

cal d

ecis

ion.

Appl

ies

Igna

tian

deve

lopm

ent

crite

ria, i

n or

der t

o m

ake

deci

sion

s th

at im

ply

the

hum

an b

eing

s’

dign

ifica

tion.

His

act

ions

con

tribu

te to

impr

ove

the

envi

ronm

ent w

here

he

deve

lops

him

self.

Acts

firm

ly a

nd d

ecis

ivel

y,

resp

ondi

ng to

his

ow

n an

d ot

hers

’ in

itiat

ives

, whi

ch lo

ok fo

r the

hu

man

’s b

eing

dig

nific

atio

n.D

efen

ds p

eopl

e w

ho a

re in

di

sadv

anta

ge (s

choo

l har

assm

ent,

defe

nsel

essn

ess,

pov

erty

, etc

.)

Def

ends

peo

ple

who

are

in

disa

dvan

tage

(sch

ool h

aras

smen

t, de

fens

eles

snes

s, p

over

ty, e

tc.)

Hel

ps h

is p

artn

ers.

Acts

resp

ondi

ng to

his

ow

n in

itiat

ives

, whi

ch lo

ok fo

r his

pa

rtner

s an

d re

lativ

e’s

dign

ifica

tion.

Acts

with

resp

ect w

ith h

is

partn

ers.

His

act

ions

con

tribu

te to

impr

ove

the

envi

ronm

ent w

here

he

deve

lops

him

self.

His

act

ions

con

tribu

te to

impr

ove

the

envi

ronm

ent w

here

he

deve

lops

him

self.

Use

s m

omen

ts o

f ref

lect

ion

to

eval

uate

his

dai

ly a

ctio

ns, w

hich

le

ads

him

to d

o go

od.

Cou

nts

the

good

act

ions

that

he

has

done

.

Diff

eren

tiate

s th

e m

oral

sta

ndar

ds

from

his

bel

iefs

and

feel

ing.

Rec

ogni

zes

stan

dard

s th

at a

llow

s a

good

env

ironm

ent i

n hi

s co

ntex

t.

Com

pare

s hi

s et

hica

l prin

cipl

es

with

the

ones

man

ifest

ed b

y ot

hers

.

Diff

eren

tiate

s po

sitiv

e ac

tions

from

ne

gativ

e on

es.

Giv

es h

is o

pini

on a

bout

pro

blem

s th

at a

ffect

the

harm

ony

in h

is

fam

iliar a

nd s

choo

l env

ironm

ents

.

Offe

rs re

ason

s ab

out s

ome

mor

al

situ

atio

ns, i

n sc

enar

ios

clos

e to

hi

s co

ntex

t, ta

king

into

acc

ount

th

e C

hris

tian

crite

ria.

Expl

ains

the

conc

epts

of h

uman

di

gnity

and

the

cont

ents

of t

he

valu

es D

ecal

ogue

.

Use

s ex

ampl

es a

bout

som

e va

lues

of t

he D

ecal

ogue

: lov

e,

peac

e, li

berty

, tru

th, s

olid

arity

, and

ex

celle

nce.

DIM

ENSI

ONS

INDI

CATO

RS

1. C

ogni

tive

2. D

isce

rnm

ent

3.

Com

mitm

ent

DEF

INIT

ION

: It i

s a

refle

ctio

n ab

out t

he h

uman

dig

nity

and

the

disp

ositi

on to

com

mit

and

act i

n hi

s su

ppor

t. It

is to

beh

ave

acco

rdin

g to

the

univ

ersa

l prin

cipl

es, w

hich

are

bas

ed o

n th

e hu

man

bei

ng’s

val

ue, l

ivin

g th

e C

hris

tiani

ty c

oher

ently

.

XII.

ETHI

CAL

SENS

E CO

MPE

TENC

Y

Form

al o

pera

tiona

l sta

ge(1

2 to

18

year

s ol

d)Co

ncre

te o

pera

tiona

l sta

ge

(7 to

12

year

s ol

d)Pr

e op

erat

iona

l sta

ge(5

to 7

yea

rs o

ld)

Form

al o

pera

tiona

l sta

ge(1

2 to

18

year

s ol

d)Co

ncre

te o

pera

tiona

l sta

ge

(7 to

12

year

s ol

d)Pr

e op

erat

iona

l sta

ge(5

to 7

yea

rs o

ld)

87A

Mod

el o

f Ed

ucat

ion

for t

he X

XI C

entu

ry

Expl

ains

the

conc

epts

and

offe

rs

argu

men

ts a

bout

the

impo

rtanc

e of

hum

an d

igni

ty, i

nteg

rity,

to

lera

nce,

and

thos

e in

clud

ed in

th

e va

lues

Dec

alog

ue.

Anal

yzes

and

refle

cts

abou

t mor

al

and

ethi

cal c

onfli

cts,

in d

iffer

ent

scen

ario

s, d

eter

min

ing

caus

es

and

cons

eque

nces

.

Giv

es o

pini

ons

abou

t the

con

flict

s gi

ven

in h

is c

lass

and

his

fam

ily.

Anal

yzes

and

refle

cts

abou

t mor

al

and

ethi

cal c

onfli

cts,

in s

cena

rios

clos

e to

his

con

text

.

Argu

men

ts w

ith re

ason

s in

favo

r or

aga

inst

eth

ical

situ

atio

ns, t

akin

g in

to a

ccou

nt th

e C

hris

tian

crite

ria.

Con

trast

s hi

s et

hica

l and

mor

al

prin

cipl

es, w

ith th

e co

nflic

t tha

t he

is a

naly

zing

.

Diff

eren

tiate

s th

e m

oral

sta

ndar

ds

from

his

bel

iefs

and

feel

ings

, in

orde

r to

be a

ble

to ta

ke a

bet

ter

ethi

cal d

ecis

ion.

Appl

ies

Igna

tian

deve

lopm

ent

crite

ria, i

n or

der t

o m

ake

deci

sion

s th

at im

ply

the

hum

an b

eing

s’

dign

ifica

tion.

His

act

ions

con

tribu

te to

impr

ove

the

envi

ronm

ent w

here

he

deve

lops

him

self.

Acts

firm

ly a

nd d

ecis

ivel

y,

resp

ondi

ng to

his

ow

n an

d ot

hers

’ in

itiat

ives

, whi

ch lo

ok fo

r the

hu

man

’s b

eing

dig

nific

atio

n.D

efen

ds p

eopl

e w

ho a

re in

di

sadv

anta

ge (s

choo

l har

assm

ent,

defe

nsel

essn

ess,

pov

erty

, etc

.)

Def

ends

peo

ple

who

are

in

disa

dvan

tage

(sch

ool h

aras

smen

t, de

fens

eles

snes

s, p

over

ty, e

tc.)

Hel

ps h

is p

artn

ers.

Acts

resp

ondi

ng to

his

ow

n in

itiat

ives

, whi

ch lo

ok fo

r his

pa

rtner

s an

d re

lativ

e’s

dign

ifica

tion.

Acts

with

resp

ect w

ith h

is

partn

ers.

His

act

ions

con

tribu

te to

impr

ove

the

envi

ronm

ent w

here

he

deve

lops

him

self.

His

act

ions

con

tribu

te to

impr

ove

the

envi

ronm

ent w

here

he

deve

lops

him

self.

Use

s m

omen

ts o

f ref

lect

ion

to

eval

uate

his

dai

ly a

ctio

ns, w

hich

le

ads

him

to d

o go

od.

Cou

nts

the

good

act

ions

that

he

has

done

.

Diff

eren

tiate

s th

e m

oral

sta

ndar

ds

from

his

bel

iefs

and

feel

ing.

Rec

ogni

zes

stan

dard

s th

at a

llow

s a

good

env

ironm

ent i

n hi

s co

ntex

t.

Com

pare

s hi

s et

hica

l prin

cipl

es

with

the

ones

man

ifest

ed b

y ot

hers

.

Diff

eren

tiate

s po

sitiv

e ac

tions

from

ne

gativ

e on

es.

Giv

es h

is o

pini

on a

bout

pro

blem

s th

at a

ffect

the

harm

ony

in h

is

fam

iliar a

nd s

choo

l env

ironm

ents

.

Offe

rs re

ason

s ab

out s

ome

mor

al

situ

atio

ns, i

n sc

enar

ios

clos

e to

hi

s co

ntex

t, ta

king

into

acc

ount

th

e C

hris

tian

crite

ria.

Expl

ains

the

conc

epts

of h

uman

di

gnity

and

the

cont

ents

of t

he

valu

es D

ecal

ogue

.

Use

s ex

ampl

es a

bout

som

e va

lues

of t

he D

ecal

ogue

: lov

e,

peac

e, li

berty

, tru

th, s

olid

arity

, and

ex

celle

nce.

DIM

ENSI

ONS

INDI

CATO

RS

1. C

ogni

tive

2. D

isce

rnm

ent

3.

Com

mitm

ent

DEF

INIT

ION

: It i

s a

refle

ctio

n ab

out t

he h

uman

dig

nity

and

the

disp

ositi

on to

com

mit

and

act i

n hi

s su

ppor

t. It

is to

beh

ave

acco

rdin

g to

the

univ

ersa

l prin

cipl

es, w

hich

are

bas

ed o

n th

e hu

man

bei

ng’s

val

ue, l

ivin

g th

e C

hris

tiani

ty c

oher

ently

.

XII.

ETHI

CAL

SENS

E CO

MPE

TENC

Y

Form

al o

pera

tiona

l sta

ge(1

2 to

18

year

s ol

d)Co

ncre

te o

pera

tiona

l sta

ge

(7 to

12

year

s ol

d)Pr

e op

erat

iona

l sta

ge(5

to 7

yea

rs o

ld)

Form

al o

pera

tiona

l sta

ge(1

2 to

18

year

s ol

d)Co

ncre

te o

pera

tiona

l sta

ge

(7 to

12

year

s ol

d)Pr

e op

erat

iona

l sta

ge(5

to 7

yea

rs o

ld)

88

A M

odel

of

Educ

atio

n fo

r the

XXI

Cen

tury

XIII. Spiritual Competency

The integral education is considered as the new paradigm of the XXI century education, so much so that most of the educational institutions offer a type of education oriented to the formation of all the person’s aspects. The essential question that arouses is: which are the aspects that constitute the human being? Among others, these aspects can be mentioned: the body, affective, social, ethical, and cognitive aspects; however, there is a dimension which is taken into account by only a few educational systems: the spiritual aspects, despite most of the theorists (philosophers, anthropologists, sociologists, humanists) agree that the sense of transcendence is in the human beings’ essence itself. The previous information implies that when talking about integral education, the dimension of the human being’s transcendental aspects, should be approached and developed; even more, if one of the objectives of the XXI century education is to develop in people the “Key Competencies for life”, the increase of spirituality cannot be put aside in the education of a person who wants to face successfully, the contemporary world.

The former outstanding philosophers already knew this dimension of the human being; Aristotle said that “there is no philosophy, if there is no spirituality; there is no culture without spirituality”. Recently, in the XX century some philosophers are found, who retrieve this dimension as essential in the human being. Among others, we can mention Abraham Maslow (1943), who in his hierarchy of needs, he mentions the “peak experiences”, that is to say, the fulfillment that a human being achieves an authentic level as a person; to Maslow, these are the peak experiences what make a person feels more integrated. Victor Frankl, author of the logotherapy, understands the human being as an existential and dynamic creature, who is able to transcend himself; for that reason, to Frankl the transcendence is what allows a human being to overcome the biological, psychical, and social conditionings.

In search of the understanding of the human intelligence, Howard Gadner (1983) proposes the model of multiple intelligences, constituted by seven different intelligences, enhancing the traditional concept of intelligence and focusing on the cognitive aspect. Later on, he adds an existential or transcendent competency, and even though he did not go deep into it, he defined this competency as “the ability to place oneself with regard to the cosmos; the ability to place oneself with regard to such existential features of the human condition, like the meaning of life, the meaning of death, and the final destiny of the physical and psychological world, in deep experiences such as the love to others or the immersion in an art work”. In the same way, in 1995, Daniel Goleman made it popular the term “emotional intelligence”, understood as the ability to recognize the own and others’ feelings, and the skill to manage them. To Goleman, this type of intelligence has an intrapersonal component, and aninterpersonal one.

89A

Mod

el o

f Ed

ucat

ion

for t

he X

XI C

entu

ry

These components constitute the intra and interpersonal competencies (self-motivation and interpersonal communication).

In the educational area, the Delors report (1996) states that in the education area, it can be given responses to vertiginous changes of the present world; as mentioned before, Jacques Delores says that the XXI century education should be based on four pillars: learning how to know, do, live together, and be. On the basis of this perspective, the spiritual competency directly affects, though not exclusively, the learning how to be, and the learning how to live together.

Also, the humanist philosopher, Antonio Marina (2004), in his book “Learning to Live Together” states that the school should be a teacher of life; to the author, a good way to make this world to be better, is striving to get children to have a “successful, noble, and happy life”, and he understands happiness as the “harmonious achievement of two big human motivations: the welfare, and the enhancement of possibilities”, that is to say, the search of the achievement and transcendence. Finally, FrancescTorralba (2010) can be cited, who in his book “Spiritual Intelligence” explains that this type of intelligence is “superior”, since it enables the human being to ask for the sense of existence, in order to take distance from reality, to make life projects, to transcend the materiality, to interpret symbols, and to understand wisdoms of life. In this framework of the Catholic Schools in Spain (2008)11, one more competency has been added to the eight key competencies in education that the OECD and European Commission have established as those competencies which are needed to graduate from the compulsory education: the “Spiritual Competency”; the objective is to enrich the project and the legislation of the basic competencies.

Clarifying concepts

The term “spirituality” can be easily mistaken for religiosity; therefore, it is important to distinguish the aspects where both terms are different and at what point they can match.

Spirituality refers to the “human being’s deep dimension, which transcends the most superficial dimensions, and it constitutes the heart of a human life with sense, with passion, with veneration to reality”12. Spirituality

has something of mysticism, that is to say, to feel things deeply, getting into the mystery that resides in it.

11 http://www.archiburgos.org/dde/materiales/bibliasem/compespiritual.pdf12 ibid

90

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odel

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atio

n fo

r the

XXI

Cen

tury

When talking about religion, in the broadest sense of the term, it is referred to a link (religion comes from the Latin religare that means relationship) between human beings and the absolute or transcendent aspects that give sense and totality to their existence. More concretely, it is understood by religion, the confessionalism, which suggests the entailment to a determined creed, with its respective cultural and ritual practices.

Therefore, when speaking about the “spiritual competency”, it refers as of the transcendent dimension of every human being, without caring about his religious confessionalism, even though it also can be included. This means, that the spiritual competency can be catalogued as a generic competency, since it meets the characteristics of such competencies; thus, a non-confessional institution will be able to develop it. However, in the institutions where the spirituality is not neutral, a spiritual competency that develops the established dimensions can be reached, on the basis of a particular approach, for example, a Christian or and Ignatian approach.

For all the afore mentioned, and taking into account that we are living in a world increasingly globalized and pluralized, both in the cultural and religious aspects, and in a sociological context of postmodernism with its multiple advantages and risks, it becomes indispensable to form people who develop the spiritual dimension, which allows them to: find themselves and others; to find the sense of their existence; and to strength their deepest convictions.

The spiritual competency consists in discovering the human beings’ deepest dimensions, and the mystery that transcends him, through experiences of silence, contemplation, searching inside him, encountering with himself, with others, and with nature; it implies to ask deep questions about the sense of life, to understand and commit with reality.

Next, the following elements are included: the definition of this competency, three of its important dimensions, and some chief achievemtne indicators to evaluate it.

91A

Mod

el o

f Ed

ucat

ion

for t

he X

XI C

entu

ry

Cho

oses

diff

eren

t way

s of

m

edia

tion

and

cont

empl

atio

n th

at

lead

him

to a

n in

terio

r sile

nce.

In m

omen

ts o

f con

tem

plat

ion,

ke

eps

sile

nt.

Keep

s si

lent

for s

ome

min

utes

.

Use

s di

ffere

nt w

ays

of c

onsc

ious

re

laxa

tion,

in o

rder

to p

ract

ice

the

min

dful

ness

.

Use

s di

ffere

nt w

ays

of c

onsc

ious

re

laxa

tion,

in o

rder

to p

ract

ice

the

min

dful

ness

.

Rel

axes

thro

ugh

the

prac

tice

of

min

dful

ness

.

Expr

esse

s w

ith c

reat

ive

imag

inat

ion,

his

inte

rnal

ex

perie

nce

(feel

ings

, em

otio

ns,

idea

s, a

nd s

ensa

tions

).

Ref

lect

s up

on th

e se

nse

of li

fe,

the

crea

tion,

the

good

, the

bad

, an

d th

e in

just

ice.

Brin

gs u

p de

ep q

uest

ions

abo

ut

the

sens

e of

life

.As

ks h

imse

lf qu

estio

ns a

bout

the

reas

on o

f life

.As

ks q

uest

ions

abo

ut h

is fe

elin

gs

and

emot

ions

.

Form

ulat

es h

is o

wn

answ

ers

abou

t the

big

inte

rroga

tions

of l

ife.

Und

erst

ands

and

get

s in

volv

ed

with

oth

ers,

on

the

basi

s of

a

com

pass

iona

te v

iew

.

Com

mits

with

real

ity: o

f nat

ure

and

soci

ety.

Com

mits

with

the

real

ity: o

f the

na

ture

and

the

soci

al g

roup

s in

his

en

viro

nmen

t.

Com

mits

with

the

care

fuln

ess

natu

re re

sour

ces

and

envi

ronm

ent.

Show

s af

fect

ive

and

effe

ctiv

e so

lidar

ity w

ith o

ther

s, o

n th

e ba

sis

of th

e as

sum

ed v

alue

s.

Show

s af

fect

ive

solid

arity

with

ot

hers

, on

the

basi

s of

the

prop

osed

val

ues.

Show

affe

ctiv

e so

lidar

ity w

ith

peop

le a

roun

d hi

m.

Expr

esse

s hi

s ow

n re

spon

ses

abou

t som

e in

terro

gatio

ns o

f life

.

Sym

path

izes

with

oth

ers’

nee

ds

and

suffe

rings

. R

ealiz

es a

bout

the

othe

rs’ n

eeds

.

Says

wha

t he

feel

s ab

out s

ome

ques

tions

of l

ife.

Que

stio

ns a

bout

the

crea

tion,

the

good

, the

bad

, the

inju

stic

e.

Asks

que

stio

ns a

bout

the

crea

tion,

G

od, t

he g

ood

the

bad.

Show

s w

ith c

reat

ive

imag

inat

ion,

hi

s in

tern

al e

xper

ienc

e.Sh

ows

with

cre

ativ

e im

agin

atio

n,

his

inte

rnal

exp

erie

nce.

Show

s hi

s ad

mira

tion

and

amaz

emen

t for

the

crea

tion.

Show

s hi

s ad

mira

tion

and

amaz

emen

t for

the

crea

tion.

Show

s hi

s ad

mira

tion

and

amaz

emen

t for

the

crea

tion.

DIM

ENSI

ONS

INDI

CATO

RS

1. C

onte

mpl

atio

n

2. D

ialo

gue

with

on

esel

f

2. D

ialo

gue

with

on

esel

f

3. C

omm

itmen

t

DEF

INIT

ION

: The

spi

ritua

l com

pete

ncy

cons

ists

in d

isco

verin

g th

e hu

man

bei

ngs’

dee

pest

dim

ensi

on, a

s w

ell a

s th

e m

yste

ry o

f wha

t is

tran

scen

dent

, thr

ough

exp

erie

nces

of s

ilenc

e, c

onte

mpl

atio

n,se

arch

ing

insi

de h

im, e

ncou

nter

ing

with

him

self,

with

oth

ers,

and

with

na

ture

; it i

mpl

ies

to a

sk d

eep

ques

tions

abo

ut th

e se

nse

of li

fe, t

o un

ders

tand

and

com

mit

with

real

ity.

XIII.

SPI

RITU

AL C

OMPE

TENC

Y

Form

al o

pera

tiona

l sta

ge(1

2 to

18

year

s ol

d)Co

ncre

te o

pera

tiona

l sta

ge

(7 to

12

year

s ol

d)Pr

e op

erat

iona

l sta

ge(5

to 7

yea

rs o

ld)

Form

al o

pera

tiona

l sta

ge(1

2 to

18

year

s ol

d)Co

ncre

te o

pera

tiona

l sta

ge

(7 to

12

year

s ol

d)Pr

e op

erat

iona

l sta

ge(5

to 7

yea

rs o

ld)

92

A M

odel

of

Educ

atio

n fo

r the

XXI

Cen

tury

Cho

oses

diff

eren

t way

s of

m

edia

tion

and

cont

empl

atio

n th

at

lead

him

to a

n in

terio

r sile

nce.

In m

omen

ts o

f con

tem

plat

ion,

ke

eps

sile

nt.

Keep

s si

lent

for s

ome

min

utes

.

Use

s di

ffere

nt w

ays

of c

onsc

ious

re

laxa

tion,

in o

rder

to p

ract

ice

the

min

dful

ness

.

Use

s di

ffere

nt w

ays

of c

onsc

ious

re

laxa

tion,

in o

rder

to p

ract

ice

the

min

dful

ness

.

Rel

axes

thro

ugh

the

prac

tice

of

min

dful

ness

.

Expr

esse

s w

ith c

reat

ive

imag

inat

ion,

his

inte

rnal

ex

perie

nce

(feel

ings

, em

otio

ns,

idea

s, a

nd s

ensa

tions

).

Ref

lect

s up

on th

e se

nse

of li

fe,

the

crea

tion,

the

good

, the

bad

, an

d th

e in

just

ice.

Brin

gs u

p de

ep q

uest

ions

abo

ut

the

sens

e of

life

.As

ks h

imse

lf qu

estio

ns a

bout

the

reas

on o

f life

.As

ks q

uest

ions

abo

ut h

is fe

elin

gs

and

emot

ions

.

Form

ulat

es h

is o

wn

answ

ers

abou

t the

big

inte

rroga

tions

of l

ife.

Und

erst

ands

and

get

s in

volv

ed

with

oth

ers,

on

the

basi

s of

a

com

pass

iona

te v

iew

.

Com

mits

with

real

ity: o

f nat

ure

and

soci

ety.

Com

mits

with

the

real

ity: o

f the

na

ture

and

the

soci

al g

roup

s in

his

en

viro

nmen

t.

Com

mits

with

the

care

fuln

ess

natu

re re

sour

ces

and

envi

ronm

ent.

Show

s af

fect

ive

and

effe

ctiv

e so

lidar

ity w

ith o

ther

s, o

n th

e ba

sis

of th

e as

sum

ed v

alue

s.

Show

s af

fect

ive

solid

arity

with

ot

hers

, on

the

basi

s of

the

prop

osed

val

ues.

Show

affe

ctiv

e so

lidar

ity w

ith

peop

le a

roun

d hi

m.

Expr

esse

s hi

s ow

n re

spon

ses

abou

t som

e in

terro

gatio

ns o

f life

.

Sym

path

izes

with

oth

ers’

nee

ds

and

suffe

rings

. R

ealiz

es a

bout

the

othe

rs’ n

eeds

.

Says

wha

t he

feel

s ab

out s

ome

ques

tions

of l

ife.

Que

stio

ns a

bout

the

crea

tion,

the

good

, the

bad

, the

inju

stic

e.

Asks

que

stio

ns a

bout

the

crea

tion,

G

od, t

he g

ood

the

bad.

Show

s w

ith c

reat

ive

imag

inat

ion,

hi

s in

tern

al e

xper

ienc

e.Sh

ows

with

cre

ativ

e im

agin

atio

n,

his

inte

rnal

exp

erie

nce.

Show

s hi

s ad

mira

tion

and

amaz

emen

t for

the

crea

tion.

Show

s hi

s ad

mira

tion

and

amaz

emen

t for

the

crea

tion.

Show

s hi

s ad

mira

tion

and

amaz

emen

t for

the

crea

tion.

DIM

ENSI

ONS

INDI

CATO

RS

1. C

onte

mpl

atio

n

2. D

ialo

gue

with

on

esel

f

2. D

ialo

gue

with

on

esel

f

3. C

omm

itmen

t

DEF

INIT

ION

: The

spi

ritua

l com

pete

ncy

cons

ists

in d

isco

verin

g th

e hu

man

bei

ngs’

dee

pest

dim

ensi

on, a

s w

ell a

s th

e m

yste

ry o

f wha

t is

tran

scen

dent

, thr

ough

exp

erie

nces

of s

ilenc

e, c

onte

mpl

atio

n,se

arch

ing

insi

de h

im, e

ncou

nter

ing

with

him

self,

with

oth

ers,

and

with

na

ture

; it i

mpl

ies

to a

sk d

eep

ques

tions

abo

ut th

e se

nse

of li

fe, t

o un

ders

tand

and

com

mit

with

real

ity.

XIII.

SPI

RITU

AL C

OMPE

TENC

Y

Form

al o

pera

tiona

l sta

ge(1

2 to

18

year

s ol

d)Co

ncre

te o

pera

tiona

l sta

ge

(7 to

12

year

s ol

d)Pr

e op

erat

iona

l sta

ge(5

to 7

yea

rs o

ld)

Form

al o

pera

tiona

l sta

ge(1

2 to

18

year

s ol

d)Co

ncre

te o

pera

tiona

l sta

ge

(7 to

12

year

s ol

d)Pr

e op

erat

iona

l sta

ge(5

to 7

yea

rs o

ld)

93A

Mod

el o

f Ed

ucat

ion

for t

he X

XI C

entu

ry

XIV. Team Working Competency

The Team working competency belongs to the group of interpersonal competencies, since it supposes the interaction and communication with a group of people and the establishment of positive relationships among them.

According to Achaerandio (2010) this competency implies the development of interpersonal skills, such as communication, according to the achievement objectives, to certain orientation toward the common tasks, and to a climate or proper social environment that sticks together with the team work, regarding what is important to achieve the common objectives.

Villa and Poblete (2007), define the team working competency as: “integrating and collaborating in an active way, in the consecution of common objectives with other people”. Therefore, it has repercussions in the improvement of the interpersonal communication, helps to the management of conflicts and to the leadership exercise. Also, it supposes the use of other competencies like the reflexive, critical-constructive, analytical, systemic, ethical sense, the management by objectives, and problems solving competencies.

In summary, it could be said that the team working competency encourages the development of the communication and interaction with others, the acquisition of values and attitudes, the planning and organization of tasks with other people, the exercising of leadership, and the problems solving. All this, with the purpose of achieving common goals, where the responsibility and the commitment with tasks are shared.

According to Villa and Poblete (2007), one of the most popular methodologies for the development of the team working competency, is the cooperative learning. According to these authors, the different techniques and activities that this methodology incorporates help to develop the team working competency.

As per Nicolás Uríz Bidegain13, the cooperative learning means to carry out a task or a job, which cannot be made individually, but it requires the contributions and participation of a team of people. Cooperating in order to learn, means that the teacher is a mediator, the student is the protagonist of learning, the school is the scenario, and the group is the cooperation element. Insofar as the teacher delegates the learning responsibility to his students, he will be encouraging a true autonomy to learn to work together within a team. It should be remembered that Vygotsky established the foundations of the cooperative working, by affirming that we learn with and from others.

13 Coordinator of the design technical unity and curricular development of the University of Navarra, España.

94

A M

odel

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atio

n fo

r the

XXI

Cen

tury

There are characteristics that establish the cooperative learning methodology. According to Johnson, Johnson and Holubec (1999), these are:

• Positive interdependence: Each member is responsible of the team’s success, and should be conscious that his individual success depends on the others’ success.

• Face to Face interaction: the dynamics of the task implies constant and direct interactions among members; they share resources, help every one another, make efforts, and mutually reward.

• Individual responsibility: each member is co-responsible of the group’s success or achievements, assuming the consensual conclusions or procedures as their own.

• Skills inherent to small groups: Each member should acquire, develop, and employ basic skills of team working, such as the planning and the organization of tasks, in order to achieve common objectives.

• Evaluation of the process outcomes: The group should develop activities of reflection and evaluation of the team work.

According to the same authors, the roles that each member assumes within the group are:

• Abstractor: He is in charge of summarizing the main conclusions or answers generated by the group.

• Inspector: He makes sure that all members can explicitly say how they reached the conclusions or answers.

• Trainer: He corrects the mistakes of the other members’ explanations and summaries.

• Narrator: Asks the members of the group to relate the new concepts and strategies with the previously learnt material.

• Researcher-Messenger: Gets the materials that the group needs. Communicates with the other groups and with the teacher.

• Recorder: Writes the group’s decisions and edits the work report.

95A

Mod

el o

f Ed

ucat

ion

for t

he X

XI C

entu

ry

• Animator: Encourages the members’ contributions.

• Observer: Cares for the adequate group’s collaboration, in order to be able to later offer resources in an evolutive process of the own work carried out.

It is important to recognize that this competency is very valuable in the educational context because it promotes the active and meaningful learning; it prioritizes the cooperation and collaboration before the individualism and the competition; the students learn to relate and communicate with others; and it helps to improve the students’ school performance. The teacher plays a role of mediator and facilitator, and is the student who builds his own knowledge. It has been demonstrated that students learn more, like the school more, establish better relationships with others, increase the self-esteem, and learn more effective social skills when they learn to work in teams.

As every competency, the team working considers the development of a series of skills, abilities and attitudes. According to De Miguel (2007), the skills of this competency can be divided into thinking skills, communication skills, social* skills, and organization skills.

The thinking skills are those mental skills that allow our brain to process the received information through the senses, in order to be able to know and to interpret to world. Because they are of a high cognitive level, they cannot be seen; therefore, to be able to observe and evaluate them, it is necessary to materialize them in concrete actions and abilities. In this chapter they don’t appear to avoid repetition, but we encourage you to revise the competencies of the different types of thinking.

By communication skill it is understood the capacity to express clearly and effectively the ideas, knowledge, feelings, thoughts, through the word. With the purpose of knowing the abilities, you are invited to revise the document of “Communication Competencies”.

The organization skills are those which allow us to plan, order, assume, and distribute tasks, using efficiently the available time and resources for the good functioning of the team. Among some of their abilities we can mention the planning of the work based on objectives, the expression of disagreements without fear, the mediation of conflicts, etc. Learning by modeling is the way how the social skills are learnt, according to Bandura.

Some aspects that should be taken into account to develop the team working competency in an educational context, are:

96

A M

odel

of

Educ

atio

n fo

r the

XXI

Cen

tury

• It should be carried out in and out the classroom, with or without the teacher’s presence.

• It is recommended to divide the big group in small ones of 2, 4 or 6 students. When forming the groups, it is advisable the diversity more than the homogeneity or affinity.

• The groups should receive the written guide or document with the instructions of what should be carried out. On that basis, they should plan and organize his work. Each member of the group should assume a particular role, and therefore, they will be responsible of specific tasks.

• At the end of the work, it is a good idea to share and contrast it in full meetings of the big group.

Because this is an interpersonal competency, the emphasis should be given to the attitudinal component, since this is the way to prove the huge value that rules to each human being.

Next, the definition, the dimensions, and the achievement indicators of this competency, are described.

97A

Mod

el o

f Ed

ucat

ion

for t

he X

XI C

entu

ry

Shar

es th

e go

als

and

obje

ctiv

es

that

gui

de th

e w

ork,

intro

duci

ng

poss

ible

way

s to

ach

ievi

ng it

.

Shar

es th

e go

als

and

obje

ctiv

es

that

gui

de th

e w

ork.

Expr

esse

s th

e go

al th

at th

e gr

oup

wan

ts to

ach

ieve

.

Atte

nds

to d

iffer

ent i

deas

and

op

inio

ns, c

onsi

derin

g m

atur

ely

the

offe

red

argu

men

ts.

Atte

nds

to id

eas

and

opin

ions

di

ffere

nt fr

om h

is.

List

ens

to o

pini

ons

diffe

rent

from

hi

s.

Expr

esse

s as

serti

vely

, acc

ordi

ng

to h

is o

wn

qual

ities

, ide

as,

disa

gree

men

ts, f

eelin

gs, a

nd

emot

ions

.

Expr

esse

s as

serti

vely

idea

s,

disa

gree

men

ts, f

eelin

gs, a

nd

emot

ions

.

Expr

esse

s w

hat h

e fe

els

and

thin

ks.

Acce

pts

and

fulfi

lls w

ork

regu

latio

ns, p

roac

tivel

y in

tegr

atin

g hi

mse

lf w

ithin

the

grou

p; if

it is

ne

eded

, he

post

pone

s an

d ne

gotia

tes

them

.

Con

tribu

tes

to th

e te

am c

ohes

ion,

w

ith h

is w

ay o

f bei

ng a

nd re

latin

g,

resp

ectin

g th

e pe

ople

s’ d

igni

ty

and

mak

ing

him

self

resp

ecte

d.

Acce

pts

and

fulfi

lls w

ork

regu

latio

ns, p

roac

tivel

y in

tegr

atin

g hi

mse

lf w

ithin

the

grou

p.

Con

tribu

tes

to th

e te

am c

ohes

ion,

w

ith h

is w

ay o

f bei

ng a

nd re

latin

g,

resp

ectin

g th

e pe

ople

’s d

igni

ty.

Get

s al

ong

with

oth

er m

embe

rs o

f th

e gr

oup.

Con

tribu

tes

to c

onst

ruct

ive

solu

tions

, ass

umin

g th

e co

nflic

t w

hen

it is

pre

sent

ed, t

ryin

g to

so

lve

it.

Con

tribu

tes

to c

onst

ruct

ive

solu

tions

.M

akes

con

tribu

tions

in th

e gr

oup.

Parti

cipa

tes

and

colla

bora

tes

in

the

team

task

s, a

ttend

ing

to th

e ob

ject

ive

(pos

itive

in

terd

epen

denc

e).

Parti

cipa

tes

and

colla

bora

tes

in a

us

eful

way

, in

the

team

task

s (p

ositi

ve in

terd

epen

denc

e).

Parti

cipa

tes

and

colla

bora

tes

in th

e te

am ta

sks.

Use

s th

e tim

e ef

ficie

ntly

and

ef

fect

ivel

y, e

stab

lishi

ng a

nd

hier

arch

izin

g th

e ta

sks

follo

win

g a

logi

c or

der,

with

the

purp

ose

to

cont

ribut

e to

the

achi

evem

ent o

f th

e te

am w

ork.

Use

s th

e tim

e ef

fect

ivel

y, w

ith th

e pu

rpos

e of

con

tribu

ting

to th

e ac

hiev

emen

t of c

omm

on ta

sks.

Fulfi

lls c

omm

on ta

sks,

in th

e as

sign

ed ti

me.

Eval

uate

s th

e co

ntrib

utio

n of

the

team

mem

bers

, for

the

achi

evem

ent o

f the

obj

ectiv

es,

both

in th

e pr

oces

s an

d at

the

end

of th

e ta

sk.

Eval

uate

s th

e co

ntrib

utio

n of

the

team

mem

bers

, for

the

achi

evem

ent

of th

e ob

ject

ives

.

Mak

es o

pini

ons

abou

t the

in

tera

ctio

n of

the

team

mem

bers

.

Fulfi

lls th

e w

ork

regu

latio

ns,

inte

grat

ing

him

self

with

in th

e gr

oup.

DIM

ENSI

ONS

INDI

CATO

RS

1. C

omm

unic

atio

n

2. In

tera

ctio

n

3. C

omm

itmen

t in

the

com

mon

task

DEF

INIT

ION

: It c

onsi

sts

in th

e po

sitiv

e in

tera

ctio

n of

a g

roup

of p

eopl

e w

ho, c

reat

ing

syne

rgie

s, a

re c

omm

itted

to p

ut th

eir o

wn

skills

at

ser

vice

of a

com

mon

obj

ectiv

e. In

its

prac

tice,

the

effe

ctiv

e co

mm

unic

atio

n is

enc

oura

ged

and

prom

oted

, as

wel

l as

the

deve

lopm

ent

of v

alue

s su

ch a

s so

lidar

ity a

nd to

lera

nce,

pla

nnin

g an

d ex

ecut

ion

of ta

sks,

lead

ersh

ip e

xerc

ise,

and

com

mon

pro

blem

s so

lvin

g.

XIV.

TEA

M W

ORKI

NG C

OMPE

TENC

Y

Form

al o

pera

tiona

l sta

ge(1

2 to

18

year

s ol

d)Co

ncre

te o

pera

tiona

l sta

ge

(7 to

12

year

s ol

d)Pr

e op

erat

iona

l sta

ge(5

to 7

yea

rs o

ld)

Form

al o

pera

tiona

l sta

ge(1

2 to

18

year

s ol

d)Co

ncre

te o

pera

tiona

l sta

ge

(7 to

12

year

s ol

d)Pr

e op

erat

iona

l sta

ge(5

to 7

yea

rs o

ld)

98

A M

odel

of

Educ

atio

n fo

r the

XXI

Cen

tury

Shar

es th

e go

als

and

obje

ctiv

es

that

gui

de th

e w

ork,

intro

duci

ng

poss

ible

way

s to

ach

ievi

ng it

.

Shar

es th

e go

als

and

obje

ctiv

es

that

gui

de th

e w

ork.

Expr

esse

s th

e go

al th

at th

e gr

oup

wan

ts to

ach

ieve

.

Atte

nds

to d

iffer

ent i

deas

and

op

inio

ns, c

onsi

derin

g m

atur

ely

the

offe

red

argu

men

ts.

Atte

nds

to id

eas

and

opin

ions

di

ffere

nt fr

om h

is.

List

ens

to o

pini

ons

diffe

rent

from

hi

s.

Expr

esse

s as

serti

vely

, acc

ordi

ng

to h

is o

wn

qual

ities

, ide

as,

disa

gree

men

ts, f

eelin

gs, a

nd

emot

ions

.

Expr

esse

s as

serti

vely

idea

s,

disa

gree

men

ts, f

eelin

gs, a

nd

emot

ions

.

Expr

esse

s w

hat h

e fe

els

and

thin

ks.

Acce

pts

and

fulfi

lls w

ork

regu

latio

ns, p

roac

tivel

y in

tegr

atin

g hi

mse

lf w

ithin

the

grou

p; if

it is

ne

eded

, he

post

pone

s an

d ne

gotia

tes

them

.

Con

tribu

tes

to th

e te

am c

ohes

ion,

w

ith h

is w

ay o

f bei

ng a

nd re

latin

g,

resp

ectin

g th

e pe

ople

s’ d

igni

ty

and

mak

ing

him

self

resp

ecte

d.

Acce

pts

and

fulfi

lls w

ork

regu

latio

ns, p

roac

tivel

y in

tegr

atin

g hi

mse

lf w

ithin

the

grou

p.

Con

tribu

tes

to th

e te

am c

ohes

ion,

w

ith h

is w

ay o

f bei

ng a

nd re

latin

g,

resp

ectin

g th

e pe

ople

’s d

igni

ty.

Get

s al

ong

with

oth

er m

embe

rs o

f th

e gr

oup.

Con

tribu

tes

to c

onst

ruct

ive

solu

tions

, ass

umin

g th

e co

nflic

t w

hen

it is

pre

sent

ed, t

ryin

g to

so

lve

it.

Con

tribu

tes

to c

onst

ruct

ive

solu

tions

.M

akes

con

tribu

tions

in th

e gr

oup.

Parti

cipa

tes

and

colla

bora

tes

in

the

team

task

s, a

ttend

ing

to th

e ob

ject

ive

(pos

itive

in

terd

epen

denc

e).

Parti

cipa

tes

and

colla

bora

tes

in a

us

eful

way

, in

the

team

task

s (p

ositi

ve in

terd

epen

denc

e).

Parti

cipa

tes

and

colla

bora

tes

in th

e te

am ta

sks.

Use

s th

e tim

e ef

ficie

ntly

and

ef

fect

ivel

y, e

stab

lishi

ng a

nd

hier

arch

izin

g th

e ta

sks

follo

win

g a

logi

c or

der,

with

the

purp

ose

to

cont

ribut

e to

the

achi

evem

ent o

f th

e te

am w

ork.

Use

s th

e tim

e ef

fect

ivel

y, w

ith th

e pu

rpos

e of

con

tribu

ting

to th

e ac

hiev

emen

t of c

omm

on ta

sks.

Fulfi

lls c

omm

on ta

sks,

in th

e as

sign

ed ti

me.

Eval

uate

s th

e co

ntrib

utio

n of

the

team

mem

bers

, for

the

achi

evem

ent o

f the

obj

ectiv

es,

both

in th

e pr

oces

s an

d at

the

end

of th

e ta

sk.

Eval

uate

s th

e co

ntrib

utio

n of

the

team

mem

bers

, for

the

achi

evem

ent

of th

e ob

ject

ives

.

Mak

es o

pini

ons

abou

t the

in

tera

ctio

n of

the

team

mem

bers

.

Fulfi

lls th

e w

ork

regu

latio

ns,

inte

grat

ing

him

self

with

in th

e gr

oup.

DIM

ENSI

ONS

INDI

CATO

RS

1. C

omm

unic

atio

n

2. In

tera

ctio

n

3. C

omm

itmen

t in

the

com

mon

task

DEF

INIT

ION

: It c

onsi

sts

in th

e po

sitiv

e in

tera

ctio

n of

a g

roup

of p

eopl

e w

ho, c

reat

ing

syne

rgie

s, a

re c

omm

itted

to p

ut th

eir o

wn

skills

at

ser

vice

of a

com

mon

obj

ectiv

e. In

its

prac

tice,

the

effe

ctiv

e co

mm

unic

atio

n is

enc

oura

ged

and

prom

oted

, as

wel

l as

the

deve

lopm

ent

of v

alue

s su

ch a

s so

lidar

ity a

nd to

lera

nce,

pla

nnin

g an

d ex

ecut

ion

of ta

sks,

lead

ersh

ip e

xerc

ise,

and

com

mon

pro

blem

s so

lvin

g.

XIV.

TEA

M W

ORKI

NG C

OMPE

TENC

Y

Form

al o

pera

tiona

l sta

ge(1

2 to

18

year

s ol

d)Co

ncre

te o

pera

tiona

l sta

ge

(7 to

12

year

s ol

d)Pr

e op

erat

iona

l sta

ge(5

to 7

yea

rs o

ld)

Form

al o

pera

tiona

l sta

ge(1

2 to

18

year

s ol

d)Co

ncre

te o

pera

tiona

l sta

ge

(7 to

12

year

s ol

d)Pr

e op

erat

iona

l sta

ge(5

to 7

yea

rs o

ld)

99A

Mod

el o

f Ed

ucat

ion

for t

he X

XI C

entu

ry

SYSTEMIC COMPETENCIES

XV. Constructive Leadership Competency

The constructive leader is a model of identification, a planter and multiplier of human values, to change the earth that receives them. A person starts becoming a leader since he is a child, through social experiences “with others” (Vygotsky), by means of learning, reflections, experiences; it is convenient, thus, to lead and encourage children since Pre-school to develop the skills, abilities, attitudes and values that integrate their personalities as constructive leaders.

THREE DIMENSIONS:

1. The knowledge of oneself

The self-esteem is concreted and expressed through one’s self-efficacy. The self-esteem is supposed to recognize oneself honestly, in the qualities, potentials, etc., as well as in the failures and limitations; said it in other words, a leader should have an equilibrated emotional intelligence which is expressed in a personal discernment or an objective self-analysis.

The mature self-esteem is a self-motivation that help to develop the leader creativity and his willingness to give, inspire, and commit; this self-motivation equals to a kind of experience of the “Pygmalion Effect” (orienting, reinforcing, and approving the correct conducts of oneself and of others).

The self-efficacy of a leader usually is the outcome of a personal development of the self-esteem, and it is concreted in the famous phrase of the Virgilio’s classic philosophy: “Possunt quia posse videntur” (“they can because they believe they can”).

2. Vision of the future

“The big realities arise from the dreams fluttering”, said the Jesuit Karl Rahner, a German theologian who was one of the main encourager of the Vatican Council. The real leader has a rich imagination to dream and to foresee the good and fair things that will emerge if pertinent projects and actions are created and executed, and if it is communicated to others, the enjoyment to go from darkness to light.

100

A M

odel

of

Educ

atio

n fo

r the

XXI

Cen

tury

A good leader is looking for the borders. This means, to be on the edge, and not to fall down.

3. Positive influence over others

The leader is like a prophet that cannot remain silent; he feels as a “fire that fires up other fires”. An authentic leader doesn’t look for himself, but he lives to achieve the dream to devote to serve others, in big or small projects and actions.

Next, the definition, the dimensions, and the achievement indicators of this competency, are described.

101A

Mod

el o

f Ed

ucat

ion

for t

he X

XI C

entu

ry

Mat

urel

y m

anife

sts

his

stre

ngth

s an

d lim

itatio

ns.

Rec

ogni

zes

his

stre

ngth

s an

d lim

itatio

ns.

Rec

ogni

zes

his

qual

ities

.

Expr

esse

s hi

s w

illing

ness

to b

e ev

alua

ted

and

to s

elf-e

valu

ate

his

qual

ities

and

wea

knes

ses

as a

le

ader

.

Expr

esse

s hi

s w

illing

ness

to b

e ev

alua

ted

and

self-

eval

uate

his

w

ay o

f bei

ng a

nd o

f coe

xist

ing.

Expr

esse

s hi

s w

illing

ness

to b

e ev

alua

ted

in h

is w

ay o

f bei

ng.

DIM

ENSI

ONS

INDI

CATO

RS

1.

Self-

know

ledg

e se

lf-es

teem

, se

lf-ef

ficac

y

2. K

now

ledg

e of

re

ality

to in

nova

te,

to c

reat

e, a

nd to

tra

nsfo

rm

2. K

now

ledg

e of

re

ality

to in

nova

te,

to c

reat

e, a

nd to

tra

nsfo

rm

3. P

ositi

ve

influ

ence

abo

ve

othe

rs a

nd th

eir

care

DEF

INIT

ION

: It i

s a

way

of b

eing

, liv

ing

and

coex

istin

g in

a c

ontin

uous

pro

cess

of i

mpr

ovin

g on

esel

f and

oth

ers;

it im

pies

the

posi

tive

influ

ence

in o

ther

s, to

mak

e th

em d

evel

op a

s pe

ople

, in

the

sear

ch o

f a m

ore

fair

and

hum

an s

ocie

ty.

XV.

CONS

TRUC

TIVE

LEA

DERS

HIP

COM

PETE

NCY

Is c

onsc

ious

of t

hing

s th

at d

o th

e go

od a

nd m

ake

them

hap

pen,

de

lega

ting

and

trust

ing

othe

rs.

Is c

onsc

ious

of t

hing

s th

at d

o th

e go

od a

nd m

ake

them

hap

pen.

Rec

ogni

zes

thin

gs th

at d

o th

e go

od.

Expr

esse

s w

ith c

onvi

ctio

n, th

e po

ssib

le im

prov

emen

ts o

f his

co

ntex

t (in

his

par

tner

s, in

his

cl

ass,

in h

is S

choo

l, in

his

cou

ntry

, in

the

wor

ld).

Com

mun

icat

es h

is in

itiat

ives

of

chan

ge c

lear

ly.

Giv

es h

is o

pini

on a

bout

pos

sibl

e ch

ange

s of

con

text

.

Parti

cipa

tes

in p

roce

sses

of

chan

ge.

Enco

urag

es c

hang

es th

at im

prov

e re

ality

, sho

win

g op

enin

g an

d a

posi

tive

attit

ude

to a

chie

ve th

em.

Enco

urag

es c

hang

es in

his

co

ntex

t, w

ith a

pos

itive

atti

tude

.

Ris

ks in

the

proc

esse

s of

tra

nsfo

rmat

ion,

act

ivel

y an

d cr

itica

lly p

artic

ipat

ing

to a

chie

ve

them

.

Sugg

ests

pro

cess

es o

f cha

nge

and

activ

ely

parti

cipa

te in

them

.

Com

mun

icat

es h

is s

hort-

term

pu

rpos

es.

Com

mun

icat

es a

cle

ar o

bjec

tive

and

the

step

s to

ach

ieve

it,

diffe

rent

iatin

g th

e ai

ms

from

the

mea

ns.

Com

mun

icat

es a

cle

ar o

bjec

tive

and

the

step

s to

ach

ieve

it.

The

idea

s th

at h

e co

mm

unic

ates

, ev

iden

ce c

erta

in c

halle

nges

.C

onvi

ncin

gly

com

mun

icat

e hi

s id

eas

over

pos

sibl

e ch

alle

nges

th

at a

ffect

his

con

text

.

Con

vinc

ingl

y co

mm

unic

ates

his

id

eas

over

pos

sibl

e ch

alle

nges

an

d im

prov

emen

ts.

Den

ounc

es w

hen

he o

bser

ves

a be

havi

or th

at h

e co

nsid

ers

inco

rrect

.

Show

s de

cisi

on, r

espe

ct, a

nd

conv

ictio

n w

hen

oppo

sing

to

unet

hica

l beh

avio

rs o

r cus

tom

s (h

aras

smen

t of a

ny ty

pe,

exce

ssiv

e ce

lebr

atio

ns,

exag

gera

ted

gest

ures

, aca

dem

ic

fraud

s, e

tc.)

Show

s de

cisi

on a

nd re

spec

t whe

n op

posi

ng to

dan

gero

us b

ehav

iors

or

cus

tom

s (h

aras

smen

t of a

ny

type

, exc

essi

ve c

eleb

ratio

ns,

exag

gera

ted

gest

ures

, aca

dem

ic

fraud

s, e

tc).

Supp

orts

his

par

tner

s w

hen

they

ne

ed h

im.

Giv

es e

xam

ple

of s

olid

arity

in th

e cl

assr

oom

, in

the

cour

se, i

n th

e sp

orts

, in

the

soci

al s

ervi

ce

Supp

orts

his

par

tner

s w

hen

they

ne

ed h

im.

Rec

ogni

zes

the

good

act

ions

of

his

partn

ers.

Rec

ogni

zes,

pra

ises

and

po

tent

iate

s th

e go

od id

eas

and

initi

ativ

es o

f oth

ers.

Rec

ogni

zes,

pra

ises

and

po

tent

iate

s th

e go

od id

eas

and

initi

ativ

es o

f oth

ers.

Form

al o

pera

tiona

l sta

ge(1

2 to

18

year

s ol

d)Co

ncre

te o

pera

tiona

l sta

ge

(7 to

12

year

s ol

d)Pr

e op

erat

iona

l sta

ge(5

to 7

yea

rs o

ld)

Form

al o

pera

tiona

l sta

ge(1

2 to

18

year

s ol

d)Co

ncre

te o

pera

tiona

l sta

ge

(7 to

12

year

s ol

d)Pr

e op

erat

iona

l sta

ge(5

to 7

yea

rs o

ld)

102

A M

odel

of

Educ

atio

n fo

r the

XXI

Cen

tury

Mat

urel

y m

anife

sts

his

stre

ngth

s an

d lim

itatio

ns.

Rec

ogni

zes

his

stre

ngth

s an

d lim

itatio

ns.

Rec

ogni

zes

his

qual

ities

.

Expr

esse

s hi

s w

illing

ness

to b

e ev

alua

ted

and

to s

elf-e

valu

ate

his

qual

ities

and

wea

knes

ses

as a

le

ader

.

Expr

esse

s hi

s w

illing

ness

to b

e ev

alua

ted

and

self-

eval

uate

his

w

ay o

f bei

ng a

nd o

f coe

xist

ing.

Expr

esse

s hi

s w

illing

ness

to b

e ev

alua

ted

in h

is w

ay o

f bei

ng.

DIM

ENSI

ONS

INDI

CATO

RS

1.

Self-

know

ledg

e se

lf-es

teem

, se

lf-ef

ficac

y

2. K

now

ledg

e of

re

ality

to in

nova

te,

to c

reat

e, a

nd to

tra

nsfo

rm

2. K

now

ledg

e of

re

ality

to in

nova

te,

to c

reat

e, a

nd to

tra

nsfo

rm

3. P

ositi

ve

influ

ence

abo

ve

othe

rs a

nd th

eir

care

DEF

INIT

ION

: It i

s a

way

of b

eing

, liv

ing

and

coex

istin

g in

a c

ontin

uous

pro

cess

of i

mpr

ovin

g on

esel

f and

oth

ers;

it im

pies

the

posi

tive

influ

ence

in o

ther

s, to

mak

e th

em d

evel

op a

s pe

ople

, in

the

sear

ch o

f a m

ore

fair

and

hum

an s

ocie

ty.

XV.

CONS

TRUC

TIVE

LEA

DERS

HIP

COM

PETE

NCY

Is c

onsc

ious

of t

hing

s th

at d

o th

e go

od a

nd m

ake

them

hap

pen,

de

lega

ting

and

trust

ing

othe

rs.

Is c

onsc

ious

of t

hing

s th

at d

o th

e go

od a

nd m

ake

them

hap

pen.

Rec

ogni

zes

thin

gs th

at d

o th

e go

od.

Expr

esse

s w

ith c

onvi

ctio

n, th

e po

ssib

le im

prov

emen

ts o

f his

co

ntex

t (in

his

par

tner

s, in

his

cl

ass,

in h

is S

choo

l, in

his

cou

ntry

, in

the

wor

ld).

Com

mun

icat

es h

is in

itiat

ives

of

chan

ge c

lear

ly.

Giv

es h

is o

pini

on a

bout

pos

sibl

e ch

ange

s of

con

text

.

Parti

cipa

tes

in p

roce

sses

of

chan

ge.

Enco

urag

es c

hang

es th

at im

prov

e re

ality

, sho

win

g op

enin

g an

d a

posi

tive

attit

ude

to a

chie

ve th

em.

Enco

urag

es c

hang

es in

his

co

ntex

t, w

ith a

pos

itive

atti

tude

.

Ris

ks in

the

proc

esse

s of

tra

nsfo

rmat

ion,

act

ivel

y an

d cr

itica

lly p

artic

ipat

ing

to a

chie

ve

them

.

Sugg

ests

pro

cess

es o

f cha

nge

and

activ

ely

parti

cipa

te in

them

.

Com

mun

icat

es h

is s

hort-

term

pu

rpos

es.

Com

mun

icat

es a

cle

ar o

bjec

tive

and

the

step

s to

ach

ieve

it,

diffe

rent

iatin

g th

e ai

ms

from

the

mea

ns.

Com

mun

icat

es a

cle

ar o

bjec

tive

and

the

step

s to

ach

ieve

it.

The

idea

s th

at h

e co

mm

unic

ates

, ev

iden

ce c

erta

in c

halle

nges

.C

onvi

ncin

gly

com

mun

icat

e hi

s id

eas

over

pos

sibl

e ch

alle

nges

th

at a

ffect

his

con

text

.

Con

vinc

ingl

y co

mm

unic

ates

his

id

eas

over

pos

sibl

e ch

alle

nges

an

d im

prov

emen

ts.

Den

ounc

es w

hen

he o

bser

ves

a be

havi

or th

at h

e co

nsid

ers

inco

rrect

.

Show

s de

cisi

on, r

espe

ct, a

nd

conv

ictio

n w

hen

oppo

sing

to

unet

hica

l beh

avio

rs o

r cus

tom

s (h

aras

smen

t of a

ny ty

pe,

exce

ssiv

e ce

lebr

atio

ns,

exag

gera

ted

gest

ures

, aca

dem

ic

fraud

s, e

tc.)

Show

s de

cisi

on a

nd re

spec

t whe

n op

posi

ng to

dan

gero

us b

ehav

iors

or

cus

tom

s (h

aras

smen

t of a

ny

type

, exc

essi

ve c

eleb

ratio

ns,

exag

gera

ted

gest

ures

, aca

dem

ic

fraud

s, e

tc).

Supp

orts

his

par

tner

s w

hen

they

ne

ed h

im.

Giv

es e

xam

ple

of s

olid

arity

in th

e cl

assr

oom

, in

the

cour

se, i

n th

e sp

orts

, in

the

soci

al s

ervi

ce

Supp

orts

his

par

tner

s w

hen

they

ne

ed h

im.

Rec

ogni

zes

the

good

act

ions

of

his

partn

ers.

Rec

ogni

zes,

pra

ises

and

po

tent

iate

s th

e go

od id

eas

and

initi

ativ

es o

f oth

ers.

Rec

ogni

zes,

pra

ises

and

po

tent

iate

s th

e go

od id

eas

and

initi

ativ

es o

f oth

ers.

Form

al o

pera

tiona

l sta

ge(1

2 to

18

year

s ol

d)Co

ncre

te o

pera

tiona

l sta

ge

(7 to

12

year

s ol

d)Pr

e op

erat

iona

l sta

ge(5

to 7

yea

rs o

ld)

Form

al o

pera

tiona

l sta

ge(1

2 to

18

year

s ol

d)Co

ncre

te o

pera

tiona

l sta

ge

(7 to

12

year

s ol

d)Pr

e op

erat

iona

l sta

ge(5

to 7

yea

rs o

ld)

103A

Mod

el o

f Ed

ucat

ion

for t

he X

XI C

entu

ry

XVI. Management by Objectives Competency

The management by objectives MBO is a global vision of how to run projects, enterprises and/or activities that lead to implement solutions. Peter F. Drucker, who created and conceptualized this term, established the main characteristics of this type of actions. As time goes by, this vision has been enriched by other authors, but the main essence of the MBO is that it is a process that involves all the group of action, in order to identify together, common objectives as guides to bring into action and operation to their enterprise of group.

According to Claudio Soriano, in his book: Gestiónpor Objetivos 2006, in a wider way, the management by objectives could be defined as a process through which leaders and groups define clearly their goals and priorities, they identify together the results that they want to achieve, they determine the achievement or success indicators, they come up with strategies to reach such outcomes; they work in a team to achieve them, and follow up the efforts and achievements.

The main principle of MBO is to assure that all members of the organization or team have a clear understanding of the objectives that they want to reach, and they should be well aware of their role and responsibility within the group dynamics. Furthermore, the personal objectives should be coherent with the ones of the group, so the consecution of such objectives will be given more strength. Said objectives should be specific, measurable, feasible and realistic.

The MBO has four subsystems that allow its efficient functioning:

• A planning system: to delimit the objectives at all levels, as well as the strategies to be used. The development of individual strategies leads the organization to know all the activities that should be carried out, who should accomplish them, how should be made and the resources to be used.

• A flexible direction system: to keep an assertive and direct system of ascending and descending communication and information. This directive system, open to a double-way communication, favor the implementation of corrective means, at the moment of any inconvenient.

• A motivation-participation system: the MBO system is a way of motivation, since it is essentially participative. Furthermore, it favor the formation of work teams and the emerging of new leaders and opportunities of development.

• An evaluation system with the purpose of analyzing the processes, the planned activities, and the level of achievement of the foreseen outcomes.

104

A M

odel

of

Educ

atio

n fo

r the

XXI

Cen

tury

According to Villa and Poblete, the indicators of this competency are: a) establishment of goals and objectives, b) control, c) difficulties overcoming, d) use of resources. These authors support that this competency is deeply linked to the time management, and they value the agreement that should be among the planning, the goals and the time.

Therefore, we could define the competency as a systematic process to learn altogether to establish objectives that lead to action, to identify strategies that favor their achievement, to delimit responsibilities and roles, and to follow up the outcomes and mistakes that are indicated in the procedures carried out by the group. The final objective of this competency is that students turn into the protagonists of the process of transformation and improvement of the problems around them, but, through the implementation of GBO, which allow them to reach more and better goals for their personal life, and that by means of their service, they can improve others’ life.

Some authors think that the management by objectives is achieved through processes such as diagnostic, information gathering, analysis, actions proposals, and reflection. However, the Ignatian philosophy provides with guidelines to get the MBO, through the Ignatian Pedagogical Project (PPI for its acronym in Spanish). The Ignatian Pedagogical Project is a pedagogical model of Management, according to the Spirituality and Jesuitical Pedagogy Principles, and with the present cultural context. The dimensions or activities of this paradigm are five, which can be used as guidelines for the MBO: context, experience, reflection, action, and evaluation. Contextualizing reality is to place the topic, the fact, and the protagonists in the reality, in the circumstances; the experience is the opening of a person to all realities; the reflection process distinguishes two essential operations: a) to understand (discovering the significance of the experience) b) to judge (to give a judgment, that is to say, to verify the adequacy between what is understood and what is experimented). The action is the operative expression of a decision. Finally, the evaluation leads to the revision of the whole process, and to the outcomes pondering. It is a responsibility of the educational community to create the conditions for students to be able to live this five dimensions in an interactive and constant process.

105A

Mod

el o

f Ed

ucat

ion

for t

he X

XI C

entu

ry

Contact with reality

Level ofreflection

Level of intervention

Context Experience

Evaluation

Action

Reflection

As every competency, this one is related to most of the cognitive competencies, such as the analytical, critical, reflexive, creative, and systemic thinking, etc. also, it is related to the problems solving, which is the final purpose of the action-research.

106

A M

odel

of

Educ

atio

n fo

r the

XXI

Cen

tury

Mak

es a

dia

gnos

is of

the

prob

lem

an

d of

the

cont

ext w

here

the

proj

ect p

lann

ing,

the

activ

ity a

nd

the

serv

ice s

houl

d be

car

ried

out.

Gat

hers

info

rmat

ion

abou

t the

pr

oble

m a

nd th

e co

ntex

t whe

re

the

proj

ect p

lann

ing,

the

activ

ity,

and

the

serv

ice s

houl

d be

car

ried

out.

In th

is co

lum

n th

ere

are

no it

ems

to s

how

beca

use

child

ren

at th

is ps

ycho

logi

cal a

ge a

re n

ot a

ble

to

deve

lop

this

com

pete

ncy.

In th

is co

lum

n th

ere

are

no it

ems

to s

how

beca

use

child

ren

at th

is ps

ycho

logi

cal a

ge a

re n

ot a

ble

to

deve

lop

this

com

pete

ncy.

Esta

blish

es s

trate

gies

to fo

llow,

m

etho

dolo

gies

, res

ourc

es, t

imes

, re

spon

sibilit

ies

and

role

s of

the

mem

bers

of t

he g

roup

, tak

ing

into

ac

coun

t the

pro

pose

d ob

ject

ives.

Esta

blish

es s

teps

, res

ourc

es, t

ime

and

resp

onsib

ilitie

s, ta

king

into

ac

coun

t the

obj

ectiv

es.

Deve

lops

stra

tegi

es

(com

mun

icatio

n, im

plem

enta

tion,

fo

llowi

ng u

p) th

at m

ake

it ea

sy th

e ex

ecut

ion

of w

hat h

as b

een

plan

ned.

Revis

es, d

urin

g th

e pr

oces

s an

d at

the

end,

the

leve

l of

achi

evem

ent o

f the

obj

ectiv

es.

Dete

rmin

es c

ause

s an

d co

nseq

uenc

es o

f the

suc

cess

or

failu

re o

f the

pro

cess

and

its

outc

omes

.

Appl

ies,

opp

ortu

nely,

cor

rect

ive

mea

sure

s to

em

ergi

ng p

robl

ems.

Re

alize

s th

at s

omet

hing

is n

ot

goin

g rig

ht a

nd lo

oks

for h

elp.

Dete

rmin

es c

ause

s an

d co

nseq

uenc

es o

f the

suc

cess

or

failu

re o

f the

pro

cess

and

its

outc

omes

.

Revis

es, d

urin

g th

e pr

oces

s an

d at

the

end,

the

leve

l of

achi

evem

ent o

f the

obj

ectiv

es.

Clea

rly c

omm

unica

tes

to m

ake

it ea

sy th

e ex

ecut

ion

of w

hat h

as

been

pla

nned

.

Proc

ures

the

achi

evem

ent o

f the

ob

ject

ives,

prio

ritizi

ng th

e ne

eded

ac

tions

to re

ach

them

.

Iden

tifie

s an

d co

rrect

s m

istak

es

on ti

me.

Proc

ures

act

ions

that

lead

to th

e ac

com

plish

men

t of t

he o

bjec

tives

.

Defin

es c

lear

, rea

listic

, and

m

easu

rabl

e ob

ject

ives.

Defin

es c

lear

obj

ectiv

es th

at le

ads

his

actio

n.

DIM

ENSI

ONS

INDI

CATO

RS

1. P

lann

ing

2. E

xecu

tion

2. E

xecu

tion

3. E

valu

atio

n

DEFI

NITI

ON:

It

is a

syst

emat

ic pr

oces

s th

roug

h wh

ich a

per

son

esta

blish

es g

oals

and

prio

ritie

s, i

dent

ifies

stra

tegi

es,

delim

its

resp

onsib

ilitie

s an

d ro

les,

car

ries

out w

hat h

as b

een

plan

ned,

and

con

stan

tly fo

llows

up

the

proc

ess

and

the

outc

omes

that

are

bei

ng

achi

eved

, with

the

porp

ose

of tr

ansf

orm

ing

the

prob

lem

s ar

ound

him

.

XVI.

MAN

AGEM

ENT

BY O

BJEC

TIVE

S CO

MPE

TENC

Y

Form

al o

pera

tiona

l sta

ge(1

2 to

18

year

s ol

d)Co

ncre

te o

pera

tiona

l sta

ge

(7 to

12

year

s ol

d)Pr

e op

erat

iona

l sta

ge(5

to 7

yea

rs o

ld)

Form

al o

pera

tiona

l sta

ge(1

2 to

18

year

s ol

d)Co

ncre

te o

pera

tiona

l sta

ge

(7 to

12

year

s ol

d)Pr

e op

erat

iona

l sta

ge(5

to 7

yea

rs o

ld)

107A

Mod

el o

f Ed

ucat

ion

for t

he X

XI C

entu

ry

Mak

es a

dia

gnos

is of

the

prob

lem

an

d of

the

cont

ext w

here

the

proj

ect p

lann

ing,

the

activ

ity a

nd

the

serv

ice s

houl

d be

car

ried

out.

Gat

hers

info

rmat

ion

abou

t the

pr

oble

m a

nd th

e co

ntex

t whe

re

the

proj

ect p

lann

ing,

the

activ

ity,

and

the

serv

ice s

houl

d be

car

ried

out.

In th

is co

lum

n th

ere

are

no it

ems

to s

how

beca

use

child

ren

at th

is ps

ycho

logi

cal a

ge a

re n

ot a

ble

to

deve

lop

this

com

pete

ncy.

In th

is co

lum

n th

ere

are

no it

ems

to s

how

beca

use

child

ren

at th

is ps

ycho

logi

cal a

ge a

re n

ot a

ble

to

deve

lop

this

com

pete

ncy.

Esta

blish

es s

trate

gies

to fo

llow,

m

etho

dolo

gies

, res

ourc

es, t

imes

, re

spon

sibilit

ies

and

role

s of

the

mem

bers

of t

he g

roup

, tak

ing

into

ac

coun

t the

pro

pose

d ob

ject

ives.

Esta

blish

es s

teps

, res

ourc

es, t

ime

and

resp

onsib

ilitie

s, ta

king

into

ac

coun

t the

obj

ectiv

es.

Deve

lops

stra

tegi

es

(com

mun

icatio

n, im

plem

enta

tion,

fo

llowi

ng u

p) th

at m

ake

it ea

sy th

e ex

ecut

ion

of w

hat h

as b

een

plan

ned.

Revis

es, d

urin

g th

e pr

oces

s an

d at

the

end,

the

leve

l of

achi

evem

ent o

f the

obj

ectiv

es.

Dete

rmin

es c

ause

s an

d co

nseq

uenc

es o

f the

suc

cess

or

failu

re o

f the

pro

cess

and

its

outc

omes

.

Appl

ies,

opp

ortu

nely,

cor

rect

ive

mea

sure

s to

em

ergi

ng p

robl

ems.

Re

alize

s th

at s

omet

hing

is n

ot

goin

g rig

ht a

nd lo

oks

for h

elp.

Dete

rmin

es c

ause

s an

d co

nseq

uenc

es o

f the

suc

cess

or

failu

re o

f the

pro

cess

and

its

outc

omes

.

Revis

es, d

urin

g th

e pr

oces

s an

d at

the

end,

the

leve

l of

achi

evem

ent o

f the

obj

ectiv

es.

Clea

rly c

omm

unica

tes

to m

ake

it ea

sy th

e ex

ecut

ion

of w

hat h

as

been

pla

nned

.

Proc

ures

the

achi

evem

ent o

f the

ob

ject

ives,

prio

ritizi

ng th

e ne

eded

ac

tions

to re

ach

them

.

Iden

tifie

s an

d co

rrect

s m

istak

es

on ti

me.

Proc

ures

act

ions

that

lead

to th

e ac

com

plish

men

t of t

he o

bjec

tives

.

Defin

es c

lear

, rea

listic

, and

m

easu

rabl

e ob

ject

ives.

Defin

es c

lear

obj

ectiv

es th

at le

ads

his

actio

n.

DIM

ENSI

ONS

INDI

CATO

RS

1. P

lann

ing

2. E

xecu

tion

2. E

xecu

tion

3. E

valu

atio

n

DEFI

NITI

ON:

It

is a

syst

emat

ic pr

oces

s th

roug

h wh

ich a

per

son

esta

blish

es g

oals

and

prio

ritie

s, i

dent

ifies

stra

tegi

es,

delim

its

resp

onsib

ilitie

s an

d ro

les,

car

ries

out w

hat h

as b

een

plan

ned,

and

con

stan

tly fo

llows

up

the

proc

ess

and

the

outc

omes

that

are

bei

ng

achi

eved

, with

the

porp

ose

of tr

ansf

orm

ing

the

prob

lem

s ar

ound

him

.

XVI.

MAN

AGEM

ENT

BY O

BJEC

TIVE

S CO

MPE

TENC

Y

Form

al o

pera

tiona

l sta

ge(1

2 to

18

year

s ol

d)Co

ncre

te o

pera

tiona

l sta

ge

(7 to

12

year

s ol

d)Pr

e op

erat

iona

l sta

ge(5

to 7

yea

rs o

ld)

Form

al o

pera

tiona

l sta

ge(1

2 to

18

year

s ol

d)Co

ncre

te o

pera

tiona

l sta

ge

(7 to

12

year

s ol

d)Pr

e op

erat

iona

l sta

ge(5

to 7

yea

rs o

ld)

108

A M

odel

of

Educ

atio

n fo

r the

XXI

Cen

tury

The values that the students should develop, as part of the competencies

• In the previous pages, the ATTITUDES AND VALUES have been mentioned as the third component of each one of the Key Competencies for life. And that is why, the main objective of education, in these times more than ever, is the integral education of a person.

A person’s development is measured not only by his intellectual level, but also, by his ethical and emotional quality. Without this, an excellent intellectual education can become dangerous in a person. Even though an attitude is not the same than a value, in

education they are almost synonyms; the authors say that to value something is the same than having a positive attitude toward such thing; furthermore, both concepts have a close relation with the “emotional intelligence”. The values, which have a more abstract nature, have the stability of attitudes, and also they include a motivational sense or a tendency to behave in certain way.

In the every-day language, the concept of attitude is more general and applicable to many elements, and it has, consequently, less “psychological density”; hundreds of attitudes toward different things, people, or events can be mentioned, but the number of values that we use to take into account is very restricted; it is talked, for example, of 10 values or a “values Decalogue” essential human beings.

Both attitudes and values have three basic components: the cognitive component of ideas, beliefs, images, etc.; theemotional component of feelings; and the behavioralcomponent or of practical action. For example, the student, Juanita, of 9th grade have already developed the value of solidarity because:

“A person’s development is measured not only by his intellectual level, but also, by his ethical and emotional quality.

Chapter

03

109A

Mod

el o

f Ed

ucat

ion

for t

he X

XI C

entu

ry

a) she knows very well what is a true solidarity; b) she appreciates and likes when she sees or executes actions of solidarity; and c) when is supportive, for example, helping to his partners by explaining them what they don’t understand in the math course.

For practical reasons, when recommend to the teacher who, on the basis of a competency-based curriculum has to create Lesson Plans and Learning guides, to take one or two indicators of the value that he has chosen to develop in the work period, being understood that in the evaluation processes of these indictors, what the educator really evaluates are measurable behaviors.

Furthermore, it is important to have in mind that the interpersonal Competencies, in general, and due to their essence, are focused on the values formation; this is obvious in the “ethical sense competency”, but also in the “interpersonal communication competency”, in the “appreciation and respect for diversity competency”, and in the “team work competency”. It is sufficient to review the “dimensions” and the “indicators” of these competencies, to confirm that this is so. This does not prevent the interpersonal Competencies from being also constituted by the values and the others two components of every competency: the “conceptual contents” and the “procedures”.

Next, there are proposed and described 10 values14 that, in some educational institutions, are considered as essential in the social contexts of the new XXI

century, which as we know, is suffering of a serious crisis of values. Actually, every Educational Institution, if it wants to maintain this name of “educational”, and if its purpose is to really develop a Curriculum based on Competencies, it should clearly define the values that it promotes in its students, and these will constitute the “hallmark” of the excellent values-based Educational Project that the School has been able to develop in its graduate students. Chapters 6th and 7th of this book approach to the planning of teaching sequences for the formation of competencies, taking into account the three components (concepts, procedures, and values-attitudes) and how to evaluate them along the educational processes.

a15b16c17d18e19f20g21h22

14 For example, these are textually the values promoted by Liceo Javier Guatemala, which is directed by Jesuits. The laic educational institutions will use their liberty to choose their own values, with their corresponding definitions, dimensions and indicators.15 16 17 18 19 20 21 22

“Both attitudes and values have three basic components: the cognitive component of ideas, beliefs, images, etc.; the emotional component of feelings; and the behavioral component or of practical action.”

“Every Educational Institution, if it wants to maintain this name of “educational”, and if its purpose is to really develop a Curriculum based on Competencies, it should clearly define the values that it promotes in its students.”

110

A M

odel

of

Educ

atio

n fo

r the

XXI

Cen

tury

Know

s hi

s di

gnity

and

the

one

of

all h

uman

bei

ngs,

as

hum

ans

and

as s

ons

of G

od.

Rec

ogni

zes

that

he

is a

val

uabl

e cr

eatu

re a

s so

n of

God

, and

pe

rcei

ves

othe

rs a

s va

luab

le

hum

ans,

too.

Feel

s an

d ac

cept

s th

e G

od’s

love

.

Prop

oses

pos

sibl

e so

lutio

ns th

at

relie

ve th

e su

fferin

g, p

artic

ular

ly o

f on

es in

nee

d.

Expr

esse

s so

me

solu

tions

to s

olve

ot

hers

’ nee

ds.

He

is s

ensi

tive

in h

is d

aily

life

, to

help

peo

ple

in n

eed.

Com

mits

with

the

prop

osed

so

lutio

ns.

Trie

s to

be

cons

eque

nt w

ith h

is

solu

tions

, loo

king

for t

he c

omm

on

bene

fit.

Con

tribu

tes

in th

e ac

com

plis

hmen

t of

sm

all g

oals

and

con

cret

e ac

tions

, fo

r the

com

mon

ben

efit.

Is p

artia

l in

favo

r of t

he o

nes

who

ne

ed to

be

dign

ified

as

hum

an

bein

gs.

Side

s w

ith th

e on

es w

ho s

uffe

r un

fairn

ess.

Si

des

with

the

peop

le in

nee

d.

Car

ries

out a

ctio

ns th

at g

ive

sens

e to

his

life

, whe

n it

favo

rs th

e hu

man

bei

ng’s

dig

nific

atio

n.

Is e

nthu

sias

tic to

car

ry o

ut a

ctio

ns

to h

elp

othe

rs.

Parti

cipa

tes

happ

ily in

act

iviti

es th

at

favo

r oth

ers.

Def

ends

with

con

vict

ion,

the

fair

inte

rest

s of

thos

e w

ho h

ave

not

been

dig

nifie

d as

hum

an b

eing

s.

Tend

s to

def

end

the

inte

rest

s of

th

ose

who

unf

airly

suf

fer.

Tend

s to

def

end

the

inte

rest

s of

th

ose

who

suf

fer.

Parti

cipa

tes

satis

fact

orily

in

trans

cend

enta

l soc

ial p

roje

cts.

Parti

cipa

tes

posi

tivel

y in

soc

ial

proj

ects

.Pa

rtici

pate

s in

soc

ial p

roje

cts.

Rec

ogni

zes

the

soci

al re

aliti

es

that

thre

aten

the

hum

an d

igni

ty.

Rec

ogni

zes

unfa

ir so

cial

real

ities

in

his

sch

ool a

nd n

atio

nal c

onte

xt.

Iden

tifie

s ac

tions

that

dam

age

peop

le.

Empa

thiz

es w

ith th

e on

es th

at

suffe

r a n

eces

sity

(mat

eria

l, af

fect

ive,

and

soc

ial).

Hel

ps h

is p

artn

ers

who

suf

fer a

pai

n or

affl

ictio

n.

DIM

ENSI

ONS

INDI

CATO

RS

1. F

eelin

g fo

r ot

hers

3. I

ncl

inat

ion

for

th

e on

es w

ho

suff

er in

th

eir

dign

ity

as h

um

an

bein

gs

DEF

INIT

ION

: It i

s to

und

erst

and

and

feel

for o

ther

s (“c

ompa

ssio

n”),

reco

gniz

ing

thei

r dig

nity

as

peop

le, a

nd p

laci

ng in

a s

ame

leve

l, hi

s in

tere

sts

with

his

fello

ws’

; sol

idar

ity im

plie

s au

tono

my,

sea

rchi

ng fo

r the

com

mon

goo

d, a

nd a

n eq

uilib

rate

d in

clin

atio

n to

war

d th

e pe

ople

in n

eed.

SOLI

DARI

TY i

n co

ntra

st w

ith in

divi

dual

ism

2. S

earc

hing

for

the

com

mon

goo

d16

Feel

s af

fect

ion

and

com

pass

ion

for t

he o

ne th

at s

uffe

rs.1

5

15 F

rom

the

Gre

ek w

ord

“sin

-paz

os” t

hat m

eans

to s

uffe

r with

oth

ers.

16 A

ccor

ding

to th

e So

cial

Doc

trine

of t

he C

hurc

h (D

SI-1

64, 1

77),

it is

und

erst

ood

by c

omm

on g

ood

““The

sum

tota

l of s

ocia

l con

ditio

ns w

hich

allo

w p

eopl

e, e

ither

as

grou

ps o

r as

indi

vidu

als,

to re

ach

thei

r ful

fillm

ent m

ore

fully

and

mor

e ea

sily

… T

he c

omm

on g

ood,

in fa

ct, c

an b

e un

ders

tood

as

the

soci

al a

nd c

omm

unity

dim

ensi

on o

f the

mor

al g

ood…

The

dem

ands

of t

he c

omm

on g

ood

are

depe

nden

t on

the

soci

al c

ondi

tions

of e

ach

hist

oric

al p

erio

d an

d ar

e st

rictly

con

nect

ed to

resp

ect f

or a

nd th

e in

tegr

al p

rom

otio

n of

the

pers

on a

nd

his

fund

amen

tal r

ight

s.”

Form

al o

pera

tiona

l sta

ge(1

2 to

18

year

s ol

d)Co

ncre

te o

pera

tiona

l sta

ge

(7 to

12

year

s ol

d)Pr

e op

erat

iona

l sta

ge(5

to 7

yea

rs o

ld)

Form

al o

pera

tiona

l sta

ge(1

2 to

18

year

s ol

d)Co

ncre

te o

pera

tiona

l sta

ge

(7 to

12

year

s ol

d)Pr

e op

erat

iona

l sta

ge(5

to 7

yea

rs o

ld)

111A

Mod

el o

f Ed

ucat

ion

for t

he X

XI C

entu

ry

Know

s hi

s di

gnity

and

the

one

of

all h

uman

bei

ngs,

as

hum

ans

and

as s

ons

of G

od.

Rec

ogni

zes

that

he

is a

val

uabl

e cr

eatu

re a

s so

n of

God

, and

pe

rcei

ves

othe

rs a

s va

luab

le

hum

ans,

too.

Feel

s an

d ac

cept

s th

e G

od’s

love

.

Prop

oses

pos

sibl

e so

lutio

ns th

at

relie

ve th

e su

fferin

g, p

artic

ular

ly o

f on

es in

nee

d.

Expr

esse

s so

me

solu

tions

to s

olve

ot

hers

’ nee

ds.

He

is s

ensi

tive

in h

is d

aily

life

, to

help

peo

ple

in n

eed.

Com

mits

with

the

prop

osed

so

lutio

ns.

Trie

s to

be

cons

eque

nt w

ith h

is

solu

tions

, loo

king

for t

he c

omm

on

bene

fit.

Con

tribu

tes

in th

e ac

com

plis

hmen

t of

sm

all g

oals

and

con

cret

e ac

tions

, fo

r the

com

mon

ben

efit.

Is p

artia

l in

favo

r of t

he o

nes

who

ne

ed to

be

dign

ified

as

hum

an

bein

gs.

Side

s w

ith th

e on

es w

ho s

uffe

r un

fairn

ess.

Si

des

with

the

peop

le in

nee

d.

Car

ries

out a

ctio

ns th

at g

ive

sens

e to

his

life

, whe

n it

favo

rs th

e hu

man

bei

ng’s

dig

nific

atio

n.

Is e

nthu

sias

tic to

car

ry o

ut a

ctio

ns

to h

elp

othe

rs.

Parti

cipa

tes

happ

ily in

act

iviti

es th

at

favo

r oth

ers.

Def

ends

with

con

vict

ion,

the

fair

inte

rest

s of

thos

e w

ho h

ave

not

been

dig

nifie

d as

hum

an b

eing

s.

Tend

s to

def

end

the

inte

rest

s of

th

ose

who

unf

airly

suf

fer.

Tend

s to

def

end

the

inte

rest

s of

th

ose

who

suf

fer.

Parti

cipa

tes

satis

fact

orily

in

trans

cend

enta

l soc

ial p

roje

cts.

Parti

cipa

tes

posi

tivel

y in

soc

ial

proj

ects

.Pa

rtici

pate

s in

soc

ial p

roje

cts.

Rec

ogni

zes

the

soci

al re

aliti

es

that

thre

aten

the

hum

an d

igni

ty.

Rec

ogni

zes

unfa

ir so

cial

real

ities

in

his

sch

ool a

nd n

atio

nal c

onte

xt.

Iden

tifie

s ac

tions

that

dam

age

peop

le.

Empa

thiz

es w

ith th

e on

es th

at

suffe

r a n

eces

sity

(mat

eria

l, af

fect

ive,

and

soc

ial).

Hel

ps h

is p

artn

ers

who

suf

fer a

pai

n or

affl

ictio

n.

DIM

ENSI

ONS

INDI

CATO

RS

1. F

eelin

g fo

r ot

hers

3. I

ncl

inat

ion

for

th

e on

es w

ho

suff

er in

th

eir

dign

ity

as h

um

an

bein

gs

DEF

INIT

ION

: It i

s to

und

erst

and

and

feel

for o

ther

s (“c

ompa

ssio

n”),

reco

gniz

ing

thei

r dig

nity

as

peop

le, a

nd p

laci

ng in

a s

ame

leve

l, hi

s in

tere

sts

with

his

fello

ws’

; sol

idar

ity im

plie

s au

tono

my,

sea

rchi

ng fo

r the

com

mon

goo

d, a

nd a

n eq

uilib

rate

d in

clin

atio

n to

war

d th

e pe

ople

in n

eed.

SOLI

DARI

TY i

n co

ntra

st w

ith in

divi

dual

ism

2. S

earc

hing

for

the

com

mon

goo

d16

Feel

s af

fect

ion

and

com

pass

ion

for t

he o

ne th

at s

uffe

rs.1

5

15 F

rom

the

Gre

ek w

ord

“sin

-paz

os” t

hat m

eans

to s

uffe

r with

oth

ers.

16 A

ccor

ding

to th

e So

cial

Doc

trine

of t

he C

hurc

h (D

SI-1

64, 1

77),

it is

und

erst

ood

by c

omm

on g

ood

““The

sum

tota

l of s

ocia

l con

ditio

ns w

hich

allo

w p

eopl

e, e

ither

as

grou

ps o

r as

indi

vidu

als,

to re

ach

thei

r ful

fillm

ent m

ore

fully

and

mor

e ea

sily

… T

he c

omm

on g

ood,

in fa

ct, c

an b

e un

ders

tood

as

the

soci

al a

nd c

omm

unity

dim

ensi

on o

f the

mor

al g

ood…

The

dem

ands

of t

he c

omm

on g

ood

are

depe

nden

t on

the

soci

al c

ondi

tions

of e

ach

hist

oric

al p

erio

d an

d ar

e st

rictly

con

nect

ed to

resp

ect f

or a

nd th

e in

tegr

al p

rom

otio

n of

the

pers

on a

nd

his

fund

amen

tal r

ight

s.”

Form

al o

pera

tiona

l sta

ge(1

2 to

18

year

s ol

d)Co

ncre

te o

pera

tiona

l sta

ge

(7 to

12

year

s ol

d)Pr

e op

erat

iona

l sta

ge(5

to 7

yea

rs o

ld)

Form

al o

pera

tiona

l sta

ge(1

2 to

18

year

s ol

d)Co

ncre

te o

pera

tiona

l sta

ge

(7 to

12

year

s ol

d)Pr

e op

erat

iona

l sta

ge(5

to 7

yea

rs o

ld)

112

A M

odel

of

Educ

atio

n fo

r the

XXI

Cen

tury

Con

side

rs o

ptio

ns b

ased

on

valu

es, t

han

cont

ribut

es to

the

com

mon

goo

d.G

ives

opi

nion

s in

favo

r of t

he

hum

an d

igni

ty.

Expl

ains

eith

er w

hat d

estro

ys o

r di

gnifi

es th

e hu

man

dig

nity

.R

ecog

nize

s hi

mse

lf an

d ot

hers

as

valu

able

hum

an b

eing

s.

Cho

oses

, with

som

e Ig

natia

n cr

iteria

, the

opt

ion

that

lead

s to

th

e co

mm

on g

ood.

Take

s de

cisi

ons

of re

spec

t to

othe

rs.

As a

resu

lt of

his

dis

cern

men

t, he

pr

opos

es a

ctio

n pl

ans

that

giv

e se

nse

to h

is li

fe.

Envi

sion

s hi

s lif

e pr

ojec

t, ba

sed

on

the

valu

es th

at h

e ha

s de

velo

ped.

Prop

oses

imm

edia

te g

oals

that

m

ake

him

be

bette

r.

As a

resu

lt of

his

dis

cern

men

t, he

pu

ts in

to p

ract

ice

conc

rete

act

ions

th

at a

re c

oher

ent w

ith h

is li

fe p

lan.

17 C

onst

itutio

ns o

f the

Soc

iety

of J

esus

: 611

, 622

, 774

.18

As

esse

ntia

l crit

eria

of d

isce

rnm

ent,

we

can

men

tion

the

follo

win

g ite

ms:

The

rejo

icin

g m

ercy

. The

sup

porti

ve ju

stic

e pr

ojec

ts. T

he lo

ve a

nd c

arin

g fo

r one

self.

The

di

spos

ition

to la

ck o

f com

preh

ensi

on a

nd p

erse

cutio

n. T

akin

g fro

m: C

abar

rus,

C. (

1998

) La

mes

a de

l Ban

quet

e de

l Rei

no. C

riter

io fu

ndam

enta

l del

dis

cern

imie

nto.

Bi

lbao

: Des

clée

de

Brou

wer

.

Use

s to

put

into

pra

ctic

e so

me

actio

ns th

at a

re c

oher

ent w

ith

wha

t is

star

ting

to b

e hi

s lif

e pl

an.

Car

ries

out a

ctio

ns th

at m

ake

him

fe

el g

ood.

Acts

with

com

mitm

ent,

in th

e pr

omot

ion

and

defe

nse

of th

e hu

man

dig

nity

.

Acts

in d

efen

se o

f his

and

oth

ers’

va

lue

as h

uman

bei

ngs.

Rec

ogni

zes

him

self

as a

val

uabl

e hu

man

bei

ng.

Dis

tingu

ishe

s ac

tions

that

eith

er

bene

fit o

r dam

age

him

self

and

othe

rs.

DIM

ENSI

ONS

INDI

CATO

RS

1. T

o di

stin

guis

h th

e et

hica

l-soc

ial

qual

ity in

diff

eren

t op

tions

3. T

o pu

t it i

nto

prac

tice

DEF

INIT

ION

: To

perc

eive

whe

re J

esus

’ Spi

rit to

uche

s pe

ople

and

gro

ups,

to d

ecid

e on

the

best

opt

ion

and

put i

t int

o pr

actic

e. T

his

is th

e es

sent

ial c

hara

cter

istic

of t

he Ig

natia

n sp

iritu

ality

.

Igna

tian

DISC

ERNM

ENT

to c

hoos

e be

tter

2. T

o de

cide

on

the

best

opt

ion

Con

side

rs d

iffer

ent o

ptio

ns to

“c

hoos

e th

e on

e th

at le

ads

mor

e to

the

univ

ersa

l goo

d”. 1

7

Cho

oses

with

Igna

tian

crite

ria, t

he

optio

n th

at le

ads

to th

e co

mm

on

good

.18

Form

al o

pera

tiona

l sta

ge(1

2 to

18

year

s ol

d)Co

ncre

te o

pera

tiona

l sta

ge

(7 to

12

year

s ol

d)Pr

e op

erat

iona

l sta

ge(5

to 7

yea

rs o

ld)

113A

Mod

el o

f Ed

ucat

ion

for t

he X

XI C

entu

ry

Feel

s th

e pr

esen

ce o

f God

with

in

him

self

and

in o

ther

s.

19 J

esus

’ God

is th

e Fa

ther

. Of w

hom

Jes

us ta

lks c

onst

antly

. He

is th

e go

od F

athe

r. An

d He

is g

ood

to a

ll peo

ple.

The

Fat

her w

ho s

ends

the

sun

over

eith

er fa

ir pe

ople

or s

inne

rs; a

nd

the

rain

ove

r eith

er g

ood

or b

ad p

eopl

e. T

he F

athe

r who

acc

epts

to th

e lo

st s

on, w

ithou

t rep

roac

hing

him

a th

ing,

with

out a

skin

g hi

m a

ny e

xpla

natio

n, o

r hol

ding

him

to a

ccou

nt. T

he

Fath

er w

ho lo

ves

his

lost

son

so

muc

h, th

at w

hen

he c

omes

bac

k to

hom

e, s

tarv

ing

for f

ood,

the

Fath

er g

ives

him

the

best

He

has,

and

org

anize

s a

styli

sh p

arty

. But

, mos

t of a

ll, He

is

the

Fath

er th

at is

show

n an

d re

veal

ed th

roug

h Je

sus.

Whe

n se

eing

that

man

, Jes

us, w

ho h

ad ju

st h

ad d

inne

r with

oth

ers a

nd lik

e ot

hers

, in th

at g

ood

man

, God

may

be

perc

eive

d, G

od

may

be

know

n. T

hrou

gh th

e m

an J

esus

, God

was

reve

aled

. Tha

t is

to s

ay, b

ecau

se o

f Jes

us, w

e kn

ow G

od. F

or th

at re

ason

, it i

s an

ess

entia

l the

sis o

f the

New

Tes

tam

ent t

heol

ogy,

th

at J

esus

con

stitu

tes

the

God

’s re

vela

tion.

In o

rder

to a

mpl

ify th

is to

pic,

che

ck: M

ardo

nes,

J. (

2006

). M

atar

a n

uest

ros

Dios

es. U

n Di

os p

ara

un c

reye

nte

adul

to. M

adrid

: PPC

; Tor

res,

A.

(199

9). C

reer

de

otra

man

era.

Ser

vicio

s Ko

inon

ía (I

nter

net)

avai

labl

e at

: http

.//se

rvici

osko

inon

ia.o

rg/b

iblio

teca

/bib

lioda

tos1

.htm

l?te

ol01

; Tor

ralb

a, F

. (20

07) I

mág

enes

de

Dios

en

los

jóve

nes.

Cua

dern

os F

orm

ativo

s G

azte

enBe

rriak

l (In

tern

et) a

vaila

ble

at: h

ttp://

www.

stjte

resia

nas.

pcn.

net/r

ecdu

cacio

n/Pa

stor

alEd

/IMAG

ENES

.pdf

; Tor

res,

A. (

1997

). Un

Dio

s pa

ra h

oy.

Serv

icios

Koi

noní

a, (I

nter

net).

http

://se

rvici

osko

inon

ia.o

rg/b

iblio

teca

/bib

lioda

tos1

.htm

l?01

; Tor

res,

A. (

2000

). De

l ter

ror d

e Is

aac

al A

bbá

de J

esús

. Hac

ia u

na n

ueva

imag

en d

e Je

sús.

Es

paña

: Ver

bo D

ivino

;

Feel

s th

e pr

esen

ce o

f God

with

in

him

and

in th

e cr

eatio

n.

DIM

ENSI

ONS

INDI

CATO

RS

3. T

o sh

are

DEF

INIT

ION

: Con

tem

plat

ion

is th

e de

ep s

enso

rial a

nd s

pirit

ual c

ondi

tion

that

allo

ws

perc

eivi

ng th

e w

orld

’s tr

ansc

ende

ntal

di

men

sion

, get

ting

impa

cted

by

it in

ord

er to

act

in th

e hi

stor

y; th

e co

ntem

plat

ion

lead

s to

gra

tuito

usne

ss: t

o gi

ve w

ithou

t exp

ectin

g an

ythi

ng in

retu

rn.CO

NTEM

PLAT

ION

AND

GRAT

UITO

USNE

SS

in c

ontr

ast w

ith p

ragm

atis

m a

nd u

tilita

riani

sm

2. T

o ge

t im

pact

ed

by th

e Go

d’s

spiri

t

Feel

s th

e pr

esen

ce o

f God

in th

e w

orld

and

in th

e hi

stor

y.R

efle

cts

sere

nity

in h

is m

omen

ts

of p

raye

r.R

efle

cts

calm

in h

is m

omen

ts o

f pr

ayer

.R

efle

cts

peac

e in

his

mom

ents

of

pray

er.

Expr

esse

s th

ankf

ulne

ss a

nd tr

ust

for t

he li

fe g

iven

by

God

.Ex

pres

ses

joyf

ulne

ss to

live

and

to

feel

God

’s lo

ve.

Expr

esse

s th

e se

reni

ty a

nd jo

y w

hich

are

onl

y pr

ovid

ed b

y G

od.

Expr

esse

s w

hat h

e ha

s un

ders

tood

and

felt

in h

is

rela

tions

hip

with

God

.

Expr

esse

s w

hat h

e ha

s fe

lt in

his

re

latio

nshi

p w

ith G

od.

Expr

esse

s w

hat h

e ha

s un

ders

tood

and

felt

in h

is

rela

tions

hip

with

God

.Ev

iden

ces

to b

e gr

atef

ul b

ecau

se

of th

e G

od’s

gift

s in

his

life

, suc

h as

his

fam

ily, h

is fr

iend

s, h

is

educ

atio

n, h

is h

ouse

, etc

.

Evid

ence

s to

be

grat

eful

bec

ause

of

the

God

’s g

ifts

in h

is li

fe, s

uch

as

his

fam

ily.

Evi

denc

es to

be

grat

eful

bec

ause

of

the

God

’s g

ifts

in h

is li

fe, s

uch

as h

is e

xist

ence

and

the

poss

ibilit

y to

act

and

to tr

ansf

orm

his

tory

.H

elps

oth

ers,

mai

nly

to th

e de

fens

eles

s pe

ople

.H

elps

oth

ers

in c

oncr

ete

diffi

culti

es.

Hel

ps to

oth

ers,

with

out e

xpec

ting

anyt

hing

in re

turn

, par

ticul

arly

to

peop

le w

ho h

ave

been

hur

t in

thei

r hum

an d

igni

ty.

1. T

o fe

el th

e Je

sus’

God

19

Form

al o

pera

tiona

l sta

ge(1

2 to

18

year

s ol

d)Co

ncre

te o

pera

tiona

l sta

ge

(7 to

12

year

s ol

d)Pr

e op

erat

iona

l sta

ge(5

to 7

yea

rs o

ld)

114

A M

odel

of

Educ

atio

n fo

r the

XXI

Cen

tury

Car

es fo

r the

cor

rect

use

of

reso

urce

s.Po

ints

out

the

corre

ct u

se o

f re

sour

ces.

DIM

ENSI

ONS

INDI

CATO

RS

1. T

o be

con

scio

us

of th

e pe

rtine

nt

use

of re

sour

ces

DEF

INIT

ION

: it i

s a

way

of b

eing

that

is m

anife

sted

in th

e m

oder

ated

use

of r

esou

rces

“as

muc

h as

” the

y pe

rmit

the

dign

ifica

tion

of

hum

an b

eing

s, a

nd p

reve

nt th

em fr

om th

e su

perfi

cial

ity a

nd c

onsu

mer

ism

.

SOBR

IETY

in

a so

ciet

y ba

sed

on c

onsu

mer

ism

beh

avio

rs

Form

al O

pera

tions

(12

to 1

8 ye

ars

old)

Conc

rete

ope

ratio

ns

(7 to

12

year

s ol

d)Pr

e Op

erat

iona

l(5

to 7

yea

rs o

ld)

2. T

o us

e re

sour

ces

“as

muc

h as

” th

ey

perm

it a

pers

on to

be

dig

nifie

d.

Car

es fo

r the

cor

rect

use

of

reso

urce

s an

d de

noun

ces

abus

es.

Beco

mes

aw

are

of th

e im

porta

nce

of b

eing

aus

tere

.Ta

kes

care

of t

he re

sour

ces

he h

as

arou

nd h

im.

Beco

mes

aw

are

of th

e im

porta

nce

of b

eing

aus

tere

, and

enc

oura

ges

othe

rs to

be,

too.

Prot

ects

the

reso

urce

s, a

ccor

ding

to

the

purp

oses

and

nee

ds, s

o th

ey a

lway

s ca

n le

ad to

the

com

mon

goo

d.

Take

s ca

re o

f the

reso

urce

s, s

o th

ey c

an b

e us

eful

for h

im a

nd fo

r ot

hers

.

Prot

ects

the

reso

urce

s, a

ccor

ding

to

the

purp

oses

and

nee

ds, s

o th

ey a

lway

s ca

n le

ad to

the

com

mon

goo

d.

20 S

pirit

ual E

xerc

ises

of S

t. Ig

natiu

s (E

E-23

) Prin

cipl

e an

d Fo

unda

tion:

“Man

is c

reat

ed to

pra

ise,

reve

renc

e, a

nd s

erve

God

our

Lor

d, a

nd b

y th

is m

eans

to s

ave

his

soul

; an

d th

e ot

her t

hing

s on

the

face

of t

he e

arth

are

cre

ated

for m

an, a

nd th

at th

ey m

ay h

elp

him

in p

rose

cutin

g th

e en

d fo

r whi

ch h

e is

cre

ated

. Fro

m th

is it

follo

ws

that

man

is

to u

se th

em a

s m

uch

as th

ey h

elp

him

on

to h

is e

nd, a

nd o

ught

to ri

d hi

mse

lf of

them

so

far a

s th

ey h

inde

r him

as

to it

...”

20

115A

Mod

el o

f Ed

ucat

ion

for t

he X

XI C

entu

ry

Atte

nds

view

poin

ts th

at a

re

diffe

rent

from

his

.Li

sten

s to

vie

wpo

ints

that

are

di

ffere

nt fr

om h

is.

DIM

ENSI

ONS

INDI

CATO

RS

1. T

o m

ake

ones

elf

inde

pend

ent f

rom

ex

cess

ive

affe

ctio

ns

DEF

INIT

ION

: It i

s th

e de

term

inat

ion

to m

ake

ones

elf i

ndep

ende

nt fr

om a

ny e

xces

sive

affe

ctio

n: d

ogm

as, p

ower

, peo

ple,

rich

ness

, am

ong

othe

rs, i

nclu

ding

life

. It i

mpl

ies

a tru

e se

lf-kn

owle

dge,

and

a k

now

ledg

e of

real

ity a

nd o

f the

con

sequ

ence

s fo

r the

ow

n ac

tions

. Acc

ordi

ng to

the

Igna

tian

spiri

tual

ity, l

iber

ty is

“mak

ing

ones

elf d

iffer

ent”

in o

rder

to re

ach

happ

ines

s.

Resp

onsi

ble

and

cre

ator

LIB

ERTY

2. D

eep

know

ledg

e of

the

area

s w

here

lib

erty

is e

njoy

ed

3. T

o be

“i

ndiff

eren

t” t

o m

ake

ones

elf a

nd

othe

rs, h

appy

Acce

pts

view

poin

ts th

at a

re

diffe

rent

from

his

.

Shar

es h

is ti

me,

kno

wle

dge

and

good

s.Sh

ares

thos

e th

ings

that

are

ask

ed

for.

Shar

es, s

elfle

ssly

, his

tim

e,

know

ledg

e, g

oods

, etc

.

Giv

es in

, pru

dent

ly, t

o hi

s po

int o

f vi

ew a

nd p

osse

ssio

ns, f

or

coex

iste

nce

purp

oses

.

Show

s ce

rtain

flex

ibilit

y fo

r the

gr

oup’

s be

nefit

.R

enou

nces

to h

is d

isor

dere

d bo

nds:

crit

eria

, fee

lings

, pos

ition

s,

and

poss

essi

ons,

look

ing

for t

he

grea

ter g

ood.

R

ecog

nize

s hi

s lim

itatio

ns a

nd

poss

ibilit

ies,

rega

rdin

g th

e us

e of

hi

s lib

erty

.

Atte

nds

the

limits

of h

is li

berty

.R

ecog

nize

s hi

s lim

itatio

ns a

nd

pote

ntia

ls to

be

free.

Car

es fo

r rec

ogni

zing

his

real

ity.

Show

s in

tere

st fo

r rec

ogni

zing

his

en

viro

nmen

t.St

rives

for c

ritic

ally

inte

rpre

t the

re

ality

and

its

limita

tions

(hum

an,

soci

al, e

colo

gica

l, et

c.).

In p

ursu

it of

a g

reat

er g

ood,

he

tries

to g

et ri

d of

thos

e th

ings

that

he

val

ues.

Shar

es th

e th

ings

that

he

valu

es.

Free

of b

onds

, ren

ounc

es to

thos

e th

ings

that

he

valu

es, i

n or

der t

o ge

t the

gre

ater

goo

d.

21 E

E 1

“by

this

nam

e of

Spi

ritua

l Exe

rcis

es is

mea

nt e

very

way

of e

xam

inin

g on

e’s

cons

cien

ce, o

f med

itatin

g, o

f con

tem

plat

ing,

of p

rayi

ng v

ocal

ly a

nd m

enta

lly, a

nd o

f pe

rform

ing

othe

r sp

iritu

al a

ctio

ns. F

or a

s st

rollin

g, w

alki

ng a

nd r

unni

ng a

re b

odily

exe

rcis

es, s

o ev

ery

way

of p

repa

ring

and

disp

osin

g th

e so

ul to

rid

itse

lf of

all

the

diso

rder

ed te

nden

cies

, and

, afte

r it i

s rid

, to

seek

and

find

the

Div

ine

Will

as to

the

man

agem

ent o

f one

’s li

fe fo

r the

sal

vatio

n of

the

soul

, is

calle

d a

Spiri

tual

Exe

rcis

e.”

That

is to

say

, the

dis

orde

red

tend

enci

es a

re t

hose

ten

denc

ies,

diff

icul

ties,

“di

sord

ered

affe

ctio

ns”

that

are

pre

sent

in p

eopl

e’s

lives

: se

lfish

ness

, re

sent

men

t, en

vy,

desi

res

to fe

ign,

con

veni

ence

, to

cons

ider

them

selv

es b

ette

r th

an o

ther

s, to

live

“se

lf-ce

nter

ed”,

that

is, t

hink

ing

only

in th

emse

lves

and

thei

r ow

n pr

oble

ms,

with

out

supp

ortin

g ot

hers

, and

livin

g th

eir l

ives

dis

orde

rly, w

ithou

t sen

se, w

ithou

t kno

win

g w

hy a

nd w

hat f

or to

live.

.., a

nd w

hen

a pe

rson

get

s to

kno

w v

ery

wel

l all t

he re

sist

ance

s an

d di

sord

ered

affe

ctio

ns, w

hich

are

the

ones

that

pre

vent

one

fro

m li

ving

in fu

ll, li

fe c

an b

e “o

rder

ed” a

nd s

o pl

enitu

de c

an b

e re

ache

d.

22 L

ooki

ng fo

r the

pur

pose

why

we

wer

e cr

eate

d. E

E 23

.Prin

cipl

e an

d Fo

unda

tion.

“…Fo

r thi

s it

is n

eces

sary

to m

ake

ours

elve

s in

diffe

rent

to a

ll cr

eate

d th

ings

in a

ll th

at

is a

llow

ed to

the

choi

ce o

f our

free

will

and

is n

ot p

rohi

bite

d to

it; s

o th

at, o

n ou

r par

t, w

e w

ant n

ot h

ealth

rath

er th

an s

ickn

ess,

rich

es ra

ther

than

pov

erty

, hon

or ra

ther

than

di

shon

or, l

ong

rath

er th

an s

hort

life,

and

so

in a

ll th

e re

st; d

esiri

ng a

nd c

hoos

ing

only

wha

t is

mos

t con

duci

ve fo

r us

to th

e en

d fo

r whi

ch w

e ar

e cr

eate

d.” T

he Ig

natia

n in

diffe

renc

e is

not

apa

thy

or in

sens

ibilit

y; it

is a

way

to li

ve w

ith b

alan

ce a

nd h

arm

ony.

Expr

esse

s sa

tisfa

ctio

n fo

r ser

ving

to

oth

ers.

Show

s ha

ppin

ess

help

ing

othe

rs.

Show

s hi

s ha

ppin

ess

whe

n se

rvin

g to

oth

ers.

21

22

Form

al o

pera

tiona

l sta

ge(1

2 to

18

year

s ol

d)Co

ncre

te o

pera

tiona

l sta

ge

(7 to

12

year

s ol

d)Pr

e op

erat

iona

l sta

ge(5

to 7

yea

rs o

ld)

Form

al o

pera

tiona

l sta

ge(1

2 to

18

year

s ol

d)Co

ncre

te o

pera

tiona

l sta

ge

(7 to

12

year

s ol

d)Pr

e op

erat

iona

l sta

ge(5

to 7

yea

rs o

ld)

116

A M

odel

of

Educ

atio

n fo

r the

XXI

Cen

tury

Atte

nds

view

poin

ts th

at a

re

diffe

rent

from

his

.Li

sten

s to

vie

wpo

ints

that

are

di

ffere

nt fr

om h

is.

DIM

ENSI

ONS

INDI

CATO

RS

1. T

o m

ake

ones

elf

inde

pend

ent f

rom

ex

cess

ive

affe

ctio

ns

DEF

INIT

ION

: It i

s th

e de

term

inat

ion

to m

ake

ones

elf i

ndep

ende

nt fr

om a

ny e

xces

sive

affe

ctio

n: d

ogm

as, p

ower

, peo

ple,

rich

ness

, am

ong

othe

rs, i

nclu

ding

life

. It i

mpl

ies

a tru

e se

lf-kn

owle

dge,

and

a k

now

ledg

e of

real

ity a

nd o

f the

con

sequ

ence

s fo

r the

ow

n ac

tions

. Acc

ordi

ng to

the

Igna

tian

spiri

tual

ity, l

iber

ty is

“mak

ing

ones

elf d

iffer

ent”

in o

rder

to re

ach

happ

ines

s.

Resp

onsi

ble

and

cre

ator

LIB

ERTY

2. D

eep

know

ledg

e of

the

area

s w

here

lib

erty

is e

njoy

ed

3. T

o be

“i

ndiff

eren

t” t

o m

ake

ones

elf a

nd

othe

rs, h

appy

Acce

pts

view

poin

ts th

at a

re

diffe

rent

from

his

.

Shar

es h

is ti

me,

kno

wle

dge

and

good

s.Sh

ares

thos

e th

ings

that

are

ask

ed

for.

Shar

es, s

elfle

ssly

, his

tim

e,

know

ledg

e, g

oods

, etc

.

Giv

es in

, pru

dent

ly, t

o hi

s po

int o

f vi

ew a

nd p

osse

ssio

ns, f

or

coex

iste

nce

purp

oses

.

Show

s ce

rtain

flex

ibilit

y fo

r the

gr

oup’

s be

nefit

.R

enou

nces

to h

is d

isor

dere

d bo

nds:

crit

eria

, fee

lings

, pos

ition

s,

and

poss

essi

ons,

look

ing

for t

he

grea

ter g

ood.

R

ecog

nize

s hi

s lim

itatio

ns a

nd

poss

ibilit

ies,

rega

rdin

g th

e us

e of

hi

s lib

erty

.

Atte

nds

the

limits

of h

is li

berty

.R

ecog

nize

s hi

s lim

itatio

ns a

nd

pote

ntia

ls to

be

free.

Car

es fo

r rec

ogni

zing

his

real

ity.

Show

s in

tere

st fo

r rec

ogni

zing

his

en

viro

nmen

t.St

rives

for c

ritic

ally

inte

rpre

t the

re

ality

and

its

limita

tions

(hum

an,

soci

al, e

colo

gica

l, et

c.).

In p

ursu

it of

a g

reat

er g

ood,

he

tries

to g

et ri

d of

thos

e th

ings

that

he

val

ues.

Shar

es th

e th

ings

that

he

valu

es.

Free

of b

onds

, ren

ounc

es to

thos

e th

ings

that

he

valu

es, i

n or

der t

o ge

t the

gre

ater

goo

d.

21 E

E 1

“by

this

nam

e of

Spi

ritua

l Exe

rcis

es is

mea

nt e

very

way

of e

xam

inin

g on

e’s

cons

cien

ce, o

f med

itatin

g, o

f con

tem

plat

ing,

of p

rayi

ng v

ocal

ly a

nd m

enta

lly, a

nd o

f pe

rform

ing

othe

r sp

iritu

al a

ctio

ns. F

or a

s st

rollin

g, w

alki

ng a

nd r

unni

ng a

re b

odily

exe

rcis

es, s

o ev

ery

way

of p

repa

ring

and

disp

osin

g th

e so

ul to

rid

itse

lf of

all

the

diso

rder

ed te

nden

cies

, and

, afte

r it i

s rid

, to

seek

and

find

the

Div

ine

Will

as to

the

man

agem

ent o

f one

’s li

fe fo

r the

sal

vatio

n of

the

soul

, is

calle

d a

Spiri

tual

Exe

rcis

e.”

That

is to

say

, the

dis

orde

red

tend

enci

es a

re t

hose

ten

denc

ies,

diff

icul

ties,

“di

sord

ered

affe

ctio

ns”

that

are

pre

sent

in p

eopl

e’s

lives

: se

lfish

ness

, re

sent

men

t, en

vy,

desi

res

to fe

ign,

con

veni

ence

, to

cons

ider

them

selv

es b

ette

r th

an o

ther

s, to

live

“se

lf-ce

nter

ed”,

that

is, t

hink

ing

only

in th

emse

lves

and

thei

r ow

n pr

oble

ms,

with

out

supp

ortin

g ot

hers

, and

livin

g th

eir l

ives

dis

orde

rly, w

ithou

t sen

se, w

ithou

t kno

win

g w

hy a

nd w

hat f

or to

live.

.., a

nd w

hen

a pe

rson

get

s to

kno

w v

ery

wel

l all t

he re

sist

ance

s an

d di

sord

ered

affe

ctio

ns, w

hich

are

the

ones

that

pre

vent

one

fro

m li

ving

in fu

ll, li

fe c

an b

e “o

rder

ed” a

nd s

o pl

enitu

de c

an b

e re

ache

d.

22 L

ooki

ng fo

r the

pur

pose

why

we

wer

e cr

eate

d. E

E 23

.Prin

cipl

e an

d Fo

unda

tion.

“…Fo

r thi

s it

is n

eces

sary

to m

ake

ours

elve

s in

diffe

rent

to a

ll cr

eate

d th

ings

in a

ll th

at

is a

llow

ed to

the

choi

ce o

f our

free

will

and

is n

ot p

rohi

bite

d to

it; s

o th

at, o

n ou

r par

t, w

e w

ant n

ot h

ealth

rath

er th

an s

ickn

ess,

rich

es ra

ther

than

pov

erty

, hon

or ra

ther

than

di

shon

or, l

ong

rath

er th

an s

hort

life,

and

so

in a

ll th

e re

st; d

esiri

ng a

nd c

hoos

ing

only

wha

t is

mos

t con

duci

ve fo

r us

to th

e en

d fo

r whi

ch w

e ar

e cr

eate

d.” T

he Ig

natia

n in

diffe

renc

e is

not

apa

thy

or in

sens

ibilit

y; it

is a

way

to li

ve w

ith b

alan

ce a

nd h

arm

ony.

Expr

esse

s sa

tisfa

ctio

n fo

r ser

ving

to

oth

ers.

Show

s ha

ppin

ess

help

ing

othe

rs.

Show

s hi

s ha

ppin

ess

whe

n se

rvin

g to

oth

ers.

21

22

Form

al o

pera

tiona

l sta

ge(1

2 to

18

year

s ol

d)Co

ncre

te o

pera

tiona

l sta

ge

(7 to

12

year

s ol

d)Pr

e op

erat

iona

l sta

ge(5

to 7

yea

rs o

ld)

Form

al o

pera

tiona

l sta

ge(1

2 to

18

year

s ol

d)Co

ncre

te o

pera

tiona

l sta

ge

(7 to

12

year

s ol

d)Pr

e op

erat

iona

l sta

ge(5

to 7

yea

rs o

ld)

117A

Mod

el o

f Ed

ucat

ion

for t

he X

XI C

entu

ry

DIM

ENSI

ONS

INDI

CATO

RS

1.Pe

rson

al d

esire

to

pot

entia

l one

’s

life

to s

erve

bet

ter

DEF

INIT

ION

: It i

s th

e m

ost c

ompl

ete

deve

lopm

ent o

f eac

h pe

rson

’s in

divi

dual

com

pete

ncie

s al

ong

his

life,

and

the

mot

ivat

ion

to p

ut

them

at o

ther

s’ s

ervi

ce. T

he Ig

natia

n M

agis

mea

ns th

e m

ore,

the

best

, but

rega

rdin

g lo

ve a

nd s

ervi

ce to

oth

ers,

acc

ordi

ng to

Jes

us’

way

; it i

s th

e pe

ak o

f the

Igna

tian

char

ism

a.

Prop

oses

him

self

life

obje

ctiv

es

to d

evel

op h

is c

ompe

tenc

ies.

Prop

oses

him

self

shor

t and

m

iddl

e-te

rm g

oals

, to

pote

ntia

l hi

s ta

lent

s.

Atte

nds

shor

t-ter

m g

oals

, in

sear

chin

g of

an

obje

ctiv

e.

Striv

es fo

r ach

ievi

ng th

e pr

opos

ed o

bjec

tives

.St

rives

for a

chie

ving

sho

rt an

d m

iddl

e-te

rm g

oals

.St

rives

for a

chie

ving

his

sh

ort-t

erm

goa

ls.

Empa

thiz

es w

ith o

ther

s’

prob

lem

s.

Is s

ensi

tive

to o

ther

s’ n

eeds

.U

nder

stan

ds s

ome

othe

rs’

need

s.

Puts

his

com

pete

ncie

s at

oth

ers’

se

rvic

es.

Striv

es fo

r hel

ping

oth

ers

thro

ugh

his

skills

and

abi

litie

s.H

elps

oth

ers.

Striv

es fo

r get

ting

the

best

qua

lity

in e

very

thin

g he

doe

s, tr

ying

to

obta

in p

ositi

ve o

utco

mes

.

Striv

es fo

r get

ting

the

best

qua

lity

in e

very

thin

g he

doe

s.M

akes

an

effo

rt to

do

thin

gs w

ell.

Show

s sa

tisfa

ctio

n w

hen

givi

ng

his

best

to m

ake

othe

rs im

prov

e.En

joys

giv

ing

his

best

, with

ge

nero

sity

.G

ives

his

bes

t, sh

owin

g en

thus

iasm

.

Show

s sa

tisfa

ctio

n w

hen

givi

ng

his

best

.En

joys

giv

ing

his

best

.Sh

ows

happ

ines

s an

d en

thus

iasm

whe

n hi

ving

his

bes

t.

EXCE

LENC

E fo

r a b

ette

r ser

vice

acc

ordi

ng to

Jes

us’ w

ay (M

agis

)

2. M

otiv

atio

n to

se

rve

othe

rs

3. C

onst

ant

sear

chin

g fo

r the

Ig

natia

n M

agis

Form

al o

pera

tiona

l sta

ge(1

2 to

18

year

s ol

d)Co

ncre

te o

pera

tiona

l sta

ge

(7 to

12

year

s ol

d)Pr

e op

erat

iona

l sta

ge(5

to 7

yea

rs o

ld)

118

A M

odel

of

Educ

atio

n fo

r the

XXI

Cen

tury

DIM

ENSI

ONS

INDI

CATO

RS

1. C

hris

tian

Faith

th

at b

right

en a

nd

enco

urag

es th

e ac

tion

DEF

INIT

ION

: It i

s an

abs

olut

e ex

igen

cy, w

hich

gra

nts

each

per

son

wha

t he

need

s in

the

sear

chin

g fo

r the

“com

mon

goo

d”, a

nd w

hose

pu

rpos

e is

the

love

and

ser

vice

to

fello

w b

eing

s; it

is p

art

of t

he h

uman

bei

ngs’

rec

onci

liatio

n, w

hich

is r

equi

red

by t

heir

own

reco

ncilia

tion

with

God

. In

the

Jesu

itica

l edu

catio

n, w

hich

em

erge

s fro

m fa

ith, J

ustic

e is

the

cent

ral o

rient

atio

n, a

nd it

doe

s no

t com

e ou

t fro

m a

n id

eolo

gica

l prin

cipl

e, b

ut fr

om th

e go

spel

, and

it is

evi

dent

in a

ctio

ns.

Giv

es a

ccou

nt o

f his

faith

, bas

ed

on a

rgum

ents

.Is

tole

rant

and

resp

ects

oth

ers’

op

inio

ns, i

n se

arch

ing

for t

he

com

mon

goo

d.

Rec

ogni

zes

his

peer

s’ o

pini

ons,

th

roug

h m

edia

tion.

Test

ifies

his

faith

thou

gh a

ctio

ns.

Test

ifies

his

faith

, thr

ough

co

ncre

te a

ctio

ns, a

ccor

ding

to h

is

age.

Rec

ogni

zes

the

pres

ence

of a

lo

ving

Fat

her.

In h

is a

ctio

ns, h

e st

rives

for

enco

urag

ing

and

achi

evin

g th

e co

mm

on g

ood.

Rec

ogni

zes

the

com

mon

goo

d;

but h

is a

ctio

ns s

till n

eed

som

e m

edia

tion

and

guid

ance

.

Rec

ogni

zes

that

his

act

ions

en

cour

age

resp

ect t

o ot

hers

.

Usu

ally

, he

proc

eeds

con

side

ring

peop

le’s

dig

nific

atio

n th

roug

h th

e sa

tisfa

ctio

n of

thei

r bas

ic n

eeds

.

His

act

ions

sho

w re

spec

t to

othe

rs.

Expr

esse

s hi

s ba

sic

need

s fo

r th

em to

be

satis

fied.

Dem

ands

his

ow

n an

d ot

hers

’ ex

celle

nce.

Striv

es to

mak

e hi

s at

titud

es

refle

ct h

is b

est.

Lear

ns to

giv

e hi

s be

st.

Show

s co

mpa

ssio

n w

hen

faci

ng

his

own

wea

knes

ses,

stri

ving

for

over

com

ing

them

.

Star

ts to

kno

w a

nd a

ccep

t his

lim

itatio

ns, i

n or

der t

o ov

erco

me

them

.

Star

ts to

reco

gniz

e hi

s lim

itatio

ns.

Show

s co

mpa

ssio

n w

ith o

ther

s’

wea

knes

ses,

stri

ving

for h

elpi

ng

them

.

Is e

mph

atic

with

oth

ers’

nee

ds.

Iden

tifie

s ot

her’s

nee

ds.

JUST

ICE

that

em

erge

s fr

om fa

ith, w

hen

faci

ng p

erso

nal a

nd s

ocia

l exc

lusi

on a

nd in

just

ices

2. S

earc

hing

and

pr

omot

ion

of

equi

ty

3. S

earc

hing

for

reco

ncili

atio

n

Form

al o

pera

tiona

l sta

ge(1

2 to

18

year

s ol

d)Co

ncre

te o

pera

tiona

l sta

ge

(7 to

12

year

s ol

d)Pr

e op

erat

iona

l sta

ge(5

to 7

yea

rs o

ld)

119A

Mod

el o

f Ed

ucat

ion

for t

he X

XI C

entu

ry

DIM

ENSI

ONS

INDI

CATO

RS

1. C

oher

ence

DEF

INIT

ION

: Coh

eren

ce a

nd h

ones

ty in

his

feel

ings

, tho

ught

s, a

nd a

ctio

ns. I

t im

plie

s fid

elity

tow

ard

pers

onal

bel

iefs

and

val

ues,

re

spec

ting

othe

rs’ r

ight

s an

d ob

ligat

ions

. Edu

catio

n, in

the

Soci

ety

of J

esus

, rec

ogni

zes

God

as

the

Auth

or o

f eve

ry tr

uth.

Is o

pen

to c

onsi

der v

iew

poin

ts

diffe

rent

from

his

, whi

le b

eing

lo

yal t

o hi

s be

liefs

.

List

ens

to a

rgum

ents

that

mak

e hi

m re

flect

, abo

ut h

is a

ctio

ns a

nd

crite

ria.

List

en to

oth

ers.

Giv

es o

pini

ons

and

acts

fran

kly

and

hone

sty,

acc

ordi

ng to

wha

t he

thin

ks a

nd fe

els,

resp

ectin

g ot

hers

’ dig

nity

.

Acts

acc

ordi

ng to

wha

t he

thin

ks

or fe

els,

resp

ectin

g ot

her’s

di

gnity

.

Says

wha

t he

thin

ks.

Def

ends

trut

h, a

ssum

ing

his

cons

eque

nces

. H

as a

tend

ency

for d

efen

ding

tru

th, i

n sp

ite o

f the

co

nseq

uenc

es.

Rec

ogni

zes

caus

es a

nd e

ffect

s of

his

act

s.

TRUT

H in

con

tras

t with

cor

rupt

ion

and

lack

of h

ones

ty

2. F

idel

ity to

war

d be

liefs

and

val

ues

Form

al o

pera

tiona

l sta

ge(1

2 to

18

year

s ol

d)Co

ncre

te o

pera

tiona

l sta

ge

(7 to

12

year

s ol

d)Pr

e op

erat

iona

l sta

ge(5

to 7

yea

rs o

ld)

120

A M

odel

of

Educ

atio

n fo

r the

XXI

Cen

tury

DIM

ENSI

ONS

INDI

CATO

RS

1. C

omm

unio

n w

ith G

od a

nd w

ith

ones

elf

DEF

INIT

ION

: It i

mpl

ies

an a

bsol

ute

subm

issi

on to

ser

vice

, whi

ch e

mer

ges

from

a d

eep

com

mun

ion

with

God

, with

one

self,

with

the

crea

tion,

and

with

oth

ers.

It is

the

high

est h

uman

val

ue a

nd fo

unda

tion

of th

e C

hris

tiani

ty. G

od is

love

.

Shar

es w

ith o

ther

s, th

e fe

elin

g th

at h

e ex

perim

ents

bec

ause

of

his

rela

tions

hip

with

God

.

Expr

esse

s in

diff

eren

t way

s, w

hat

he fe

els

in m

omen

ts o

f co

mm

unic

atio

n w

ith G

od.

Expr

esse

s in

diff

eren

t way

s, w

hat

he fe

els

in m

omen

ts o

f co

mm

unic

atio

n w

ith G

od.

In a

bal

ance

d w

ay, h

e ac

cept

s hi

s ow

n ta

lent

s an

d qu

aliti

es

give

n by

God

.

Hap

pily

acc

epts

his

qua

litie

s.Sh

ows

happ

ines

s w

hen

reco

gniz

ing

his

qual

ities

.

LOVE

in a

sel

fish

and

indi

ffere

nt w

orld

Sinc

e he

feel

s lo

ved

by G

od, h

e re

cogn

izes

his

lim

itatio

ns a

nd

striv

es fo

r ove

rcom

ing

his

wea

knes

ses.

Sinc

e he

feel

s lo

ved

by G

od, h

e st

rives

for o

verc

omin

g hi

s w

eakn

esse

s.

He

feel

s lo

ved

by G

od a

nd s

how

s ef

fort

in h

is a

ctio

ns.

2. S

ubm

issi

on to

se

rvic

eSh

ows

com

pass

ion

(mer

cy) w

ith

hum

an s

uffe

ring

and

wea

knes

s.Sh

ows

com

pass

ion

(mer

cy) w

ith

othe

rs’ p

ain.

Show

s co

mpa

ssio

n w

ith th

e sa

dnes

s of

peo

ple

arou

nd h

im.

Is g

ener

ous

in g

ivin

g an

d gi

ving

hi

mse

lf to

oth

ers.

Is

gen

erou

s in

giv

ing

and

givi

ng

him

self

to o

ther

s.Is

gen

erou

s in

giv

ing

him

self

to

othe

rs.

Mak

es a

ctio

ns in

favo

r of t

he

carin

g an

d pr

otec

tion

of n

atur

e.M

akes

act

ions

in fa

vor o

f the

ca

ring

and

prot

ectio

n of

nat

ure.

Mak

es d

aily

act

ions

in fa

vor o

f th

e ca

ring

of n

atur

e.

Form

al o

pera

tiona

l sta

ge(1

2 to

18

year

s ol

d)Co

ncre

te o

pera

tiona

l sta

ge

(7 to

12

year

s ol

d)Pr

e op

erat

iona

l sta

ge(5

to 7

yea

rs o

ld)

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DIM

ENSI

ONS

INDI

CATO

RS

1. C

onsc

ious

ness

an

d pe

rcep

tion

of th

e pr

esen

ce o

f God

DEF

INIT

ION

:Con

ditio

n of

per

sona

l ser

enity

that

lead

s to

soc

ial h

arm

ony

and

unio

n. It

is a

poi

nt o

f vie

w b

efor

e lif

e, w

hich

is m

ainl

y ba

sed

on to

lera

nce,

resp

ect,

and

just

ice.

It is

an

Igna

tian

crite

rion

par e

xcel

lenc

e, w

hich

con

firm

s th

e pr

esen

ce o

f Gad

in li

fe a

nd in

hi

stor

y.

Cal

mly

exp

ress

es th

e w

ay in

w

hich

he

perc

eive

s G

od’s

kin

d pr

esen

ce in

his

life

and

in th

e hi

stor

y.

Hap

pily

exp

ress

es th

e w

ay in

w

hich

he

perc

eive

s G

od’s

kin

d pr

esen

ce in

his

life

.

Show

s ha

ppin

ess

whe

n ta

lkin

g an

d lis

teni

ng a

bout

God

’s

kind

ness

.

Expr

esse

s th

e ha

rmon

y an

d ca

lm

that

he

feel

s w

ithin

.Sh

ows

calm

and

inne

r wel

l-bei

ng.

Show

s in

ner c

alm

.

Mod

erat

ely,

sho

ws

posi

tivis

m

and

happ

ines

s.M

oder

atel

y, s

how

s po

sitiv

ism

an

d ha

ppin

ess.

Show

s a

calm

hap

pine

ss.

Show

s to

lera

nce,

resp

ect,

and

com

preh

ensi

on to

war

d ot

hers

.Sh

ows

tole

ranc

e, re

spec

t, an

d co

mpr

ehen

sion

tow

ard

othe

rs.

Res

pect

s an

d ap

prec

iate

s ot

hers

.

Prom

otes

agr

eem

ents

that

lead

to

pea

ce a

mon

g pe

ople

and

gr

oups

.

Supp

orts

agr

eem

ents

that

lead

to

peac

e.

PEAC

E in

con

tras

t to

viol

ence

2. P

erso

nal

Sere

nity

3. S

ocia

l har

mon

y an

d un

ion

Form

al o

pera

tiona

l sta

ge(1

2 to

18

year

s ol

d)Co

ncre

te o

pera

tiona

l sta

ge

(7 to

12

year

s ol

d)Pr

e op

erat

iona

l sta

ge(5

to 7

yea

rs o

ld)

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Examples of school profilesbased on competenies

• THE PROFILE OF THE GRADUATED STUDENT has the basic characteristics of the students that the Educational System or a concrete Educational Institution is intended to form. Nowadays, it is defined as “the harmonic group of characteristics that establish what the identity of graduated students should be, as a final objective.”

Each Educational Institution, by reason of his own Educational Project, will have to formulate its own School Profiles. In this chapter, as an example purpose, it is offered the students profile of a concrete school23, when they finish secondary school. The features of items of this profile are expressed through short descriptors of the 16 Key Competencies for life that are presented in chapter 2.

There is no unanimity among authors or educational institutions, regarding the main characteristics or features that should integrate the profile of a student who graduates from secondary school. Some traditional educators propose, in first place, as key characteristics of a graduated student: “that he masters the basic knowledge” from different areas of formation (Communication and Language, Mathematics, Science, Social Studies, etc.); that is to say, having achieved good grades in the different “subject matters” of the syllabus at the end of the secondary school.

Of course, these characteristics are necessary in the profile of graduated students, but they are not sufficient; as a matter of fact, in the present sociological

23 It is the Liceo Javier Guatemala. The School Profiles charts that are presented next, were taken from the book: Liceo Javier (2011, 2a. Ed.). Competencias Fundamentales para la Vida, Guatemala: Liceo Javier.

Chapter

04

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context, and having into account the criteria and actions of nations with the best educational quality of the world, it is required to intend that in the thirteen years of school (pre, primary and secondary school), these students have developed (among what is permitted by their psychological-evolutive processes), the main characteristics of about 16 Key Competencies for life.

Some authors could add some others competencies, but it seems not to be that necessary to do it. What wouldn’t be prudent, is to put aside some of the 16 chosen competencies; without all of these, the profile would be incomplete. These young students that have developed such 16 Key Competencies will already have an excellent preparation for life, even though the ideal thing is to continue improving and deepening them in the successive phases at university, or in daily tasks at a work or social level, etc.

With that fundamental base, it will not be difficult for them, during his university careers or work development, to continue to also develop the Specific Competencies required later on, because of the profession or occupation that they have chosen as a way of life.

Even though it may seem repetitive, here it is important to return to the 16 Competencies mentioned before, interpreting and describing them briefly as features of the graduated students’ profile; and, on the other hand, the contents and knowledge of the graduated student will be discussed in a general and brief way, for being considered as other important features of the profile.

a. Having developed the Key Competencies for life as an important part of the Profile of the Graduated Student from secondary school.

There are specialized publications, that formulate specific “dimensions” or “indicators”24 for each one of these competencies, thus, they can serve as instruments to evaluate and self-evaluate their level of development of such competencies; the chapter 2 from this book is mainly devoted to achieve this objective.

24 They are called “descriptors” in order to differentiate them from the “achievement indicators”; descriptors are limited to describe the competency.

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INSTRUMENTAL COMPETENCIES AND DESCRIPTORS TO MEASURE THE STUDENTS’ LEVEL OF ASSIMILATION:

1. According to his age, the student has a developed thinking, that is to say, he “knows how to think”, he “thinks well”. This essential competency is divided into another 6 sub-competencies or dimensions:

The Student:

1.1. Has an analytical thinking, in other words:

Distinguishes and separates the parts of a whole (situation, problem, presentation of a problem or system, etc.).

Identifies the most meaningful elements of a whole, as well as the relations among them.

1.2. Has a systemic thinking, that is to say:

Expresses the implicit relations of cause-effect among elements of a whole.

Finds connections among elements or sequences within a: story, tale, fact, experiment, etc.

Makes synthesis, organizing or integrating the elements, viewpoints or components of a whole (situations, descriptions, and events).

1.3. Has a creative thinking, that is to say:

Looks for and finds new solutions to the problems of reality.

Openly awakens his imagination to clarity and give sense to the things that were dark or not too clear.

1.4. Has a logical thinking, that is manifested when the student:

Explains with reasonable arguments, the bottom of simple problems (of science, math, of the dail2y life, etc.). Makes decisions, explaining the logic of his arguments (“why do I say it?” “ Why do I propose it as a coherent solution?”, etc.).

Manifests coherence in his discourse, talking among partners.

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1.5. Has a reflexive thinking, which is evident if the student:

Expresses his reflections about the pros and cons when making decisions relatively important.

2. Is formed and trained to solve problems; it is understood by a problem, a situation that does not have an apparent solution. The descriptors may be:

Identifies the problem situation (the student uses to say: “here there is a problem”)

Overcomes prejudices which prevent him from reaching the truth.

Analyzes the main elements of a complex situation or a problem.

Finds one or more solutions.

Chooses the best solution to the problem, and solves it.

Makes mind exams about what he did and about the consequences (meta-cognition).

3. Has developed a rich creativity, which is evidenced when the student:

Makes observations and innovative interpretations about the different realities: people, problems of life, etc.

Looks for and discovers new approaches or viewpoints about ideas, events, texts, problems, situations, etc.

4. Knows how to make a correct use of ICT as powerful instrument to get information and to communicate and learn; this is evident when the student:

Shows good criteria to look for, to choose and to use the virtual information that he needs to know.

Reads comprehensively in the computer, the chosen texts and interprets them as well as images and sounds.

Knows and uses correctly the different virtual resources to communicate positively, to create, and to solve problems.

Uses general and specific software in his daily work.

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5. Expresses ideas clearly and correctly, in a written way25:

Plans the structure of his writing: what is he going to say? To whom is he going to say it? And how is he going to say it?

Previously orders the main ideas in his mind.

Writes the paragraphs with clarity and correction.

Uses the punctuation marks and linking words correctly.

Links or integrates the paragraphs with each other.

As he writes the text, he evaluates it and improves it in form and substance.

6. Reads comprehensively:

Applies effective reading strategies.

Identifies the main ideas of each paragraph.

Infers his own meanings on the basis of a text.

As he writes, self-evaluates in order to determine if he understands the text well.

Re-reads when he does not understand well.

7. Expresses ideas clearly and respectfully both with words and with gestures:

When he talks, he shows security and self-confidence.

Contributes with clear and pertinent ideas, in a cooperative work.

Vocalizes and modules correctly.

His gestures are appropriate.

25 This competence called “mature writing” is also, according to Paula Carlino (2006) and other spe-cialists, as much or more powerful than the reading comprehension, to develop the students’ mind structures.

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Note that these seven Key Competencies are called “instrumental competencies” because they are, as a matter of fact, powerful instruments o learn deeply, that is to say, to get meaningful and functional learning, which contributes to the intelligence development in the student, to place the student in the reality, and to positively solve problems of life.

INTERPERSONAL COMPETENCIES AND THEIR DESCRIPTORS TO MEASURE THE STUDENTS’ LEVEL OF ASSIMILATION:

The student:

8. As a previous condition to be able to interrelate with others, he has developed a personal “identity” (according to his age), and a positive self-motivation that is expressed as follows:

• Trough his self-evaluation (helped by educators), recognizes his positive potentials, his qualities, and his limitations; he self-esteems for what he values and is able to do.

• In his daily academic tasks, he shows an equilibrated self-efficacy, which is a word recently created, that describes the sense of the ancient Latin expression: “they can because they believe they can”).

9. Shows a good relationship and communication with his partners, teachers, and with all the personnel at the educational institution; this is manifested as follows:

• Expresses clearly and assertively, what he thinks and feels.

• Listens to, and is willing to respectfully dialogue with others, without caring about the interlocutors’ age, gender, tongue or culture.

10. Manifests appreciation and respect for the diversity, the interculturality, and the nature; it is understood by “interculturality”, the appreciation, communication and communication and positive interaction among different culture, social groups, ethnical groups, genders, etc. Concretely:

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• Expresses normally against any “discrimination for political, ideological, ethnical, social, cultural, linguistic and of genre reasons”26.

• Understands and appreciates the social and cultural diversity, as enriching both personal and collective components, in order to improve the coexistence27.

• Is respectful with the creation, and in general, with human beings of any ethnic group, genre, age, religion, culture, etc.

• Expresses his “ecological consciousness” respecting and taking care of the natural environment, and trying to have others do the same.

11. Has developed his socio-motor skills. In the integral progressive improvement, he has healthily and harmoniously developed his body, along the individual and group natural processes of the physical exercises and sports.

• With the motor skills that he has developed, he is not only able to solve movement and body problems with quality and satisfaction, but also he has learned to positively relate with different human beings and with the natural world.

12. By “saying” and “making”, he manifests an ethical sense (among the characteristics of his age); the evidences are:

• At a “cognitive” level, it is clear that he has a good moral judgment and certain common sense.

• At an “emotional” level, he feels certain sensibility and empathy in his treatment with others.

• At a “behavioral” level, he is honest; and he is supportive with people in need, sacrificing for them, if needed, his own comfort.

• Manifests, in general, to be a person endowed with fundamental values: honesty in contrast with corruption and threat; responsibility by carrying out his tasks as a student; reflects peace and fellowship in contrast to violence.

26 Taken from Mineduc (2005), National Curriculum, Guatemala: Mineduc.27 Villa, A. and Poblete, M. (2007), Competence-Based Learning, Bilbao: University of Deusto.

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• Is respectful with creation, and in general, with human being of any ethnical group, gender, age, religion, culture, etc.

The spiritual competency: the spiritual dimension, besides the body, affective, social, cognitive, and ethical ones, constitutes an integral part of the human being. For outstanding philosophers, like Aristotle: “there is no culture without spirituality”. Viktor Frankl proposes, as the main objective of his “logotherapy”, something as spiritual as it is to look for and give sense to life in a symbiosis of deep and positive convictions, emotions, and actions. The term “spirituality” should not be mistaken for religiosity; the first one exceeds the second one, for that has to do with the transcendental and universal dimension of the human being.

• Is capable of relaxing and admiring the things around him.

• Reflects about the sense of life.

• Understands and commits with others.

13. Demonstrates his preparation and disposition to work in teams, which is evidenced by normally acting with generosity and easy communication, in the cooperative work tasks; he helps to the cohesion of the group, and to achieve the proposed common objectives.

SYSTEMIC COMPETENCIES AND SOME OF ITS DESCRIPTORS

14. Constructive Leadership, which is demonstrated when the student:

• Shows to have a healthy personal identity which combines with an equilibrated self-esteem and with a realistic self-efficacy which is expressed in the well known Latin saying “they can because they believe they can”.

• Transmits confidence and influences positively in other people and groups’ ideas, feelings, and actions.

• Openly analyzes the cases and alternatives of solution and action in his team work.

• Is a model of human values identification, like solidarity, laboriousness, and honesty.

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15. Management by objectives, in combination with the team work, is evident when the student:

• Plans, starting from the delimitation of the objectives that are intended to achieve (to solve a problem, to make a program, to undertake a project, to carry out a task, etc.)

• Delimits the actors’ roles and responsibilities.

• Defines the strategies that will lead to the achievement of the outcomes.

• Evaluates de outcomes, correcting the mistakes on time.

b. The knowledge, as part of the profile of the graduated student from secondary school

What should the student that finishes studying the secondary school? This question is usually answered through the description of the syllabus or “curriculum”, or by a series of “formative areas” and their corresponding subject matters.

Some authors consider that distributing the learning concepts into subjects just as watertight compartments, like mathematics, social studies, science, etc., is not pedagogical, but this is not a problem if such contents are given the right and corresponding function. Suppose that these groups of contents of the different areas or of the syllabus are considered as “subject matters”, it will be necessary to choose the contents of each subject matter very well, so the following criteria can be complied:

• That such contents constitute the needed and useful pre-knowledge, in order to continue successfully the studies in a technical career or at university, or in his working life; this is very important, mainly for topics that are usually concatenated, like mathematics, English, etc.

• That such contents constitute a good occasion, platform or way to develop any or some competencies; for example, the philosophy and mathematics help to the formation of the logical and reflexive thinking.

There is necessary to remember that, besides the particular value that the chosen concepts have, they should also be the starting, the reason, and the “raw material” or main component of the 16 Key Competencies for life, which is convenient to develop permanently since primary school. Making a comparison with a simile

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of architecture, the concepts would be, along with other elements, like the worked flints to build a cathedral, which would be the symbol of an essential competency.

As a matter of fact, a student should understand and apply the learning contents of these topics and areas, so they can be turned into knowledge that is not only assimilated, but also applied to situations, tasks, and problems of reality. As the Latin saying says: “non multa sed multum” (not quantity but quality). Some authors are right when they give a special importance to the mathematics area (understanding and applying it to the solution of the problem, without giving significance to the operative area itself, as usual), for being it dynamic and effective, as said before, to develop the logical thinking competency, which is usually accompanied by the rest of thinking competencies (analytical, creative, ect.)

The comprehension and application of the mathematics to the problem solving, as well as to the personal development of reading comprehension and mature writing at a high level, should be three of the basic objectives since primary school. A subteen that reads a lot at a comprehensive and inferential level, who expresses himself correctly in a written way, and who has developed the thinking competency, will be very well prepared to understand, learn, and apply the learning contents of the Secondary school and of the next stages of his permanent education.

Even if he couldn’t continue with his studies in the Secondary school, these Competencies would make him be a “competent” person, and able to face and solve many of the problems of life; also, they will enable him to develop by himself, valuable knowledge regarding history, science, art, etc., according to his interests and preferences.

Some readers will miss in the previous list, some profile features related to values and attitudes. In previous pages, it was clarified that the development of each one of the 16 Competencies implies the formation of essential attitudes and values for life.

There are another ways to present the School Profile, besides the one previously proposed. Next, there are examples for Sixth Grade, and for 12th. Grade, which among other items, they have indicators to measure the three elements that integrate each one of the Competencies: TO KNOW, TO KNOW HOW TO DO, AND TO KNOW HOW TO BE AND LIVE TOGETHER, according to the wise proposal of the Delors-UNESCO report, which establishes these four pillars or principles of all education.

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To u

nder

stan

d th

e ba

sic

cont

ents

of e

ach

acad

emic

are

a, o

f the

Com

pete

ncie

s an

d of

the

valu

es e

stab

lishe

d by

the

Scho

ol,

acco

rdin

g to

the

cogn

itive

leve

l.

To o

rgan

ize

corre

ctly

and

with

out

acco

mpa

nim

ent,

the

time,

reso

urce

s an

d ac

tiviti

es to

ach

ieve

sho

rt an

d m

iddl

e-te

rm g

oals

.

To c

oexi

st re

spec

ting

the

diffe

renc

es:

ethn

ical

, soc

ial,

cultu

ral,

and

of g

enre

, ag

e, a

nd o

pini

on.

Anal

yzin

g ca

uses

and

effe

cts

of th

e ph

ysic

al, h

uman

, soc

ial,

polit

ic, a

nd

relig

ious

real

ity.

To b

e se

nsiti

ve w

hen

faci

ngun

fairn

ess,

evi

denc

ing

certa

in s

uppo

rtive

ac

tion,

acc

ordi

ng to

Jes

us’ w

ay.

To fo

llow

acc

urat

e in

stru

ctio

n to

car

ry o

ut

diffe

rent

pro

ject

s (s

ocia

l and

nat

ural

), co

nsid

erin

g di

vers

e pe

rspe

ctiv

es.

To e

stab

lish

rela

tions

hips

of r

espe

ct a

nd

tole

ranc

e w

ith o

ther

s.

To e

xpre

ss id

eas

both

in a

n or

al a

nd in

a

writ

ten

way

, with

ord

er a

nd c

larit

y, a

nd

cons

ciou

sly

appl

ying

dis

curs

ive

and

writ

ing

stra

tegi

es.

To d

evel

op s

treng

ths

and

to s

trive

to

over

com

e lim

itatio

ns.

To u

se IC

T to

ols

in o

rder

to lo

ok fo

r, to

ob

tain

, and

to s

elec

t and

use

the

info

rmat

ion.

To b

e co

nsci

ous

of th

e im

porta

nce

of th

e ac

tions

that

aid

the

phys

ical

and

em

otio

nal h

ealth

, for

the

bene

fit o

f di

gnity

.To

read

flue

ntly

and

com

preh

ensi

vely

in

an o

ral w

ay.

To b

e in

tere

sted

in th

e ap

plic

atio

n of

so

me

char

acte

ristic

s of

the

Igna

tian

disc

ernm

ent.

To re

ad c

ompr

ehen

sive

ly, a

pply

ing

with

au

tono

my,

pre

, and

whi

le re

adin

g st

rate

gies

.

To g

ladl

y as

sum

e re

spon

sibi

litie

s, fo

r a

com

mon

ben

efit

and

to h

elp

othe

rs.

To re

ad c

ompr

ehen

sive

ly, a

pply

ing

in a

gu

ided

way

, afte

r rea

ding

stra

tegi

es.

To b

e pe

rsev

eran

t to

get g

oals

, de

mon

stra

ting

cons

tant

des

ires

for

impr

ovem

ent t

o lo

ve a

nd s

erve

.

To re

ad a

t an

infe

rent

ial l

evel

, in

a gu

ided

w

ay.

To d

emon

stra

te in

itiat

ive

to p

ropo

se

idea

s an

d so

lutio

ns th

at c

ontri

bute

in

bene

fit o

f the

env

ironm

ent.

To re

cogn

ize

the

own

qual

ities

and

w

eakn

esse

s, p

ropo

sing

con

cret

e go

als.

To u

se m

oder

atel

y th

e re

sour

ces

in

cont

rast

with

the

influ

ence

of

cons

umer

ism

. To

use

met

acog

nitiv

e an

d se

lf-re

gula

tory

pr

oces

ses

in th

e le

arni

ng p

roce

sses

, be

mea

ns o

f que

stio

ns a

nd g

uide

d in

stru

ctio

ns.

To m

ake

an e

ffort

to re

late

with

oth

ers,

gi

ven

mor

e im

porta

nce

to “h

ow to

be”

th

an to

“wha

t to

have

”

To u

se c

orre

ctly

the

time,

with

an

adul

t’s

med

iatio

n.To

resp

ect a

nd a

ppre

ciat

e th

e G

uate

mal

an p

luric

ultu

ral m

anife

stat

ions

.

SCHO

OL P

ROFI

LES

– Si

xth

Grad

e of

Prim

ary

To e

xecu

te w

ith s

ome

guid

e, b

asic

bi

omec

hani

cal m

ovem

ents

, to

have

an

adeq

uate

inte

rrela

tion

with

the

natu

ral,

cultu

ral,

and

soci

al e

nviro

nmen

t

To a

ct h

ones

tly, i

n sp

ite o

f co

nseq

uenc

es.

To a

pply

the

logi

cal a

nd a

naly

tical

th

inki

ng to

rela

te c

once

pts

on th

e ba

sis

of c

ausa

lity

and

com

paris

on b

etw

een

two

or th

ree

choi

ces.

To a

ssum

e po

ints

of v

iew

orie

nted

to th

e ca

ring

and

cons

erva

tion

of th

e en

viro

nmen

t, as

an

expr

essi

on o

f the

G

od’s

love

.To

use

reve

rsib

le th

inki

ng to

com

preh

end

the

cons

erva

tion

and

cons

tanc

y of

fact

s an

d si

tuat

ions

.

To m

edita

te b

efor

e th

e pr

esen

ce o

f God

, in

mom

ent o

f pra

yer a

nd in

ner s

ilenc

e.

To w

rite

and

to re

ad s

hort

text

s in

En

glis

h, to

use

them

as

a w

ay o

f co

mm

unic

atio

n an

d ex

pres

sion

.

To e

mpa

thiz

e w

ith o

ther

s, tu

ning

the

own

inte

rest

s w

ith th

e ot

hers

’, to

beh

ave

acco

rdin

gly

and

with

som

e he

lp.

To o

rgan

ize

and

to a

ssum

e di

ffere

nt

role

s in

a te

am w

ork,

to re

ach

a co

mm

on

goal

.

To b

ehav

e re

spec

tfully

acc

ordi

ng to

re

gula

tions

, and

ass

umin

g co

nseq

uenc

es b

y di

alog

uing

.

To m

anag

e di

ffere

nt re

sour

ces

of

info

rmat

ion,

with

som

e he

lp, d

evel

opin

g re

sear

ches

to k

now

and

/or t

o pr

opos

e so

lutio

ns.

To m

ake

resp

onsi

ble

deci

sion

s, u

sing

the

liber

ty.

To u

se a

resp

ectfu

l dia

logu

e as

a w

ay o

f so

lvin

g pe

rson

al a

nd a

cade

mic

pr

oble

ms,

with

the

help

of a

teac

her o

r a

tuto

r.

To s

tart

know

ing

the

own

emot

ions

in

orde

r to

regu

late

beh

avio

rs.

To a

rgum

ent i

n a

criti

cal a

nd c

onst

ruct

ive

way

, cau

ses

and

cons

eque

nces

, ad

vant

ages

and

dis

adva

ntag

es o

f ph

enom

ena,

eve

nts,

and

circ

umst

ance

s.

To d

evel

op th

e ow

n st

reng

ths

and

to

striv

e fo

r ove

rcom

e di

fficu

lties

.

To d

ialo

gue

usin

g En

glis

h la

ngua

ge.

To re

cogn

ize

the

gifts

and

goo

d re

ceiv

ed,

and

shar

e th

em w

ith o

ther

s.

To re

flect

abo

ut th

e ow

n ac

tions

, th

ough

ts, a

nd fe

elin

gs, a

nd to

pro

pose

ac

tions

of i

mpr

ovin

g, u

sing

the

Igna

tian

paus

e.

To s

how

inne

r hap

pine

ss w

hen

findi

ng

tole

ranc

e en

viro

nmen

ts.

To e

stab

lish

rela

tions

hips

with

par

tner

s,

in w

hich

the

own

deve

lopm

ent a

nd

othe

rs’ a

re in

tend

ed.

TO K

NOW

TO K

NOW

HOW

TO

DOTO

KNO

W H

OW T

O BE

AND

LIV

E TO

GETH

ER

To u

nder

stan

d th

e ba

sic

cont

ents

of e

ach

acad

emic

are

a, o

f the

Com

pete

ncie

s an

d of

the

valu

es e

stab

lishe

d by

the

Scho

ol,

acco

rdin

g to

the

cogn

itive

leve

l.

TO K

NOW

TO K

NOW

HOW

TO

DOTO

KNO

W H

OW T

O BE

AND

LIV

E TO

GETH

ER

To u

nder

stan

d th

e ba

sic

cont

ents

of e

ach

acad

emic

are

a, o

f the

Com

pete

ncie

s an

d of

the

valu

es e

stab

lishe

d by

the

Scho

ol,

acco

rdin

g to

the

cogn

itive

leve

l.

TO K

NOW

TO K

NOW

HOW

TO

DOTO

KNO

W H

OW T

O BE

AND

LIV

E TO

GETH

ER

133A

Mod

el o

f Ed

ucat

ion

for t

he X

XI C

entu

ry

To u

nder

stan

d th

e ba

sic

cont

ents

of e

ach

acad

emic

are

a, o

f the

Com

pete

ncie

s an

d of

the

valu

es e

stab

lishe

d by

the

Scho

ol,

acco

rdin

g to

the

cogn

itive

leve

l.

To o

rgan

ize

corre

ctly

and

with

out

acco

mpa

nim

ent,

the

time,

reso

urce

s an

d ac

tiviti

es to

ach

ieve

sho

rt an

d m

iddl

e-te

rm g

oals

.

To c

oexi

st re

spec

ting

the

diffe

renc

es:

ethn

ical

, soc

ial,

cultu

ral,

and

of g

enre

, ag

e, a

nd o

pini

on.

Anal

yzin

g ca

uses

and

effe

cts

of th

e ph

ysic

al, h

uman

, soc

ial,

polit

ic, a

nd

relig

ious

real

ity.

To b

e se

nsiti

ve w

hen

faci

ngun

fairn

ess,

evi

denc

ing

certa

in s

uppo

rtive

ac

tion,

acc

ordi

ng to

Jes

us’ w

ay.

To fo

llow

acc

urat

e in

stru

ctio

n to

car

ry o

ut

diffe

rent

pro

ject

s (s

ocia

l and

nat

ural

), co

nsid

erin

g di

vers

e pe

rspe

ctiv

es.

To e

stab

lish

rela

tions

hips

of r

espe

ct a

nd

tole

ranc

e w

ith o

ther

s.

To e

xpre

ss id

eas

both

in a

n or

al a

nd in

a

writ

ten

way

, with

ord

er a

nd c

larit

y, a

nd

cons

ciou

sly

appl

ying

dis

curs

ive

and

writ

ing

stra

tegi

es.

To d

evel

op s

treng

ths

and

to s

trive

to

over

com

e lim

itatio

ns.

To u

se IC

T to

ols

in o

rder

to lo

ok fo

r, to

ob

tain

, and

to s

elec

t and

use

the

info

rmat

ion.

To b

e co

nsci

ous

of th

e im

porta

nce

of th

e ac

tions

that

aid

the

phys

ical

and

em

otio

nal h

ealth

, for

the

bene

fit o

f di

gnity

.To

read

flue

ntly

and

com

preh

ensi

vely

in

an o

ral w

ay.

To b

e in

tere

sted

in th

e ap

plic

atio

n of

so

me

char

acte

ristic

s of

the

Igna

tian

disc

ernm

ent.

To re

ad c

ompr

ehen

sive

ly, a

pply

ing

with

au

tono

my,

pre

, and

whi

le re

adin

g st

rate

gies

.

To g

ladl

y as

sum

e re

spon

sibi

litie

s, fo

r a

com

mon

ben

efit

and

to h

elp

othe

rs.

To re

ad c

ompr

ehen

sive

ly, a

pply

ing

in a

gu

ided

way

, afte

r rea

ding

stra

tegi

es.

To b

e pe

rsev

eran

t to

get g

oals

, de

mon

stra

ting

cons

tant

des

ires

for

impr

ovem

ent t

o lo

ve a

nd s

erve

.

To re

ad a

t an

infe

rent

ial l

evel

, in

a gu

ided

w

ay.

To d

emon

stra

te in

itiat

ive

to p

ropo

se

idea

s an

d so

lutio

ns th

at c

ontri

bute

in

bene

fit o

f the

env

ironm

ent.

To re

cogn

ize

the

own

qual

ities

and

w

eakn

esse

s, p

ropo

sing

con

cret

e go

als.

To u

se m

oder

atel

y th

e re

sour

ces

in

cont

rast

with

the

influ

ence

of

cons

umer

ism

. To

use

met

acog

nitiv

e an

d se

lf-re

gula

tory

pr

oces

ses

in th

e le

arni

ng p

roce

sses

, be

mea

ns o

f que

stio

ns a

nd g

uide

d in

stru

ctio

ns.

To m

ake

an e

ffort

to re

late

with

oth

ers,

gi

ven

mor

e im

porta

nce

to “h

ow to

be”

th

an to

“wha

t to

have

”

To u

se c

orre

ctly

the

time,

with

an

adul

t’s

med

iatio

n.To

resp

ect a

nd a

ppre

ciat

e th

e G

uate

mal

an p

luric

ultu

ral m

anife

stat

ions

.

SCHO

OL P

ROFI

LES

– Si

xth

Grad

e of

Prim

ary

To e

xecu

te w

ith s

ome

guid

e, b

asic

bi

omec

hani

cal m

ovem

ents

, to

have

an

adeq

uate

inte

rrela

tion

with

the

natu

ral,

cultu

ral,

and

soci

al e

nviro

nmen

t

To a

ct h

ones

tly, i

n sp

ite o

f co

nseq

uenc

es.

To a

pply

the

logi

cal a

nd a

naly

tical

th

inki

ng to

rela

te c

once

pts

on th

e ba

sis

of c

ausa

lity

and

com

paris

on b

etw

een

two

or th

ree

choi

ces.

To a

ssum

e po

ints

of v

iew

orie

nted

to th

e ca

ring

and

cons

erva

tion

of th

e en

viro

nmen

t, as

an

expr

essi

on o

f the

G

od’s

love

.To

use

reve

rsib

le th

inki

ng to

com

preh

end

the

cons

erva

tion

and

cons

tanc

y of

fact

s an

d si

tuat

ions

.

To m

edita

te b

efor

e th

e pr

esen

ce o

f God

, in

mom

ent o

f pra

yer a

nd in

ner s

ilenc

e.

To w

rite

and

to re

ad s

hort

text

s in

En

glis

h, to

use

them

as

a w

ay o

f co

mm

unic

atio

n an

d ex

pres

sion

.

To e

mpa

thiz

e w

ith o

ther

s, tu

ning

the

own

inte

rest

s w

ith th

e ot

hers

’, to

beh

ave

acco

rdin

gly

and

with

som

e he

lp.

To o

rgan

ize

and

to a

ssum

e di

ffere

nt

role

s in

a te

am w

ork,

to re

ach

a co

mm

on

goal

.

To b

ehav

e re

spec

tfully

acc

ordi

ng to

re

gula

tions

, and

ass

umin

g co

nseq

uenc

es b

y di

alog

uing

.

To m

anag

e di

ffere

nt re

sour

ces

of

info

rmat

ion,

with

som

e he

lp, d

evel

opin

g re

sear

ches

to k

now

and

/or t

o pr

opos

e so

lutio

ns.

To m

ake

resp

onsi

ble

deci

sion

s, u

sing

the

liber

ty.

To u

se a

resp

ectfu

l dia

logu

e as

a w

ay o

f so

lvin

g pe

rson

al a

nd a

cade

mic

pr

oble

ms,

with

the

help

of a

teac

her o

r a

tuto

r.

To s

tart

know

ing

the

own

emot

ions

in

orde

r to

regu

late

beh

avio

rs.

To a

rgum

ent i

n a

criti

cal a

nd c

onst

ruct

ive

way

, cau

ses

and

cons

eque

nces

, ad

vant

ages

and

dis

adva

ntag

es o

f ph

enom

ena,

eve

nts,

and

circ

umst

ance

s.

To d

evel

op th

e ow

n st

reng

ths

and

to

striv

e fo

r ove

rcom

e di

fficu

lties

.

To d

ialo

gue

usin

g En

glis

h la

ngua

ge.

To re

cogn

ize

the

gifts

and

goo

d re

ceiv

ed,

and

shar

e th

em w

ith o

ther

s.

To re

flect

abo

ut th

e ow

n ac

tions

, th

ough

ts, a

nd fe

elin

gs, a

nd to

pro

pose

ac

tions

of i

mpr

ovin

g, u

sing

the

Igna

tian

paus

e.

To s

how

inne

r hap

pine

ss w

hen

findi

ng

tole

ranc

e en

viro

nmen

ts.

To e

stab

lish

rela

tions

hips

with

par

tner

s,

in w

hich

the

own

deve

lopm

ent a

nd

othe

rs’ a

re in

tend

ed.

TO K

NOW

TO K

NOW

HOW

TO

DOTO

KNO

W H

OW T

O BE

AND

LIV

E TO

GETH

ER

To u

nder

stan

d th

e ba

sic

cont

ents

of e

ach

acad

emic

are

a, o

f the

Com

pete

ncie

s an

d of

the

valu

es e

stab

lishe

d by

the

Scho

ol,

acco

rdin

g to

the

cogn

itive

leve

l.

TO K

NOW

TO K

NOW

HOW

TO

DOTO

KNO

W H

OW T

O BE

AND

LIV

E TO

GETH

ER

To u

nder

stan

d th

e ba

sic

cont

ents

of e

ach

acad

emic

are

a, o

f the

Com

pete

ncie

s an

d of

the

valu

es e

stab

lishe

d by

the

Scho

ol,

acco

rdin

g to

the

cogn

itive

leve

l.

TO K

NOW

TO K

NOW

HOW

TO

DOTO

KNO

W H

OW T

O BE

AND

LIV

E TO

GETH

ER

134

A M

odel

of

Educ

atio

n fo

r the

XXI

Cen

tury

To u

nder

stan

d th

e ba

sic

cont

ents

of e

ach

acad

emic

are

a, o

f the

Com

pete

ncie

s an

d of

the

valu

es e

stab

lishe

d by

the

Scho

ol,

acco

rdin

g to

the

cogn

itive

leve

l.

To o

rgan

ize

corre

ctly

and

with

out

acco

mpa

nim

ent,

the

time,

reso

urce

s an

d ac

tiviti

es to

ach

ieve

sho

rt an

d m

iddl

e-te

rm g

oals

.

To c

oexi

st re

spec

ting

the

diffe

renc

es:

ethn

ical

, soc

ial,

cultu

ral,

and

of g

enre

, ag

e, a

nd o

pini

on.

Anal

yzin

g ca

uses

and

effe

cts

of th

e ph

ysic

al, h

uman

, soc

ial,

polit

ic, a

nd

relig

ious

real

ity.

To b

e se

nsiti

ve w

hen

faci

ngun

fairn

ess,

evi

denc

ing

certa

in s

uppo

rtive

ac

tion,

acc

ordi

ng to

Jes

us’ w

ay.

To fo

llow

acc

urat

e in

stru

ctio

n to

car

ry o

ut

diffe

rent

pro

ject

s (s

ocia

l and

nat

ural

), co

nsid

erin

g di

vers

e pe

rspe

ctiv

es.

To e

stab

lish

rela

tions

hips

of r

espe

ct a

nd

tole

ranc

e w

ith o

ther

s.

To e

xpre

ss id

eas

both

in a

n or

al a

nd in

a

writ

ten

way

, with

ord

er a

nd c

larit

y, a

nd

cons

ciou

sly

appl

ying

dis

curs

ive

and

writ

ing

stra

tegi

es.

To d

evel

op s

treng

ths

and

to s

trive

to

over

com

e lim

itatio

ns.

To u

se IC

T to

ols

in o

rder

to lo

ok fo

r, to

ob

tain

, and

to s

elec

t and

use

the

info

rmat

ion.

To b

e co

nsci

ous

of th

e im

porta

nce

of th

e ac

tions

that

aid

the

phys

ical

and

em

otio

nal h

ealth

, for

the

bene

fit o

f di

gnity

.To

read

flue

ntly

and

com

preh

ensi

vely

in

an o

ral w

ay.

To b

e in

tere

sted

in th

e ap

plic

atio

n of

so

me

char

acte

ristic

s of

the

Igna

tian

disc

ernm

ent.

To re

ad c

ompr

ehen

sive

ly, a

pply

ing

with

au

tono

my,

pre

, and

whi

le re

adin

g st

rate

gies

.

To g

ladl

y as

sum

e re

spon

sibi

litie

s, fo

r a

com

mon

ben

efit

and

to h

elp

othe

rs.

To re

ad c

ompr

ehen

sive

ly, a

pply

ing

in a

gu

ided

way

, afte

r rea

ding

stra

tegi

es.

To b

e pe

rsev

eran

t to

get g

oals

, de

mon

stra

ting

cons

tant

des

ires

for

impr

ovem

ent t

o lo

ve a

nd s

erve

.

To re

ad a

t an

infe

rent

ial l

evel

, in

a gu

ided

w

ay.

To d

emon

stra

te in

itiat

ive

to p

ropo

se

idea

s an

d so

lutio

ns th

at c

ontri

bute

in

bene

fit o

f the

env

ironm

ent.

To re

cogn

ize

the

own

qual

ities

and

w

eakn

esse

s, p

ropo

sing

con

cret

e go

als.

To u

se m

oder

atel

y th

e re

sour

ces

in

cont

rast

with

the

influ

ence

of

cons

umer

ism

. To

use

met

acog

nitiv

e an

d se

lf-re

gula

tory

pr

oces

ses

in th

e le

arni

ng p

roce

sses

, be

mea

ns o

f que

stio

ns a

nd g

uide

d in

stru

ctio

ns.

To m

ake

an e

ffort

to re

late

with

oth

ers,

gi

ven

mor

e im

porta

nce

to “h

ow to

be”

th

an to

“wha

t to

have

”

To u

se c

orre

ctly

the

time,

with

an

adul

t’s

med

iatio

n.To

resp

ect a

nd a

ppre

ciat

e th

e G

uate

mal

an p

luric

ultu

ral m

anife

stat

ions

.

SCHO

OL P

ROFI

LES

– Si

xth

Grad

e of

Prim

ary

To e

xecu

te w

ith s

ome

guid

e, b

asic

bi

omec

hani

cal m

ovem

ents

, to

have

an

adeq

uate

inte

rrela

tion

with

the

natu

ral,

cultu

ral,

and

soci

al e

nviro

nmen

t

To a

ct h

ones

tly, i

n sp

ite o

f co

nseq

uenc

es.

To a

pply

the

logi

cal a

nd a

naly

tical

th

inki

ng to

rela

te c

once

pts

on th

e ba

sis

of c

ausa

lity

and

com

paris

on b

etw

een

two

or th

ree

choi

ces.

To a

ssum

e po

ints

of v

iew

orie

nted

to th

e ca

ring

and

cons

erva

tion

of th

e en

viro

nmen

t, as

an

expr

essi

on o

f the

G

od’s

love

.To

use

reve

rsib

le th

inki

ng to

com

preh

end

the

cons

erva

tion

and

cons

tanc

y of

fact

s an

d si

tuat

ions

.

To m

edita

te b

efor

e th

e pr

esen

ce o

f God

, in

mom

ent o

f pra

yer a

nd in

ner s

ilenc

e.

To w

rite

and

to re

ad s

hort

text

s in

En

glis

h, to

use

them

as

a w

ay o

f co

mm

unic

atio

n an

d ex

pres

sion

.

To e

mpa

thiz

e w

ith o

ther

s, tu

ning

the

own

inte

rest

s w

ith th

e ot

hers

’, to

beh

ave

acco

rdin

gly

and

with

som

e he

lp.

To o

rgan

ize

and

to a

ssum

e di

ffere

nt

role

s in

a te

am w

ork,

to re

ach

a co

mm

on

goal

.

To b

ehav

e re

spec

tfully

acc

ordi

ng to

re

gula

tions

, and

ass

umin

g co

nseq

uenc

es b

y di

alog

uing

.

To m

anag

e di

ffere

nt re

sour

ces

of

info

rmat

ion,

with

som

e he

lp, d

evel

opin

g re

sear

ches

to k

now

and

/or t

o pr

opos

e so

lutio

ns.

To m

ake

resp

onsi

ble

deci

sion

s, u

sing

the

liber

ty.

To u

se a

resp

ectfu

l dia

logu

e as

a w

ay o

f so

lvin

g pe

rson

al a

nd a

cade

mic

pr

oble

ms,

with

the

help

of a

teac

her o

r a

tuto

r.

To s

tart

know

ing

the

own

emot

ions

in

orde

r to

regu

late

beh

avio

rs.

To a

rgum

ent i

n a

criti

cal a

nd c

onst

ruct

ive

way

, cau

ses

and

cons

eque

nces

, ad

vant

ages

and

dis

adva

ntag

es o

f ph

enom

ena,

eve

nts,

and

circ

umst

ance

s.

To d

evel

op th

e ow

n st

reng

ths

and

to

striv

e fo

r ove

rcom

e di

fficu

lties

.

To d

ialo

gue

usin

g En

glis

h la

ngua

ge.

To re

cogn

ize

the

gifts

and

goo

d re

ceiv

ed,

and

shar

e th

em w

ith o

ther

s.

To re

flect

abo

ut th

e ow

n ac

tions

, th

ough

ts, a

nd fe

elin

gs, a

nd to

pro

pose

ac

tions

of i

mpr

ovin

g, u

sing

the

Igna

tian

paus

e.

To s

how

inne

r hap

pine

ss w

hen

findi

ng

tole

ranc

e en

viro

nmen

ts.

To e

stab

lish

rela

tions

hips

with

par

tner

s,

in w

hich

the

own

deve

lopm

ent a

nd

othe

rs’ a

re in

tend

ed.

TO K

NOW

TO K

NOW

HOW

TO

DOTO

KNO

W H

OW T

O BE

AND

LIV

E TO

GETH

ER

To u

nder

stan

d th

e ba

sic

cont

ents

of e

ach

acad

emic

are

a, o

f the

Com

pete

ncie

s an

d of

the

valu

es e

stab

lishe

d by

the

Scho

ol,

acco

rdin

g to

the

cogn

itive

leve

l.

TO K

NOW

TO K

NOW

HOW

TO

DOTO

KNO

W H

OW T

O BE

AND

LIV

E TO

GETH

ER

To u

nder

stan

d th

e ba

sic

cont

ents

of e

ach

acad

emic

are

a, o

f the

Com

pete

ncie

s an

d of

the

valu

es e

stab

lishe

d by

the

Scho

ol,

acco

rdin

g to

the

cogn

itive

leve

l.

TO K

NOW

TO K

NOW

HOW

TO

DOTO

KNO

W H

OW T

O BE

AND

LIV

E TO

GETH

ER

135A

Mod

el o

f Ed

ucat

ion

for t

he X

XI C

entu

ry

To u

nder

stan

d th

e ba

sic

cont

ents

of e

ach

acad

emic

are

a, o

f the

Com

pete

ncie

s an

d of

the

valu

es e

stab

lishe

d by

the

Scho

ol,

acco

rdin

g to

the

cogn

itive

leve

l.

To u

nder

stan

d th

e ba

sic

cont

ents

of e

ach

acad

emic

are

a, o

f the

Com

pete

ncie

s an

d of

the

valu

es e

stab

lishe

d by

the

Scho

ol,

acco

rdin

g to

the

cogn

itive

leve

l.

To m

anag

e ad

equa

tely

the

time,

re

sour

ces,

and

act

iviti

es, t

akin

g in

to

acco

unt p

riorit

ies

and

eval

uatin

g pr

oces

ses

and

resu

lts.

To v

alue

and

to re

spec

t the

div

ersi

ty:

ethn

ical

, soc

ial,

ideo

logi

cal,

cultu

ral,

and

of g

enre

and

age

.

To c

arry

out

cre

ativ

e an

d in

nova

tive

actio

ns to

sol

ve c

ompl

ex p

robl

ems

to g

et

com

mon

ben

efits

.

To a

ssum

e a

pers

onal

com

mitm

ent t

o de

fend

the

just

ice

that

em

erge

s fro

m

faith

, sho

win

g so

lidar

ity w

ith th

e w

eake

st

peop

le.

To s

uppo

rt id

eas

both

ora

lly a

nd in

a

writ

ten

way

, with

ord

er, c

larit

y, a

ccur

acy,

ob

ject

iven

ess,

and

rich

ness

of

voca

bula

ry, c

arry

ing

out m

etac

ogni

tive

and

self-

regu

lato

ry p

roce

sses

.

To d

efen

d a

resp

ectfu

l and

tole

rant

en

viro

nmen

t, ba

sed

on th

e hu

man

di

gnity

.

To c

reat

e an

d to

bui

ld k

now

ledg

e th

roug

h IC

T.To

man

ifest

beh

avio

rs in

def

ense

of t

he

own

dign

ity a

nd s

elf-e

stee

m.

SCHO

OL P

ROFI

LES

– Tw

elfth

Gra

de

To re

ad e

loqu

ently

in a

n or

al w

ay.

To c

arry

out

act

ions

in fa

vor o

f the

car

ing

and

valu

e of

the

phys

ical

and

em

otio

nal

heal

th, i

n be

nefit

of t

he o

wn

dign

ity.

With

aut

onom

y, to

read

com

preh

ensi

vely

us

ing

stra

tegi

es a

t a m

etac

ogni

tive

and

self-

regu

lato

ry le

vel.

To a

ppea

l to

the

Igna

tian

disc

ernm

ent a

s a

met

hod

to m

ake

the

best

dec

isio

ns.

To re

ad c

ompr

ehen

sive

ly d

iver

se ty

pes

of te

xts,

in o

rder

to a

cqui

re m

eani

ngfu

l an

d fu

nctio

nal l

earn

ing.

To v

alue

the

own

resp

onsi

bilit

y an

d to

co

ntrib

ute

to th

e gr

oup

resp

onsi

bilit

y,

bein

g co

nsci

ous

of th

e im

plic

atio

ns o

f ac

tions

.

To fo

rmul

ate

prop

osal

s an

d to

refle

ct

abou

t the

ow

n lif

e pr

ojec

t, ba

sing

it o

n th

e Ig

natia

n le

ader

ship

,

To b

e pe

rsev

eran

t in

the

rese

arch

for t

he

exce

llenc

e to

love

and

ser

ve b

ette

r.

To a

pply

with

aut

onom

y, m

etac

ogni

tive

and

self-

regu

lato

ry p

roce

sses

in th

e le

arni

ng.

To p

ract

ice

the

Igna

tian

lead

ersh

ip,

enco

urag

ing

this

sam

e le

ader

ship

in

othe

rs, w

ith a

mul

tiplie

r effe

ct.

To u

se ti

me

resp

onsi

bly

as a

resu

lt of

a

proc

ess

of d

isce

rnm

ent.

To u

se c

onsc

ious

ly th

e re

sour

ces

“as

muc

h as

” the

y al

low

the

dign

ifica

tion

of

the

hum

an b

eing

, in

cont

rast

with

the

influ

ence

of c

onsu

mer

ism

. To

dom

inat

e th

e bi

omec

hani

cal

mov

emen

ts a

nd th

e co

nditi

onal

qua

litie

s (s

treng

th, v

eloc

ity a

nd re

sist

ance

) whi

ch

allo

w a

cor

rect

inte

rrela

tion

amon

g th

e na

tura

l, cu

ltura

l, an

d so

cial

env

ironm

ent.

To v

alue

the

hum

an b

eing

in h

is d

igni

ty,

for w

hat h

e is

inst

ead

of fo

r wha

t he

does

.

To in

tegr

ate

diffe

rent

thin

king

ski

lls, t

o so

lve

prob

lem

s in

a m

etac

ogni

tive

and

a se

lf-re

gula

tory

way

.

To b

e pr

oud

of th

e ow

n cu

ltura

l ide

ntity

as

a G

uate

mal

an p

erso

n.

To m

aste

r Eng

lish

as a

For

eign

La

ngua

ge.

To h

ave

a co

here

nt b

ehav

ior o

n th

e ba

sis

of th

e ex

pres

sed

valu

es, d

arin

g to

de

noun

ce li

es, f

aken

ess,

and

unf

airn

ess.

To re

ach

com

mon

goa

ls, s

treng

then

ing

each

team

mem

ber’s

per

sona

l qua

litie

s.C

omm

it w

ith th

e su

stai

nabl

e de

velo

pmen

t, fil

ling

the

natu

re a

s a

God

’s e

xpre

ssio

n.To

use

the

team

wor

k in

the

rese

arch

of

com

mon

sol

utio

ns to

pro

blem

s ar

ound

.To

enj

oy m

omen

ts o

r pra

yer,

med

itatio

n,

and

inne

r sile

nce,

whi

ch a

llow

to b

ecom

e co

nsci

ous

of o

nese

lf, o

f God

, and

of t

he

wor

ld.

To c

arry

out

rese

arch

es, w

ith a

uton

omy,

to

kno

w a

nd/o

r to

prop

ose

solu

tions

, us

ing

the

met

acog

nitio

n an

d se

lf-re

gula

tion.

To b

e ge

nero

us w

hen

givi

ng a

nd g

ivin

g on

esel

f to

othe

rs, w

ithou

t exp

ectin

g an

ythi

ng in

retu

rn.

To u

se a

n ho

nest

and

resp

ectfu

l dia

logu

e to

sol

ve c

onfli

cts.

To e

mpa

thiz

e w

ith o

ther

s, tu

ning

the

own

inte

rest

s w

ith th

e ot

hers

’ and

act

ing

by

inne

r mot

ivat

ions

.

To e

xpre

ss a

gree

men

ts a

nd

disa

gree

men

ts in

an

asse

rtive

way

, and

su

ppor

ting

the

own

opin

ion.

To c

onsc

ious

ly a

ct a

nd re

quire

the

resp

ect r

egar

ding

diff

eren

t per

sona

l, fa

milia

r, sc

hool

, env

ironm

ent,

and

soci

al

situ

atio

ns.

To e

xpre

ss re

ason

able

and

inno

vativ

e co

nclu

sion

s, a

fter o

bser

ving

, lis

teni

ng to

o

read

ing

abou

t som

e ph

enom

enon

, si

tuat

ion

or c

ircum

stan

ce.

To u

se re

spon

sibl

y an

d co

nsci

ousl

y th

e ow

n lib

erty

, to

deve

lop

as a

per

son,

and

to

ser

ve o

ther

s.

To u

se th

e cr

iteria

of t

he Ig

natia

n di

scer

nmen

t to

orie

nt th

e lif

e se

nse.

To k

now

and

sel

f-con

trol e

mot

ions

and

im

puls

es, a

s ev

iden

ce o

f a h

ealth

y em

otio

nal i

ntel

ligen

ce.

To p

ract

ice

char

acte

ristic

s of

the

Igna

tian

lead

ersh

ip, o

n th

e ba

sis

of th

e ow

n po

tent

ial a

nd k

now

ledg

e of

real

ity, i

n or

der t

o tra

nsfo

rm it

.

To m

anife

st b

ehav

iors

in d

efen

se o

f the

ow

n di

gnity

and

sel

f-est

eem

.

To re

flect

ser

enity

and

inne

r hap

pine

ss,

prom

otin

g co

ncor

d an

d to

lera

nce

envi

ronm

ents

.

TO K

NOW

TO K

NOW

HOW

TO

DOTO

KNO

W H

OW T

O BE

AND

LIV

E TO

GETH

ER

TO K

NOW

TO K

NOW

HOW

TO

DOTO

KNO

W H

OW T

O BE

AND

LIV

E TO

GETH

ER

To

un

ders

tan

d th

e ba

sic

con

ten

ts o

f ea

ch a

cade

mic

are

a, o

f th

e C

ompe

ten

cies

an

d of

th

e va

lues

es

tabl

ish

ed b

y th

e Sc

hoo

l, a

ccor

din

g to

th

e co

gnit

ive

leve

l.

TO K

NOW

TO K

NOW

HOW

TO

DOTO

KNO

W H

OW T

O BE

AND

LIV

E TO

GETH

ER

136

A M

odel

of

Educ

atio

n fo

r the

XXI

Cen

tury

To u

nder

stan

d th

e ba

sic

cont

ents

of e

ach

acad

emic

are

a, o

f the

Com

pete

ncie

s an

d of

the

valu

es e

stab

lishe

d by

the

Scho

ol,

acco

rdin

g to

the

cogn

itive

leve

l.

To u

nder

stan

d th

e ba

sic

cont

ents

of e

ach

acad

emic

are

a, o

f the

Com

pete

ncie

s an

d of

the

valu

es e

stab

lishe

d by

the

Scho

ol,

acco

rdin

g to

the

cogn

itive

leve

l.

To m

anag

e ad

equa

tely

the

time,

re

sour

ces,

and

act

iviti

es, t

akin

g in

to

acco

unt p

riorit

ies

and

eval

uatin

g pr

oces

ses

and

resu

lts.

To v

alue

and

to re

spec

t the

div

ersi

ty:

ethn

ical

, soc

ial,

ideo

logi

cal,

cultu

ral,

and

of g

enre

and

age

.

To c

arry

out

cre

ativ

e an

d in

nova

tive

actio

ns to

sol

ve c

ompl

ex p

robl

ems

to g

et

com

mon

ben

efits

.

To a

ssum

e a

pers

onal

com

mitm

ent t

o de

fend

the

just

ice

that

em

erge

s fro

m

faith

, sho

win

g so

lidar

ity w

ith th

e w

eake

st

peop

le.

To s

uppo

rt id

eas

both

ora

lly a

nd in

a

writ

ten

way

, with

ord

er, c

larit

y, a

ccur

acy,

ob

ject

iven

ess,

and

rich

ness

of

voca

bula

ry, c

arry

ing

out m

etac

ogni

tive

and

self-

regu

lato

ry p

roce

sses

.

To d

efen

d a

resp

ectfu

l and

tole

rant

en

viro

nmen

t, ba

sed

on th

e hu

man

di

gnity

.

To c

reat

e an

d to

bui

ld k

now

ledg

e th

roug

h IC

T.To

man

ifest

beh

avio

rs in

def

ense

of t

he

own

dign

ity a

nd s

elf-e

stee

m.

SCHO

OL P

ROFI

LES

– Tw

elfth

Gra

de

To re

ad e

loqu

ently

in a

n or

al w

ay.

To c

arry

out

act

ions

in fa

vor o

f the

car

ing

and

valu

e of

the

phys

ical

and

em

otio

nal

heal

th, i

n be

nefit

of t

he o

wn

dign

ity.

With

aut

onom

y, to

read

com

preh

ensi

vely

us

ing

stra

tegi

es a

t a m

etac

ogni

tive

and

self-

regu

lato

ry le

vel.

To a

ppea

l to

the

Igna

tian

disc

ernm

ent a

s a

met

hod

to m

ake

the

best

dec

isio

ns.

To re

ad c

ompr

ehen

sive

ly d

iver

se ty

pes

of te

xts,

in o

rder

to a

cqui

re m

eani

ngfu

l an

d fu

nctio

nal l

earn

ing.

To v

alue

the

own

resp

onsi

bilit

y an

d to

co

ntrib

ute

to th

e gr

oup

resp

onsi

bilit

y,

bein

g co

nsci

ous

of th

e im

plic

atio

ns o

f ac

tions

.

To fo

rmul

ate

prop

osal

s an

d to

refle

ct

abou

t the

ow

n lif

e pr

ojec

t, ba

sing

it o

n th

e Ig

natia

n le

ader

ship

,

To b

e pe

rsev

eran

t in

the

rese

arch

for t

he

exce

llenc

e to

love

and

ser

ve b

ette

r.

To a

pply

with

aut

onom

y, m

etac

ogni

tive

and

self-

regu

lato

ry p

roce

sses

in th

e le

arni

ng.

To p

ract

ice

the

Igna

tian

lead

ersh

ip,

enco

urag

ing

this

sam

e le

ader

ship

in

othe

rs, w

ith a

mul

tiplie

r effe

ct.

To u

se ti

me

resp

onsi

bly

as a

resu

lt of

a

proc

ess

of d

isce

rnm

ent.

To u

se c

onsc

ious

ly th

e re

sour

ces

“as

muc

h as

” the

y al

low

the

dign

ifica

tion

of

the

hum

an b

eing

, in

cont

rast

with

the

influ

ence

of c

onsu

mer

ism

. To

dom

inat

e th

e bi

omec

hani

cal

mov

emen

ts a

nd th

e co

nditi

onal

qua

litie

s (s

treng

th, v

eloc

ity a

nd re

sist

ance

) whi

ch

allo

w a

cor

rect

inte

rrela

tion

amon

g th

e na

tura

l, cu

ltura

l, an

d so

cial

env

ironm

ent.

To v

alue

the

hum

an b

eing

in h

is d

igni

ty,

for w

hat h

e is

inst

ead

of fo

r wha

t he

does

.

To in

tegr

ate

diffe

rent

thin

king

ski

lls, t

o so

lve

prob

lem

s in

a m

etac

ogni

tive

and

a se

lf-re

gula

tory

way

.

To b

e pr

oud

of th

e ow

n cu

ltura

l ide

ntity

as

a G

uate

mal

an p

erso

n.

To m

aste

r Eng

lish

as a

For

eign

La

ngua

ge.

To h

ave

a co

here

nt b

ehav

ior o

n th

e ba

sis

of th

e ex

pres

sed

valu

es, d

arin

g to

de

noun

ce li

es, f

aken

ess,

and

unf

airn

ess.

To re

ach

com

mon

goa

ls, s

treng

then

ing

each

team

mem

ber’s

per

sona

l qua

litie

s.C

omm

it w

ith th

e su

stai

nabl

e de

velo

pmen

t, fil

ling

the

natu

re a

s a

God

’s e

xpre

ssio

n.To

use

the

team

wor

k in

the

rese

arch

of

com

mon

sol

utio

ns to

pro

blem

s ar

ound

.To

enj

oy m

omen

ts o

r pra

yer,

med

itatio

n,

and

inne

r sile

nce,

whi

ch a

llow

to b

ecom

e co

nsci

ous

of o

nese

lf, o

f God

, and

of t

he

wor

ld.

To c

arry

out

rese

arch

es, w

ith a

uton

omy,

to

kno

w a

nd/o

r to

prop

ose

solu

tions

, us

ing

the

met

acog

nitio

n an

d se

lf-re

gula

tion.

To b

e ge

nero

us w

hen

givi

ng a

nd g

ivin

g on

esel

f to

othe

rs, w

ithou

t exp

ectin

g an

ythi

ng in

retu

rn.

To u

se a

n ho

nest

and

resp

ectfu

l dia

logu

e to

sol

ve c

onfli

cts.

To e

mpa

thiz

e w

ith o

ther

s, tu

ning

the

own

inte

rest

s w

ith th

e ot

hers

’ and

act

ing

by

inne

r mot

ivat

ions

.

To e

xpre

ss a

gree

men

ts a

nd

disa

gree

men

ts in

an

asse

rtive

way

, and

su

ppor

ting

the

own

opin

ion.

To c

onsc

ious

ly a

ct a

nd re

quire

the

resp

ect r

egar

ding

diff

eren

t per

sona

l, fa

milia

r, sc

hool

, env

ironm

ent,

and

soci

al

situ

atio

ns.

To e

xpre

ss re

ason

able

and

inno

vativ

e co

nclu

sion

s, a

fter o

bser

ving

, lis

teni

ng to

o

read

ing

abou

t som

e ph

enom

enon

, si

tuat

ion

or c

ircum

stan

ce.

To u

se re

spon

sibl

y an

d co

nsci

ousl

y th

e ow

n lib

erty

, to

deve

lop

as a

per

son,

and

to

ser

ve o

ther

s.

To u

se th

e cr

iteria

of t

he Ig

natia

n di

scer

nmen

t to

orie

nt th

e lif

e se

nse.

To k

now

and

sel

f-con

trol e

mot

ions

and

im

puls

es, a

s ev

iden

ce o

f a h

ealth

y em

otio

nal i

ntel

ligen

ce.

To p

ract

ice

char

acte

ristic

s of

the

Igna

tian

lead

ersh

ip, o

n th

e ba

sis

of th

e ow

n po

tent

ial a

nd k

now

ledg

e of

real

ity, i

n or

der t

o tra

nsfo

rm it

.

To m

anife

st b

ehav

iors

in d

efen

se o

f the

ow

n di

gnity

and

sel

f-est

eem

.

To re

flect

ser

enity

and

inne

r hap

pine

ss,

prom

otin

g co

ncor

d an

d to

lera

nce

envi

ronm

ents

.

TO K

NOW

TO K

NOW

HOW

TO

DOTO

KNO

W H

OW T

O BE

AND

LIV

E TO

GETH

ER

TO K

NOW

TO K

NOW

HOW

TO

DOTO

KNO

W H

OW T

O BE

AND

LIV

E TO

GETH

ER

To

un

ders

tan

d th

e ba

sic

con

ten

ts o

f ea

ch a

cade

mic

are

a, o

f th

e C

ompe

ten

cies

an

d of

th

e va

lues

es

tabl

ish

ed b

y th

e Sc

hoo

l, a

ccor

din

g to

th

e co

gnit

ive

leve

l.

TO K

NOW

TO K

NOW

HOW

TO

DOTO

KNO

W H

OW T

O BE

AND

LIV

E TO

GETH

ER

137A

Mod

el o

f Ed

ucat

ion

for t

he X

XI C

entu

ry

To u

nder

stan

d th

e ba

sic

cont

ents

of e

ach

acad

emic

are

a, o

f the

Com

pete

ncie

s an

d of

the

valu

es e

stab

lishe

d by

the

Scho

ol,

acco

rdin

g to

the

cogn

itive

leve

l.

To u

nder

stan

d th

e ba

sic

cont

ents

of e

ach

acad

emic

are

a, o

f the

Com

pete

ncie

s an

d of

the

valu

es e

stab

lishe

d by

the

Scho

ol,

acco

rdin

g to

the

cogn

itive

leve

l.

To m

anag

e ad

equa

tely

the

time,

re

sour

ces,

and

act

iviti

es, t

akin

g in

to

acco

unt p

riorit

ies

and

eval

uatin

g pr

oces

ses

and

resu

lts.

To v

alue

and

to re

spec

t the

div

ersi

ty:

ethn

ical

, soc

ial,

ideo

logi

cal,

cultu

ral,

and

of g

enre

and

age

.

To c

arry

out

cre

ativ

e an

d in

nova

tive

actio

ns to

sol

ve c

ompl

ex p

robl

ems

to g

et

com

mon

ben

efits

.

To a

ssum

e a

pers

onal

com

mitm

ent t

o de

fend

the

just

ice

that

em

erge

s fro

m

faith

, sho

win

g so

lidar

ity w

ith th

e w

eake

st

peop

le.

To s

uppo

rt id

eas

both

ora

lly a

nd in

a

writ

ten

way

, with

ord

er, c

larit

y, a

ccur

acy,

ob

ject

iven

ess,

and

rich

ness

of

voca

bula

ry, c

arry

ing

out m

etac

ogni

tive

and

self-

regu

lato

ry p

roce

sses

.

To d

efen

d a

resp

ectfu

l and

tole

rant

en

viro

nmen

t, ba

sed

on th

e hu

man

di

gnity

.

To c

reat

e an

d to

bui

ld k

now

ledg

e th

roug

h IC

T.To

man

ifest

beh

avio

rs in

def

ense

of t

he

own

dign

ity a

nd s

elf-e

stee

m.

SCHO

OL P

ROFI

LES

– Tw

elfth

Gra

de

To re

ad e

loqu

ently

in a

n or

al w

ay.

To c

arry

out

act

ions

in fa

vor o

f the

car

ing

and

valu

e of

the

phys

ical

and

em

otio

nal

heal

th, i

n be

nefit

of t

he o

wn

dign

ity.

With

aut

onom

y, to

read

com

preh

ensi

vely

us

ing

stra

tegi

es a

t a m

etac

ogni

tive

and

self-

regu

lato

ry le

vel.

To a

ppea

l to

the

Igna

tian

disc

ernm

ent a

s a

met

hod

to m

ake

the

best

dec

isio

ns.

To re

ad c

ompr

ehen

sive

ly d

iver

se ty

pes

of te

xts,

in o

rder

to a

cqui

re m

eani

ngfu

l an

d fu

nctio

nal l

earn

ing.

To v

alue

the

own

resp

onsi

bilit

y an

d to

co

ntrib

ute

to th

e gr

oup

resp

onsi

bilit

y,

bein

g co

nsci

ous

of th

e im

plic

atio

ns o

f ac

tions

.

To fo

rmul

ate

prop

osal

s an

d to

refle

ct

abou

t the

ow

n lif

e pr

ojec

t, ba

sing

it o

n th

e Ig

natia

n le

ader

ship

,

To b

e pe

rsev

eran

t in

the

rese

arch

for t

he

exce

llenc

e to

love

and

ser

ve b

ette

r.

To a

pply

with

aut

onom

y, m

etac

ogni

tive

and

self-

regu

lato

ry p

roce

sses

in th

e le

arni

ng.

To p

ract

ice

the

Igna

tian

lead

ersh

ip,

enco

urag

ing

this

sam

e le

ader

ship

in

othe

rs, w

ith a

mul

tiplie

r effe

ct.

To u

se ti

me

resp

onsi

bly

as a

resu

lt of

a

proc

ess

of d

isce

rnm

ent.

To u

se c

onsc

ious

ly th

e re

sour

ces

“as

muc

h as

” the

y al

low

the

dign

ifica

tion

of

the

hum

an b

eing

, in

cont

rast

with

the

influ

ence

of c

onsu

mer

ism

. To

dom

inat

e th

e bi

omec

hani

cal

mov

emen

ts a

nd th

e co

nditi

onal

qua

litie

s (s

treng

th, v

eloc

ity a

nd re

sist

ance

) whi

ch

allo

w a

cor

rect

inte

rrela

tion

amon

g th

e na

tura

l, cu

ltura

l, an

d so

cial

env

ironm

ent.

To v

alue

the

hum

an b

eing

in h

is d

igni

ty,

for w

hat h

e is

inst

ead

of fo

r wha

t he

does

.

To in

tegr

ate

diffe

rent

thin

king

ski

lls, t

o so

lve

prob

lem

s in

a m

etac

ogni

tive

and

a se

lf-re

gula

tory

way

.

To b

e pr

oud

of th

e ow

n cu

ltura

l ide

ntity

as

a G

uate

mal

an p

erso

n.

To m

aste

r Eng

lish

as a

For

eign

La

ngua

ge.

To h

ave

a co

here

nt b

ehav

ior o

n th

e ba

sis

of th

e ex

pres

sed

valu

es, d

arin

g to

de

noun

ce li

es, f

aken

ess,

and

unf

airn

ess.

To re

ach

com

mon

goa

ls, s

treng

then

ing

each

team

mem

ber’s

per

sona

l qua

litie

s.C

omm

it w

ith th

e su

stai

nabl

e de

velo

pmen

t, fil

ling

the

natu

re a

s a

God

’s e

xpre

ssio

n.To

use

the

team

wor

k in

the

rese

arch

of

com

mon

sol

utio

ns to

pro

blem

s ar

ound

.To

enj

oy m

omen

ts o

r pra

yer,

med

itatio

n,

and

inne

r sile

nce,

whi

ch a

llow

to b

ecom

e co

nsci

ous

of o

nese

lf, o

f God

, and

of t

he

wor

ld.

To c

arry

out

rese

arch

es, w

ith a

uton

omy,

to

kno

w a

nd/o

r to

prop

ose

solu

tions

, us

ing

the

met

acog

nitio

n an

d se

lf-re

gula

tion.

To b

e ge

nero

us w

hen

givi

ng a

nd g

ivin

g on

esel

f to

othe

rs, w

ithou

t exp

ectin

g an

ythi

ng in

retu

rn.

To u

se a

n ho

nest

and

resp

ectfu

l dia

logu

e to

sol

ve c

onfli

cts.

To e

mpa

thiz

e w

ith o

ther

s, tu

ning

the

own

inte

rest

s w

ith th

e ot

hers

’ and

act

ing

by

inne

r mot

ivat

ions

.

To e

xpre

ss a

gree

men

ts a

nd

disa

gree

men

ts in

an

asse

rtive

way

, and

su

ppor

ting

the

own

opin

ion.

To c

onsc

ious

ly a

ct a

nd re

quire

the

resp

ect r

egar

ding

diff

eren

t per

sona

l, fa

milia

r, sc

hool

, env

ironm

ent,

and

soci

al

situ

atio

ns.

To e

xpre

ss re

ason

able

and

inno

vativ

e co

nclu

sion

s, a

fter o

bser

ving

, lis

teni

ng to

o

read

ing

abou

t som

e ph

enom

enon

, si

tuat

ion

or c

ircum

stan

ce.

To u

se re

spon

sibl

y an

d co

nsci

ousl

y th

e ow

n lib

erty

, to

deve

lop

as a

per

son,

and

to

ser

ve o

ther

s.

To u

se th

e cr

iteria

of t

he Ig

natia

n di

scer

nmen

t to

orie

nt th

e lif

e se

nse.

To k

now

and

sel

f-con

trol e

mot

ions

and

im

puls

es, a

s ev

iden

ce o

f a h

ealth

y em

otio

nal i

ntel

ligen

ce.

To p

ract

ice

char

acte

ristic

s of

the

Igna

tian

lead

ersh

ip, o

n th

e ba

sis

of th

e ow

n po

tent

ial a

nd k

now

ledg

e of

real

ity, i

n or

der t

o tra

nsfo

rm it

.

To m

anife

st b

ehav

iors

in d

efen

se o

f the

ow

n di

gnity

and

sel

f-est

eem

.

To re

flect

ser

enity

and

inne

r hap

pine

ss,

prom

otin

g co

ncor

d an

d to

lera

nce

envi

ronm

ents

.

TO K

NOW

TO K

NOW

HOW

TO

DOTO

KNO

W H

OW T

O BE

AND

LIV

E TO

GETH

ER

TO K

NOW

TO K

NOW

HOW

TO

DOTO

KNO

W H

OW T

O BE

AND

LIV

E TO

GETH

ER

To

un

ders

tan

d th

e ba

sic

con

ten

ts o

f ea

ch a

cade

mic

are

a, o

f th

e C

ompe

ten

cies

an

d of

th

e va

lues

es

tabl

ish

ed b

y th

e Sc

hoo

l, a

ccor

din

g to

th

e co

gnit

ive

leve

l.

TO K

NOW

TO K

NOW

HOW

TO

DOTO

KNO

W H

OW T

O BE

AND

LIV

E TO

GETH

ER

138

A M

odel

of

Educ

atio

n fo

r the

XXI

Cen

tury

An effective methodology to28 teach and evaluete competencies

• Today it is talked about LEARNING-TEACHING PROCESSES, putting learning in first place, because the education key is the student’ learning.

In this way, the teacher stops being the core of education: the teacher is not conceived as protagonist of the educational processes in class any more, but as mediator, motivator, facilitator, model, and encourager. It is not the teacher who “should give the class”, but the one who plans and prepares the learning

moments, including the teaching guides. It is not the “teacher” who teaches, explains and exposes the contents along the period, but the one who in a few minutes introduces and exposes, clearly and briefly, the topic or topics of study and reflection and how to discuss them; the one who starts by presenting the problems; the one who monitors the learning processes; he is also (when needed) the one who clarify doubts, and who synthesizes opportunely, etc.

“And, what does the student do? He is the main character who builds meanings through his “meaningful” learnings and the corresponding “functional” learnings, applying several procedures. The student is the one who actively practices, in different ways, and with diverse academic tasks; he is the one who carries out, on the basis of his own school and social context, the functions and dimensions of “experience-reflection-action-self-evaluation”; he is also in charge of reading comprehensively the texts offered in the “Learning Guides”, and

28 Taken from the book: Liceo Javier (2012, 2nda. Edic.). Proyecto de Períodos Dobles de Clase. Hacia un nuevo método de Aprendizaje, Liceo Javier, Guatemala: Edic. IGER.

“The teacher it is not conceived as protagonist of the educational processes in class any more, but as mediator, motivator, facilitator, model, and encourager.”

Chapter

05

139A

Mod

el o

f Ed

ucat

ion

for t

he X

XI C

entu

ry

the one who analyzes and solve the problems that have been proposed or the ones that he finds in his way to learning; the student faces plenty of occasions to express himself maturely, and to share with his partners in the cooperative work; besides, he writes up his “parallel texts” where (as in a “portfolio”) he gathers his ideas, experiences, discovering, impressions, and creations…all these is synthesized in the main objective of his role as a student: he is who , little by little, develops his instrumental, interpersonal and systemic competencies, as examples of instrumental competencies: “reading comprehension”; “verbal communication”; “written communication”; “analytical”; “systemic and creative thinking”; “logical, reflexive and analogical thinking”; “problems solving”; as well as the interpersonal competencies: “self-esteem and self-motivation”; “interpersonal communication”; “ethical commitment” with the values of solidarity, industriousness, democratic values, etc.; “team work”; and also, progressively, the systemic competencies: “investigation-action” and “constructive leadership”.

These ambitious objectives, which the student should achieve nowadays, cannot be reached in short periods and scarce 45 minutes; for that reason, it was decided to carry out a project called “double period” of 70 to 90 minutes, whose characteristics are presented next.

1. Characteristics of the “Double Period”

In advance, each area coordinator, or the person in charge of the Lesson Plans revisions, along with his team of teachers, have chosen the best option among the texts offered by the market, those with an excellent “mediation”; those texts, either printed or virtual (books, articles, essays, etc.) are privileged tools to get the needed “meaningful learning”, through the comprehensive reading.

Also ahead, the Educational Institution has decided which competency or competencies are going to be developed; the educator is clear about the learning contents, skills, and values to be worked; moreover, a lesson plan with the corresponding achievement indicators has been prepared, as well as the working guide with the “roadmap” that the students should follow in the different activities; in the Lesson Plan, the achievement indicators of each one of the three elements of the competency intended to be achieved, should be included; all the Guides present tasks, questionings or presentation of a problem.

The class is started by a brief motivating introduction where students’ previous knowledge, interest, attention and motivation are aroused; and a “working guide” is presented to students.

An ample time should be assigned to the personal work, to silently read comprehensively and to take notes, in order to work on the topic to later on dedicate to the problem solving or problem approaching.

140

A M

odel

of

Educ

atio

n fo

r the

XXI

Cen

tury

An ample time is also given to the cooperative work (in pairs or groups of four) where the knowledge is rebuilt, the doubts are clarified between peers, the contributions of each member are integrated, and the interpersonal competencies are being developed.

The personal and group self-evaluation is developed, following flexibly the indications given in the “working guide”. The period is closed with a plenary.

The formative evaluation is practiced permanently, without forgetting the “cura personalis”29 or caring for people, mainly with the people in need (such as “defenseless ones”, “immature ones”, or “those with learning problems”, etc.).

The dynamics of the working times, in the long period of class, can be different depending on the academic areas, the students’ ages, etc.; for that reason, it is convenient to adapt it with flexibility, according to the different circumstances, without understanding it as “rigid steps” to be followed, but as “dimensions” or “procedures” managed with certain creativity. However, the experience advises to start with a brief “motivating introduction”; to follow with the personal work or research; then, to continue with the “cooperative work” in small teams; and to finish with the “plenary” of the entire class group.

Of course, the teacher who attentively and closely observes all the process, can interrupt it or make the prudent changes that he considers necessary; for example, when he sees that several students are blocked up because of some doubts or difficulties, it is convenient to halt in order to make brief clarifications and explanations.

The “Learning Guides” as it is known, indicate in detail, the tasks that the student should carry out during the class period; and also, they specify the “competency” or “competencies” (with the corresponding “skills”, “abilities”, and “values”) to be developed through the group of processes and activities of the “double period”.

Something very important, besides the certain flexibility indicated, is that in the lesson plan as well as in the practice of these long periods, teachers have to have in mind that the main objective that is intended to achieve with this methodology, is the development of competencies with their corresponding values, as said before. According to experience, this methodology can be applied with excellent results, since First Grade to Twelfth Grade.

29 This concept of “cura personalis” (or “caring for people” by accompanying them), is taken from several documents which describe the Characteristics of the Society of Jesus Education.

“The experience advises to start with a brief “motivating introduction”; to follow with the personal work; then, to continue with the “cooperative work”; and finish with the “plenary” .

141A

Mod

el o

f Ed

ucat

ion

for t

he X

XI C

entu

ry

a. T

he m

etho

dolo

gy in

gen

eral

• To

ove

rcom

e th

e lim

itatio

ns o

f the

mas

ter c

lass

met

hodo

logy

, reg

ardi

ng th

e

form

atio

n of

Key

Com

pete

ncie

s fo

r life

.•

To h

ave

the

stud

ent b

e th

e m

ain

char

acte

r of t

he p

roce

sses

of

le

arni

ng-te

achi

ng.

• To

giv

e a

boos

t to

the

achi

evem

ent o

f fre

quen

t and

dee

p m

eani

ngfu

l and

func

tiona

l lea

rnin

g.•

To m

otiv

ate

the

stud

ents

with

a m

ore

activ

e an

d at

tract

ive

met

hodo

logy

.b.

Mot

ivat

iona

l int

rodu

ctio

n•

To p

rovo

ke, s

ince

the

very

firs

t mom

ent,

the

stud

ents

’ atte

ntio

n an

d in

tere

st.

• To

hav

e st

uden

t sta

rt ac

tivat

ing

thei

r pre

viou

s kn

owle

dge,

in o

rder

to

conn

ect i

t with

the

topi

cs o

f thi

s ne

w p

erio

d an

d th

us, t

o gu

aran

tee

a

mea

ning

ful l

earn

ing.

• To

stim

ulat

e th

e st

uden

t thr

ough

the

pres

enta

tion

of a

pro

blem

whi

ch h

e

will

be s

olvi

ng a

long

the

clas

s pe

riod.

DOUB

LE P

ERIO

D M

ETHO

DOLO

GY

c. P

erso

nal w

ork

• To

enc

oura

ge th

e co

mpr

ehen

sive

read

ing

com

pete

ncy

at h

igh

leve

ls, a

s an

effe

ctiv

e w

ay o

f get

ting

mea

ning

ful l

earn

ing.

• To

enc

oura

ge s

yste

mat

ical

ly th

e m

atur

e w

ritin

g co

mpe

tenc

y.•

To d

evel

op th

e st

uden

ts’ a

uton

omy

and

thei

r sel

f-eva

luat

ion

habi

ts.

• To

take

adv

anta

ge o

f the

hug

e ef

ficac

y of

the

pers

onal

wor

k, w

hich

usu

ally

su

rpas

ses

the

mas

ter c

lass

met

hodo

logy

.

d. T

eam

wor

k•

To le

arn

to w

ork

in te

ams,

and

dev

elop

the

habi

t to

do it

so.

• To

take

adv

anta

ge o

f the

effic

acy t

hat, a

ccor

ding

to a

utho

rs, th

e co

oper

ative

wor

k has

for le

arnin

g.•

To d

evel

op th

e or

al e

xpre

ssio

n co

mpe

tenc

y.•

To h

ave

cons

tant

opp

ortu

nitie

s to

dev

elop

the

inte

rper

sona

l com

pete

ncie

s.

e. P

lena

ry•

To d

evel

op th

e co

nstru

ctiv

e le

ader

ship

com

pete

ncy.

• To

stre

ngth

en th

e de

velo

pmen

t of t

he in

terp

erso

nal a

nd o

ral e

xpre

ssio

n

com

pete

ncie

s.•

To d

eepe

n an

d am

plify

the

mea

ning

ful a

nd fu

nctio

nal l

earn

ing.

DIM

ENSI

ONS

OBJE

CTIV

ES O

F TH

E M

ETHO

DOLO

GY

The

obje

ctiv

es o

f the

met

hodo

logy

in g

ener

al, a

nd

The

spec

ific

obje

ctiv

es o

f eac

h on

e of

its

four

dim

ensi

ons

1st.

Mot

ivat

ing

intro

duct

ion

• C

atch

es th

e gr

oup

atte

ntio

n, p

rese

ntin

g th

e

wor

king

gui

de, w

ith th

e co

mpe

tenc

y, th

e

topi

c, th

e pr

oble

ms,

the

ta

sks,

etc

. •

By m

eans

of q

uest

ions

, gra

phic

org

aniz

ers,

us

e of

ICT,

etc

., ac

tivat

es th

e st

uden

ts’

pr

evio

us k

now

ledg

e th

at is

con

nect

ed w

ith

the

topi

c, w

ith th

e pr

oble

m, e

tc.,

of th

e

clas

s th

at is

just

to s

tart.

• In

duce

s in

sev

eral

way

s, th

e co

mpr

ehen

sive

re

adin

g of

text

s; s

omet

imes

“mod

elin

g”

ho

w to

do

it.

• Fo

llow

atte

ntiv

ely

the

educ

ator

’s

pres

enta

tion

abou

t the

topi

c, ta

sk o

r

prob

lem

.•

Col

labo

rate

with

the

teac

her t

ryin

g to

re

mem

ber t

heir

own

prev

ious

kno

wle

dge.

• If

they

hav

e do

ubt a

bout

a L

earn

ing

Gui

de ,

th

ey a

sk q

uest

ions

with

resp

ect a

nd li

berty

.

2nd.

Per

sona

l w

ork

• H

e m

oves

aro

und

the

clas

sroo

m, b

etw

een

th

e in

divi

dual

tabl

es o

f stu

dent

s, re

visi

ng

and

eval

uatin

g th

e br

ief w

ritte

n te

xts

whe

re

stud

ents

sum

mar

ize

thei

r ach

ieve

men

ts

(mai

n id

eas,

pro

blem

s so

lvin

g, a

nd

com

men

ts).

• O

bser

ves

and

anal

yzes

the

stud

ents

’ mat

ure

w

ritin

g of

thei

r brie

f tex

ts.

• Ta

kes

note

s in

his

not

eboo

k or

tabl

et, a

bout

ea

ch s

tude

nt’s

obs

erva

tions

and

ev

alua

tions

.•

Acco

mpa

nies

and

hel

p di

scre

tely

to

stud

ents

who

nee

d it.

• If

he o

bser

ves

that

sev

eral

stu

dent

s ar

e

bloc

ked

up b

ecau

se o

f a s

ame

doub

t or

pr

oble

m, t

he te

ache

r int

erve

nes

invi

ting

on

e or

two

stud

ents

to e

xpla

in h

ow th

ey

have

sol

ved

such

dou

bt o

r pro

blem

, unt

il al

l

stud

ents

ove

rcom

e th

e si

tuat

ion.

• Pr

ocur

es a

resp

ect m

utua

l res

pect

and

si

lenc

e en

viro

nmen

t.

• St

art b

y m

akin

g a

deep

com

preh

ensi

ve

read

ing

of th

e Le

arni

ng G

uide

.•

Stud

y th

e te

xts

prop

osed

in th

e Le

arni

ng

Gui

de, u

nder

stan

ding

them

and

m

akin

g a

writ

ten

synt

hesi

s of

the

mai

n id

eas.

• Ta

ke c

are

of th

eir m

atur

e w

ritte

n

expr

essi

on, i

n th

ese

brie

f tex

ts th

at a

re

abou

t:•

T

he k

now

ledg

e th

at th

ey h

ave

as

sim

ilate

d.•

O

pera

tiven

ess

and

solu

tions

of a

pr

oble

m, e

tc.

•

Sel

f-eva

luat

e th

eir p

erso

nal w

ork

and

th

eir s

ilenc

e, re

spon

sibi

lity,

dilig

ence

va

lues

, etc

.•

If th

ey p

erce

ive

that

hav

e m

ade

a

mis

take

, the

y co

rrect

it im

med

iate

ly.

DOUB

LE P

ERIO

D M

ETHO

DOLO

GY

3rd.

Coo

pera

tive

wor

k•

Goe

s ar

ound

the

smal

l gro

ups,

list

enin

g to

,

obse

rvin

g, e

valu

atin

g, a

nd a

ccom

pany

ing.

•

Dev

elop

s a

wor

king

env

ironm

ent,

resp

ect,

an

d as

serti

ve d

ialo

gue.

• Ta

kes

note

s in

his

boo

k or

tabl

et a

bout

wha

t

he o

bser

ves:

• Pr

ocur

es th

at th

e st

uden

ts s

elf-e

valu

ate

and

co

-eva

luat

e th

eir a

chie

vem

ents

, and

co

rrect

thei

r mis

take

s.•

Proc

ures

an

oral

exp

ress

ion

with

qua

lity.

• Fo

llow

ing

the

sect

ions

of t

he L

earn

ing

G

uide

, the

y sh

are

thei

r writ

ten

text

s w

ith

thei

r pee

rs.

• Th

ey m

ove

on, e

nhan

cing

the

solu

tions

to

the

prop

osed

pro

blem

s, a

nd d

eepe

ning

in

the

acqu

ired

know

ledg

e.•

The

one

who

has

dou

bts,

exp

ress

es th

em

with

libe

rty to

thei

r par

tner

s, w

ho w

ill he

lp

him

sol

ve th

em.

• O

ne o

r som

e of

them

writ

e br

ief p

hras

es

that

col

lect

the

outc

omes

of t

he c

omm

on

wor

k.

• Th

ey m

ake

a br

ief f

inal

eva

luat

ion:

- Abo

ut re

sults

.- A

bout

sel

f-effi

cacy

and

effi

cacy

of t

he c

omm

on w

ork.

- Abo

ut th

e va

lues

and

atti

tude

s

prog

ram

med

in th

e gu

ide.

- E

ach

grou

p’s

parti

cipa

tions

and

a

dvan

ces.

- Th

e qu

ality

of t

he w

ritte

n te

xt w

here

the

g

roup

gat

hers

the

best

giv

en c

ontri

butio

ns:

4th.

Ple

nary

• D

evel

ops

a he

alth

y en

viro

nmen

t whe

re th

e

resp

ect,

colla

bora

tion,

and

libe

rty v

alue

s ar

e

enco

urag

ed.

• Pr

ocur

es th

at tw

o gr

oups

, with

diff

eren

t

idea

s or

sol

utio

ns, p

ublic

ally

dia

logu

e w

ith

each

oth

er a

nd e

nric

h th

e di

scou

rse.

• G

ets

an o

ral e

xpre

ssio

n w

ith q

ualit

y

rega

rdin

g id

eas,

way

s, a

nd v

alue

s.•

Enco

urag

es th

e gr

oup’

s fin

al e

valu

atio

n of

thei

r lea

rnin

g an

d pr

oces

ses.

• A

grou

p ex

pres

ses

thei

r ach

ieve

men

ts; t

he

othe

r gro

ups,

com

plet

e.•

Or a

lso,

two

grou

ps o

f diff

eren

t app

roac

hes

or

opi

nion

s, p

ublic

ally

deb

ate

tryin

g to

co

me

up w

ith c

omm

on s

olut

ions

.

DIM

ENSI

ONS

WHA

T TH

E ED

UCAT

OR D

OES

WHA

T TH

E ST

UDEN

TS D

O

DIM

ENSI

ONS

WHA

T TH

E ED

UCAT

OR D

OES

WHA

T TH

E ST

UDEN

TS D

O

Wha

t the

edu

cato

r and

the

stud

ents

do.3

0

30. I

n ad

vanc

e th

e ed

ucat

or s

houl

d ha

ve p

repa

red

the

Less

on P

lan

and

the

Lear

ning

Gui

de fo

r stu

dent

s: b

oth

in th

e Pl

an a

nd in

the

Gui

de, t

he e

lem

ents

th

at in

tegr

ate

the

com

pete

ncy

or c

ompe

tenc

ies

to b

e de

velo

ped

in th

at p

erio

d, s

houl

d cl

early

app

ear,

with

thei

r ach

ieve

men

t ind

icat

ors

(in c

once

pts,

pr

oced

ures

, and

atti

tude

s-va

lues

).

143A

Mod

el o

f Ed

ucat

ion

for t

he X

XI C

entu

ry

1st.

Mot

ivat

ing

intro

duct

ion

• C

atch

es th

e gr

oup

atte

ntio

n, p

rese

ntin

g th

e

wor

king

gui

de, w

ith th

e co

mpe

tenc

y, th

e

topi

c, th

e pr

oble

ms,

the

ta

sks,

etc

. •

By m

eans

of q

uest

ions

, gra

phic

org

aniz

ers,

us

e of

ICT,

etc

., ac

tivat

es th

e st

uden

ts’

pr

evio

us k

now

ledg

e th

at is

con

nect

ed w

ith

the

topi

c, w

ith th

e pr

oble

m, e

tc.,

of th

e

clas

s th

at is

just

to s

tart.

• In

duce

s in

sev

eral

way

s, th

e co

mpr

ehen

sive

re

adin

g of

text

s; s

omet

imes

“mod

elin

g”

ho

w to

do

it.

• Fo

llow

atte

ntiv

ely

the

educ

ator

’s

pres

enta

tion

abou

t the

topi

c, ta

sk o

r

prob

lem

.•

Col

labo

rate

with

the

teac

her t

ryin

g to

re

mem

ber t

heir

own

prev

ious

kno

wle

dge.

• If

they

hav

e do

ubt a

bout

a L

earn

ing

Gui

de ,

th

ey a

sk q

uest

ions

with

resp

ect a

nd li

berty

.

2nd.

Per

sona

l w

ork

• H

e m

oves

aro

und

the

clas

sroo

m, b

etw

een

th

e in

divi

dual

tabl

es o

f stu

dent

s, re

visi

ng

and

eval

uatin

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tabl

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bout

wha

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uden

ts s

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valu

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chie

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of t

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s, a

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one

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- Abo

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.- A

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effi

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of t

he c

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on w

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e va

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and

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s

prog

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ach

grou

p’s

parti

cipa

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and

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e qu

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of t

he w

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n te

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the

g

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the

best

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• D

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resp

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colla

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, with

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the

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pete

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ures

, and

atti

tude

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).

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2. The Four Dimensions or Procedures of the “Double Period”

Next, the description of the four dimensions of this methodology is amplified:

FIRST DIMENSION: Motivational Introduction (5 to 10 minutes). The teacher uses different resources to present the “topic to we worked” in the class, and to arouse students’ interest for such topic; activates in students some previous knowledge related to the “topic of the day”; be presents some questionings (one or more problem situations should be presented at the beginning, always), and introducing the comprehensive reading of the text or texts to be worked; if the students have to look for information in the computer or tablet for their work, some links should be offered. In certain subjects and cases, the teacher in this first dimension, can use the “modeling” technique, presenting the problem (of Math, Science, Social Studies, etc.), and, as if he were a student, going through the process of analyzing it and of investigating about it, of deeply understanding it, and of moving on to its solution. As it is known, this technique of “learning by imitation” is based on the Bandura’s Social Cognitive Learning Theory; and, in some occasions, it is very effective with difficult students’ behavioral learning.

SECOND DIMENSION: Personal Work (about 30 minutes). This silent and intense activity in the class, is made in part, because out of the school there are many students who find difficulty to concentrate in the study; here they get to practice the comprehensive reading (analytical, critical, inferential, etc.) of the pages from the texts previously assigned in the learning guide; the reader gets used to rebuild the sense of the text and to get to the bottom of it, to mentally dialogue with the authors and to answers himself the questions suggested in teacher’s Learning Guide, and his own questions). It is very important that the student carefully takes his notes, developing and maturating his written expression; these provisional or brief notes “parallel texts” will be shared with his team partners in the next phase, since they are an excellent material for the teacher to evaluate the level of quality that each student has reached in his “personal work”.

THIRD DIMENSION: Cooperative Work (about 25 minutes). From the numerous researches and information about the powerful tool that constitutes the “cooperative work”, the best techniques to have the groups to consciously contribute interactively, have been learnt and applied; each and every student has to cooperate, so that when going to the next dimension “plenary”, all of them are well prepared to express orally in front of the class, the contributions of the group (and not to read them). It is important that, in this dimension, each student, with the help of one or more partners, improve the good “parallel text” elaborated in his personal work; and that, with the contributions of other u others, he redacts a good “parallel text” of the group; for all these activities, it is recommended to have students get used to the use of the portfolio techniques, of “conceptual maps”, “semantic webs”, and “V diagrams”. In the cooperative work, the acquired knowledge is applied, the problems are solved together, the situations are re-

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created, the tasks are carried out, and social learning is promoted.

FOURT DIMENSION: Plenary with the class group (about 20 minutes). There are many and important variants in the activities in these final minutes; but the important thing is to contrast the “presentations of the processes outcomes” of two or three groups which support different arguments; and it is better, if they present different viewpoints, to generate a mature and ordered discussion; it is important that the chosen groups evaluate and express how they did the processes of interrelation at work.

3. Factors that positively influence the success of the “Double Period”

There are many factors that positively influence the success of the “plenary”, but the two more important ones are the teacher and the quality of the Lesson Plans with the corresponding Learning Guides for the student who, lastly, also depends upon the teacher. In general, as explained in this document the teachers should be “formed” to take advantage of the benefits of this methodology: it is supposed that they know and have reflected on the characteristics of a quality education; they manage and know how to persuade students to use strategies to get comprehensive reading, and oral and written expression; teachers are able to form and to motivate the small cooperative work groups; they master the theory and practice of the permanent formative evaluation; they are persuaded that their main function is not to “inform” students, but to accompany them, giving adjusted support to each student, according to his “proximal development zone”, in order to get everyone’s development of Key Competencies, which include values.

The key for all this, is that teachers are well selected for their human qualities and vocation of educators; that they know their academic area very well; and (what is sometimes forgotten), that they are solidly “formed” in the nowadays Educational Psychology advances.

The other key factor of success is a good Lesson Plan with its corresponding Learning Guide for the student. In the chapters 6 and 7 of this book, some models of such Plans and Guides are offered. The Plan should be well elaborated with its achievement indicators and focused in the students’ development of one or two competencies along the educational Unit, so all the competencies can be developed during the school year.

The Learning Guide should be brief, pertinent, clear, and challenging; it should lead the student and motivate him in his personal and cooperative work; it is convenient that the Guide includes well defined objectives; it should have, also, the “topic” to be worked on; the interrogations and questions to be answered or

“The two more important factors of the double period success, are the teacher, and the quality of the lesson Plans with their corresponding Learning Guides.”

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the problems to be solved; furthermore, it should include the cites of the pages or information resources that are going to be used for the work; which “competencies” (or “competency”) are going to be developed, with their corresponding indicators about the “contents”, “skills”, “attitudes” and values. In the last chapters of this book, these topics are amplified.

4. Some risks of the “Double Period”

The main risks of the double period are two: that the teacher goes back to past by “teaching” and “informing” his students during a big part of the period, forgetting his main functions as educator, which were mentioned above; another big risk is to get into the “routine” or to fail to attend the good quality of the Lesson Plans and the “Learning Guides”, either in their previous preparation or in their application in class.

And, what happens in a long period of 70 to 90 minutes, if, occasionally, the teacher didn’t come to class? The experience indicates that, in such cases, another “formed” teacher of the same area can manage, with no difficulty, the four dimensions of work, following creatively the Plan and the Guide well prepared by the teacher in charge.

5. Advantages of the “double period” methodology

The advantages of the “double period” are a lot, and strongly effective to develop the students’ intellectual potentials, according to the teachers that apply it correctly; the most important are:

• It is possible to calmly approach the topics, and to finish them adequately, avoiding the abrupt cutoffs that, frequently, are done when the 45-minute period is finished.

• There is enough time to carry out, at the beginning of the period, the “motivational introduction”, which is an effective and recommendable resource to start the process of meaningful learning.

• The comprehensive reading is systematically practiced, by means of strategies; also, the formulation of a good parallel text is worked, which helps to create meaningful learning habits, in contrast with the learning by memorization.

• The cooperative and interactive learning, as a chief resource, is developed and exploited. Once experimented by students the advantages of this team work, the groups of study out of School are easily formed, which continue at university.

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In this system, all students, every day, have the opportunity to orally express within a small group, and to receive the support and reinforcement of their partners in their successes and mistakes, as well as to listen to pertinent clarifications to their doubts; this dynamics keeps the students in a constant inter-evaluation and self-evaluation of their ideas and cognitive and social procedures.

Also, in this pedagogical model, every day all the students have to prepare their summaries, questionnaires, exemplifications, etc., in a written way, creating a brief “parallel text”, easy to review and to assimilate, which release them in the tests, from the tedious reviews by memorization, and helps them develop the “mature writing” competency, promptly.

In the “plenary” or fourth dimension of the double period, not only the most intelligent students, but most of the students, have the opportunity to orally express what they have learned in the previous hour, when working in the 2nd. And 3rd. dimensions. Students who get used to this strategy of “expressing what they know”to their partners, explaining the own or the group’ summaries, improve not only intellectually through meaningful assimilations, but also they develop as persons.

The interactive dynamics of both the cooperative work and of the plenary provide students with situations for the formation of their interpersonal competencies; this is very important because these competencies are responsible of developing the individual and social values, which have been defined in Chapter 3 of this document. This is a meaningful bonus of this double period methodology, in contrast with the master class methodology: Mainly in the “team work” and in the “plenary”, there is presented a bunch of occasions to systematically develop and evaluate the individual and social values such as discernment, solidarity and mutual respect, justice, liberty, truth, excellence, etc. which were cited in the Values Decalogue.

This methodology makes it easier to the teacher, the task of “evaluating formatively” during the process of learning-teaching. It is good for teachers and students to give more importance to this almost continuous evaluation, than to the other evaluation called “summative”, or traditional, consisting of written texts or final tests at the end of the academic unit, where the students compromise their “grades”.

As it could be deducted from the aforementioned, there are three very powerful activities which are key elements in the “Double Period” methodology: the comprehensive reading and the mature writing which are practiced in the 2nd. Dimension (Personal Work), and the Cooperative Work that is the essence of the 3rd. and 4th. dimensions. But, also, as explained in Chapter 2, the “Comprehensive Reading”, the “Written Expression”, and the “Cooperative Work”, are three out of the 14 Key Competencies that all human beings should develop.

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In summary, the core message of this chapter is that this methodology called “Double Period” notoriously favors the formation and development of the Key Competencies for Life described before, both the Instrumental ones, and the Interpersonal and Systemic ones.

The activities carried out in the four mentioned dimensions of the “double period” methodology, are very important; notwithstanding, because of the special formative potential of the Key Competencies, afterward, a brief explanation of the meaning of both the comprehensive reading in the Personal Work dimension, and the cooperative work which is systematically practiced in the dimension called the same way, is included.

It is convenient to clarify that, when using this methodology in each one of the Academic Areas, these two Key Competencies for Life: the “Comprehensive Reading” and the “Cooperative Work”, are systematically and effectively developed. Nevertheless, it is clear that the areas whose main interest is the development of the “Comprehensive Reading” competency are Language Arts (in the mother tongue or in a foreign language); and also, at their own level or pace, the Areas where the meaningful learning is gotten through comprehensive reading are Social Studies, Science, etc. Something similar occurs with the “Mature Writing” competency.

6. The Comprehensive Reading, as a key activity of the “double period” methodology

The written texts, in books, in scientific magazines, in computer data bases, etc., continue being the powerful and versatile material to permanently form teachers and disciples: but always, the exploitation of the written texts implies in the learners, an adequate level of comprehensive reading. Unfortunately, most of graduated students from secondary school don’t have this level, in almost any of the Central American cities. The authors talk about four levels of reading comprehension, on the basis of a functional view:

1st. Decoding level, where the reader interprets the signs recognizing words, and granting them a lexical meaning. This is a fundamental and necessary level when reading, and it starts when the child or analphabet adult begins to learn to read. A precise and rapid “decoding” is the base of all comprehensive reading.

2nd Literal Comprehension Level, that is to say, a superficial and linear understanding of what is explained in the text; the reader at this level, goes slightly through the text, as done by people who smells an exquisite plate of food, without tasting it. In this level, a true comprehension of the meaning does not occur, nor is it possible to get a “meaningful learning”.

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People called “functional analphabets” are placed in this low level of comprehension; in United States, almost the 45% of citizens is in this level. According to reliable researches, in the Federal District of Mexico, the 64% of students of High-School and of the first year of university are also in this level of “functional analphabets”. In Central America, these percentages are much greater.

3rd. Inferential Comprehension Level. It is given when the reader deeply understands the meaning of the text; that is to say, he interprets what the author is intended to express and actively discovers and rebuilds the meanings. At this level, the reader activates and develops the “mental skills”: analyzes, calls into questions, synthesizes, relates ideas, infers, coherently rebuilds and integrates the global meaning of the text. The good reader consciously makes all these processes, while moving on the text. In these and in the fourth level, the “meaningful learning” is achieved, which prevents education from being unfruitful and unsuccessful.

4th. Metacomprehension or metacognition level. The reader, besides reading at a 3rd. level of comprehension, supervises and regulates his reading process (how is my process doing? What comprehension problems am I having and how can I solve them? What are my failures, and how am I going to regulate and self-correct my reading processes?).

The “double period” methodology develops systematically the 3rd. and 4th. high reading levels, where the successive “meaningful learning”, which is the base and the sense of all the “higher-order thinking skills”, and which was described by Vygotsky, is achieved; consequently, in these reading processes, the constitutive elements of most of the Key Competencies for life, are developed, mainly, the ones of the “Thinking Competencies”.

“At this level, the reader activates and develops the “mental skills”: analyzes, calls into questions, synthesizes, relates ideas, infers, coherently rebuilds and integrates the global meaning of the text.

“The “double period” methodology develops systematically the 3rd. and 4th. high reading levels, where the successive “meaningful learning” is achieved”

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7. The cooperative work of small groups in the “double period” methodology

Mainly, on the basis of the important contributions of Vygotsky to the Educational Psychology, it has been better understood the fact that the learning occurs, first and mostly in an interpsychological level, that is to say, by intermediation of others: we learn mainly, because of the communicative and interactive interchanges with our “educators” (family, teachers) and with our “peers” (study, amusement, and work partners); and, secondly, at an intrapsychological or personal level.

According to some authors, quite a few educational institutions have not taken advantage of the enormous formative potential of the cooperative learning, yet; and they continue, in many occasions, with the traditional and rigid methodology of the teacher who exposes or explains to students, all the time, learning contents.

On the other hand, in this third millennium, there is an increasing consciousness, among educators, on the necessity to develop the big values implied by a respectful, active, and supportive coexistence; well then, the cooperative work in small groups, is the perfect environment to develop these values of coexistence, which are the raw material of the interpersonal competencies.

From another viewpoint, in the labor market of the most developed cities, the enterprises procure to select and to hire at all levels, those people who demonstrate to have developed the team working competency, in a healthy and creative environment of collaboration, respect, maturity, positive attitude and solidarity. This is not acquired spontaneously, but it is developed through a prolonged experience of learning and cooperative work in small groups.

Maureen Priestly (1999) exposes that the cooperative learning is oriented toward important constructive and motivating activities, such as:

• Interchanging information and opinions,

• Organizing the tasks toward a common objective,

• Listening to others’ viewpoints,

• Analyzing and valuing the contents of others’ affirmations,

• Listening respectfully to others,

• Cooperating in the joint task of learning or the resolution of problems.

According to this same author, the researches confirm that the powerful way of working in small groups, produces positive outcomes, such as:

• Academic progress, mainly in low performance students,

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• Better environment in the classroom,

• Higher self-esteem level,

• Stronger motivation to keep concentration in the task for a long time,

• Better interpersonal relationships.

According to Díaz B. F. and Hernández G. (2002), the academic relationships and friendship among partners, favor not only the comprehension and assimilation of the contents of study, but also, the healthy socialization among youths in the acquisition and development of social values, as the control of aggressive impulses and the selfishness, as well as the mutual respect and the mature relativization of the own points of view.

An equipment of investigators directed by David and Roger Johnson (1999) analyzed and synthesized the outcomes of more than 1000 researches, where the cooperative learning was compared with the individual and competitive learning; and they conclude that the learning in small groups is the one that has more beneficial effects, in the following aspects:

• The results of learning and academic achievement are better with the cooperative learning, mainly in the acquisition of concepts, principles, and proceedings, most of all, in the areas of math, language, social studies, and science.

• Big improvements are evidenced in the socio-affective and interpersonal relationships of the students who learned together; concretely, the level of their coexistence and collaboration attitudes increased, showing improvement in their personal and social values like solidarity, mutual respect, support to others, opening to perceive and understand their partners’ viewpoints. It is important to observe that, according to the cited researchers, this psycho-educative way of learning, also notably helps the increase of students’ self-esteem; it is, without a doubt, because in a small cooperative group they all feel taken into account, and solve their doubt, improving their comprehension levels. In summary, the cooperative work as well as the “plenary” which is carried out with the whole class group, are powerful tools to develop the interpersonal competencies in students.

• In the small cooperative group, all the students have constant opportunities

“The cooperative work in small groups is the perfect environment to develop these values of coexistence, which are the raw material of the interpersonal competencies”.

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to express themselves to their partners, using the oral expression elements that are being developed, which are so important in their lives; this uses to affect also in the development of a clear and precise written expression of their ideas and feelings.

In summary, the conclusion about all this description of the “Double Period” methodology, could be that it is an excellent methodological instrument that effectively help nowadays

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Presentation of some models of lesson plans and personal work

The previous chapters were intended to expose some principles about the importance and richness of the COMPETENCIES topic; four of these principles are specially transcendental:

• The main objective of education in this early century is to have students develop, at a level according to their age, the Key Competencies for life. Consequently, such competencies should be elected and described.

• With the traditional educational methodologies, it is not possible to develop these competencies at the levels needed nowadays; therefore, it is necessary to recur to new methodologies, more focused on the students’ learning and in their personal and cooperative work, and less on the traditional function of the teacher who “teaches”. In this book it has been presented a model of methodology that is producing optimal results in the Educational Centers where it is applied.

• It is important to form and to update to educators from today and tomorrow, in these new approaches of education, and in how to accompany the students in their psycho-educational processes, so they can develop their Key Competencies for life.

• In order to get internal coherence in the methodology, and in each educational sequence or formation period, the educators should have previously prepared for each one of the periods, a pertinent Lesson Plan and its corresponding learning Guide for students.

Chapter

06

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In this chapter, in first place, some reflections are offered, about how to design and create the Lesson Plans and the Learning Gudes, which are key documents for the success of a good methodology, with the purpose of having the students develop their Key Competencies for life. And, after that, a model of such documents will be presented, which can be used as inspiration by educators to prepare their own Plans and Guides.

In order to create a Lesson Plan and its corresponding Learning Guide, the following actions are suggested:

Once the Educational Institution has prepared its annual Plan, on the basis of the Competencies development, and it has chosen the Competencies the students should develop, each academic area should be assigned, due to its particular identity, those Competencies that it has to develop specifically; for example, in the Communication and Language area the following competencies will be mainly worked: “Reading Comprehension”; “Mature Writing”; “Verbal and Nonverbal Expression”; the Mathematics area will focus on the formation of the “Thinking” and “Problems Solving” Competencies, etc.; but, without forgetting that all the areas are responsible, in some way, of the formation of any and all of the Competencies, according to the requirements on the Educational Institution Profile that are intended to be developed in the students.

The Lesson Plan will be based on the students’ real context: their level of development according to the educational psychology, their previous knowledge, etc.

To create the Lesson Plan, (as the first component of the Competency to be developed), the teacher should choose, from the annual plan, the disciplinary contents or learning topics that are going to be developed in each class period. As said before, the traditional school based on “master classes”, mainly “filed in the memory” many conceptual contents which not always became “knowledge”; now, however, it is emphasized the ancient Latin saying “non multa sed multum” (not quantity but quality); as we know, today is time to choose fewer conceptual concepts, and to focus on going deeper in their profound meaning, that is to say, to develop the meaningful and functional learning, understanding, assimilating, reproducing, and applying what is learned.

It is necessary to also decide what proceeding (or “to know how to do”) are going to be developed to complete the chosen competency or competencies. The creators of the Active School insisted two years ago, in this “knowing how to do”, but

“Finally, the educator will choose some indicators of one or more values or attitudes, that always must be present in the lesson Plans and Learning Guides.”

“To create the Lesson Plan, today it is preferable to choose fewer contents, and to focus on going deeper in their profound meaning, that is to say, to develop the meaningful and functional learning.”

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only a few educators gave ear. In Chapter 2 of this document, a rich sample of items is offered, which pretend to be examples of some proceedings of each one of the Key Competencies. The educator can incorporate to his Plan some of these items; in this way, when he has to evaluate his students’ progress, they will be useful as “achievement indicators” of the level of development of the “procedures. But, maybe better than that, it would be a good idea that the educator himself, inspired in such items, decided to create his own “indicators” on the basis of his real context.

The important thing is to be clear on what the characteristics implied by the competency to be developed are, how the development of that competency is going to be evidenced, both in the learning of the conceptual content, and through activities that match with the proposed achievement indicators. And also, being inspired by the examples offered in Chapter 3 of this book or being guided by his own creativity, the teacher will chose some indicators of one or more values or attitudes, like respect, solidarity, responsible liberty, truth, etc. that always must be present in the lesson plans and in the Learning Guides, because they constitute one of the three necessary components of each one of the Key Competencies for life.

In the Lesson Plan, it should also be briefly explained, how the educator is going to actively manage the time of each one of the dimensions of the teaching sequence: in the Motivating Introduction, activating “previous knowledge”, hooking the students’ attention, motivating, questioning, presenting problems, etc.; also, in the time of the students’ personal work, closely observing what each student does, reading the brief “parallel texts” or annotations that they are writing, etc. During the cooperative work and in the “plenary”, the teacher will accompany the students, and evaluate, etc.

It is very important that the Lesson Plan specifies in detail, the ways and strategies of formative evaluation that the teacher is intended to apply during the learning-teaching processes of each working period. Chapter 7 is about the evaluation of competencies.

In everything that has previously written about the preparation of the Lesson Plan, it is being supposed that the educators are already familiarized with the Curriculum based on Competencies Approach, and with the “Double Period” methodology, or similar.

With the Lesson Plan already elaborated, the educator has all the elements to design the corresponding learning Guide which will be given to students at the beginning of the working period; it may be presented in oral, written or virtual ways. The only thing that the teacher has to do is to prepare it, present it to the students and to motivate them to react to the successive requirements of the Guide.

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odel

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atio

n fo

r the

XXI

Cen

tury

After expressing the aforementioned reflections, next it is offered an example of a Lesson Plan and of a learning Guide in its different contexts. The objective of the presentation of this modelis that the educators who already know the important theory about competencies, and want to introduce them in their educational tasks, can create their own Lesson Plans and the corresponding Guides.

The next lesson plan is designed for the student to build, modify, and enrich his own schemata. He is the protagonist of education; therefore, the teacher prepares and proposes, but encouraging the students to assume the responsibility of their education. Therefore, a “master class” methodology for the development of a curriculum based on competencies, does not achieve the students’ ideal formation.

157A

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el o

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ion

for t

he X

XI C

entu

ryC

ompr

ehen

sive

Rea

ding

:Be

fore

Rea

ding

stra

tegi

es:

1.

Esta

blis

h th

e re

adin

g ob

ject

ive:

ans

wer

the

follo

win

g qu

estio

n: W

hat i

s m

y R

eadi

ng

purp

ose

toda

y? W

rite

the

answ

er a

t the

bot

tom

of t

he p

age.

Whi

le R

eadi

ng s

trate

gies

:1.

R

ead

page

104

from

the

text

boo

k.2.

Id

entif

y im

porta

nt in

form

atio

n us

ing

sym

bolo

gy.

Afte

r Rea

ding

stra

tegi

es:

1.

Writ

e a

synt

hesi

s pa

ragr

aph

whe

re th

e fo

llow

ing

conc

epts

are

par

aphr

ased

: HO

MIN

ID,

EV

OLV

E, a

nd o

ther

s re

late

d to

the

topi

c. (W

ith th

is a

ctiv

ity, e

valu

ate

indi

cato

r 2)

2.

Cre

ate

a gr

aphi

c or

gani

zer:A

com

para

tive

char

t abo

ut h

omin

ids.

(W

ith th

is a

ctiv

ity,

ev

alua

te in

dica

tor 3

). 3.

An

swer

the

follo

win

g qu

estio

ns: I

s it

valid

to c

ontin

ue u

sing

the

term

Pre

hist

ory?

W

hy?

(With

this

act

ivity

, eva

luat

e in

dica

tor 2

)

With

his

eva

luat

ion

inst

rum

ent,

the

teac

her w

ill ob

serv

e an

d m

edia

te (a

ccom

pany

ing)

eac

h st

uden

t to

dete

rmin

e th

e le

vel o

f dev

elop

men

t of t

he c

ompe

tenc

y.

1.

Shar

e if

each

mem

ber o

f the

gro

up a

chie

ved

the

pers

onal

obj

ectiv

e, s

et b

efor

e st

artin

g

the

Rea

ding

. (W

ith th

is a

ctiv

ity, e

valu

ate

indi

cato

r 1.)

2.

Dis

cuss

abo

ut th

e qu

estio

n: Is

the

hum

an b

eing

a G

od’s

cre

atio

n or

a p

rodu

ct o

f

evol

utio

n?

( With

this

exe

rcis

e, e

valu

ate

indi

cato

r 1. T

his

is a

“Key

” act

ivity

).3.

St

uden

ts d

iscu

ss a

nd g

raph

cre

ativ

ely

the

diffe

renc

es a

mon

g ev

iden

t and

not

too

ev

iden

t cha

ract

eris

tics

of h

uman

bei

ngs

of th

e pr

imiti

ve c

omm

unity

and

thei

r ow

n

char

acte

ristic

s.O

(With

this

exe

rcis

e, th

e th

ree

indi

cato

rs a

re b

eing

eva

luat

ed).

The

teac

her w

ill go

from

gro

up to

gro

up m

akin

g m

edia

tions

and

che

ckin

g in

his

ass

essm

ent s

cale

, ho

w s

tude

nts’

idea

s ar

e ex

pose

d.

1.

Stud

ents

will

expo

se th

e ou

tcom

es o

f the

coo

pera

tive

wor

k. T

he fr

ee a

nd re

spec

tful

pa

rtici

patio

n w

ill be

enc

oura

ged.

Sel

f-eva

luat

ion

on th

e ac

hiev

emen

t ind

icat

ors,

usi

ng

the

sam

e ev

alua

tion

inst

rum

ent:

asse

ssm

ent s

cale

.

LICE

O JA

VIER

AREA

: SOC

IAL

STUD

IES

GRAD

E: 6

TH.

Topi

c: P

rimiti

ve c

omm

unity

, the

firs

t hu

man

bei

ngs.

Eval

uatio

n te

chni

que

and

inst

rum

ent

Tech

niqu

e: O

bser

vatio

n of

stu

dent

s’ w

orki

ng p

roce

ss in

thei

r lea

rnin

g gu

ide.

With

thei

nstru

men

t of A

sses

smen

t Sca

le.

Achi

evem

ent I

ndic

ator

sof

the

lear

ning

uni

t

Valu

e: T

hrut

hD

imen

sion

: Loy

alty

tow

ard

belie

fs a

nd

valu

es

1.

Expr

esse

s re

spec

tfully

wha

t he

thin

gs a

nd fe

els,

eve

n th

ough

som

etim

es h

e

disa

gree

s.2.

Id

entif

ies

evid

ent a

nd n

ot to

o ev

iden

t cha

ract

eris

tics

from

the

first

hum

an b

eing

s.3.

Ex

plai

ns d

iffer

ence

s an

d si

mila

ritie

s of

the

first

hum

an b

eing

s’ c

hara

cter

istic

s,

reac

hing

infe

rent

ial l

evel

s (w

hat i

s no

t exp

licit)

.

LESS

ON P

LAN

Com

pete

ncy:

Thi

nkin

g Co

mpe

tenc

yA

Dim

ensi

ón: a

naly

sis

B

EF

G

H

Mot

ivat

ing

Intro

duct

ionI

1.

Show

a p

oste

r with

Hom

er S

imps

on’s

evo

lutio

n (fa

mou

s ca

rtoon

s w

here

it is

this

cha

ract

er’s

cha

nge)

and

ask

stu

dent

s to

inte

rpre

t wha

t is

illust

rate

d th

ere.

* It i

s ex

pect

ed th

at th

e st

uden

ts to

des

crib

e ho

w s

aid

char

acte

r evo

lved

(fro

m a

“s

impl

e” w

ay to

a m

ore

“com

plex

” one

). 2.

N

ext,

ask

the

stud

ents

if th

ey k

now

who

Cha

rles

Dar

win

was

. *H

e is

the

auth

or o

f the

th

eory

of e

volu

tion;

ask

them

if th

ey k

now

wha

t thi

s th

eory

exp

lain

s. G

uide

the

di

scus

sion

to g

et to

the

conc

lusi

on th

at e

very

org

anis

m e

volv

ed fr

om a

sim

pler

one

. Fi

nal Q

uest

ion:

If th

e to

pic

toda

y is

TH

E FI

RST

HU

MAN

BEI

NG

S, w

hat i

s th

e re

latio

n of

this

with

th

e ev

olut

ion

and

Dar

win

…?

*Tha

t the

follo

wer

s of

this

Evo

lutio

nst T

heor

y ho

ld o

ut th

at h

uman

be

ings

evo

lved

from

ani

mal

spe

cies

.

IF

Pers

onal

Wor

k

Coo

pera

tive

Wor

k

Plen

ary

J K

L

M

N

D

C

158

A M

odel

of

Educ

atio

n fo

r the

XXI

Cen

tury

Com

preh

ensi

ve R

eadi

ng:

Befo

re R

eadi

ng s

trate

gies

:1.

Es

tabl

ish

the

read

ing

obje

ctiv

e: a

nsw

er th

e fo

llow

ing

ques

tion:

Wha

t is

my

Rea

ding

pu

rpos

e to

day?

Writ

e th

e an

swer

at t

he b

otto

m o

f the

pag

e.

Whi

le R

eadi

ng s

trate

gies

:1.

R

ead

page

104

from

the

text

boo

k.2.

Id

entif

y im

porta

nt in

form

atio

n us

ing

sym

bolo

gy.

Afte

r Rea

ding

stra

tegi

es:

1.

Writ

e a

synt

hesi

s pa

ragr

aph

whe

re th

e fo

llow

ing

conc

epts

are

par

aphr

ased

: HO

MIN

ID,

EV

OLV

E, a

nd o

ther

s re

late

d to

the

topi

c. (W

ith th

is a

ctiv

ity, e

valu

ate

indi

cato

r 2)

2.

Cre

ate

a gr

aphi

c or

gani

zer:A

com

para

tive

char

t abo

ut h

omin

ids.

(W

ith th

is a

ctiv

ity,

ev

alua

te in

dica

tor 3

). 3.

An

swer

the

follo

win

g qu

estio

ns: I

s it

valid

to c

ontin

ue u

sing

the

term

Pre

hist

ory?

W

hy?

(With

this

act

ivity

, eva

luat

e in

dica

tor 2

)

With

his

eva

luat

ion

inst

rum

ent,

the

teac

her w

ill ob

serv

e an

d m

edia

te (a

ccom

pany

ing)

eac

h st

uden

t to

dete

rmin

e th

e le

vel o

f dev

elop

men

t of t

he c

ompe

tenc

y.

1.

Shar

e if

each

mem

ber o

f the

gro

up a

chie

ved

the

pers

onal

obj

ectiv

e, s

et b

efor

e st

artin

g

the

Rea

ding

. (W

ith th

is a

ctiv

ity, e

valu

ate

indi

cato

r 1.)

2.

Dis

cuss

abo

ut th

e qu

estio

n: Is

the

hum

an b

eing

a G

od’s

cre

atio

n or

a p

rodu

ct o

f

evol

utio

n?

( With

this

exe

rcis

e, e

valu

ate

indi

cato

r 1. T

his

is a

“Key

” act

ivity

).3.

St

uden

ts d

iscu

ss a

nd g

raph

cre

ativ

ely

the

diffe

renc

es a

mon

g ev

iden

t and

not

too

ev

iden

t cha

ract

eris

tics

of h

uman

bei

ngs

of th

e pr

imiti

ve c

omm

unity

and

thei

r ow

n

char

acte

ristic

s.O

(With

this

exe

rcis

e, th

e th

ree

indi

cato

rs a

re b

eing

eva

luat

ed).

The

teac

her w

ill go

from

gro

up to

gro

up m

akin

g m

edia

tions

and

che

ckin

g in

his

ass

essm

ent s

cale

, ho

w s

tude

nts’

idea

s ar

e ex

pose

d.

1.

Stud

ents

will

expo

se th

e ou

tcom

es o

f the

coo

pera

tive

wor

k. T

he fr

ee a

nd re

spec

tful

pa

rtici

patio

n w

ill be

enc

oura

ged.

Sel

f-eva

luat

ion

on th

e ac

hiev

emen

t ind

icat

ors,

usi

ng

the

sam

e ev

alua

tion

inst

rum

ent:

asse

ssm

ent s

cale

.

LICE

O JA

VIER

AREA

: SOC

IAL

STUD

IES

GRAD

E: 6

TH.

Topi

c: P

rimiti

ve c

omm

unity

, the

firs

t hu

man

bei

ngs.

Eval

uatio

n te

chni

que

and

inst

rum

ent

Tech

niqu

e: O

bser

vatio

n of

stu

dent

s’ w

orki

ng p

roce

ss in

thei

r lea

rnin

g gu

ide.

With

thei

nstru

men

t of A

sses

smen

t Sca

le.

Achi

evem

ent I

ndic

ator

sof

the

lear

ning

uni

t

Valu

e: T

hrut

hD

imen

sion

: Loy

alty

tow

ard

belie

fs a

nd

valu

es

1.

Expr

esse

s re

spec

tfully

wha

t he

thin

gs a

nd fe

els,

eve

n th

ough

som

etim

es h

e

disa

gree

s.2.

Id

entif

ies

evid

ent a

nd n

ot to

o ev

iden

t cha

ract

eris

tics

from

the

first

hum

an b

eing

s.3.

Ex

plai

ns d

iffer

ence

s an

d si

mila

ritie

s of

the

first

hum

an b

eing

s’ c

hara

cter

istic

s,

reac

hing

infe

rent

ial l

evel

s (w

hat i

s no

t exp

licit)

.

LESS

ON P

LAN

Com

pete

ncy:

Thi

nkin

g Co

mpe

tenc

yA

Dim

ensi

ón: a

naly

sis

B

EF

G

H

Mot

ivat

ing

Intro

duct

ionI

1.

Show

a p

oste

r with

Hom

er S

imps

on’s

evo

lutio

n (fa

mou

s ca

rtoon

s w

here

it is

this

cha

ract

er’s

cha

nge)

and

ask

stu

dent

s to

inte

rpre

t wha

t is

illust

rate

d th

ere.

* It i

s ex

pect

ed th

at th

e st

uden

ts to

des

crib

e ho

w s

aid

char

acte

r evo

lved

(fro

m a

“s

impl

e” w

ay to

a m

ore

“com

plex

” one

). 2.

N

ext,

ask

the

stud

ents

if th

ey k

now

who

Cha

rles

Dar

win

was

. *H

e is

the

auth

or o

f the

th

eory

of e

volu

tion;

ask

them

if th

ey k

now

wha

t thi

s th

eory

exp

lain

s. G

uide

the

di

scus

sion

to g

et to

the

conc

lusi

on th

at e

very

org

anis

m e

volv

ed fr

om a

sim

pler

one

. Fi

nal Q

uest

ion:

If th

e to

pic

toda

y is

TH

E FI

RST

HU

MAN

BEI

NG

S, w

hat i

s th

e re

latio

n of

this

with

th

e ev

olut

ion

and

Dar

win

…?

*Tha

t the

follo

wer

s of

this

Evo

lutio

nst T

heor

y ho

ld o

ut th

at h

uman

be

ings

evo

lved

from

ani

mal

spe

cies

.

IF

Pers

onal

Wor

k

Coo

pera

tive

Wor

k

Plen

ary

J K

L

M

N

D

C

159A

Mod

el o

f Ed

ucat

ion

for t

he X

XI C

entu

ry

COMMENTS ON IMPORTANT ASPECTS FROM THIS LESSON PLAN

A. The competency heads and illuminates the entire plan. It is the purpose, what is intended to get from the students.

B. Notice that the first dimension of the thinking competency is the analysis. See page __26_____.

C. The student should know conceptually, the definition of the value; furthermore, formation activities should be included. The indicators of this value can be consulted in the page _119_______.

D. Notice that the value of the truth has two dimensions. See page ___119_____.

E. It is convenient, for more clarity, to include indicators for the three types of contents: conceptual, procedural, attitudinal.

F. Observe that the indicators from the value of the Truth have been textually taken. However, this can and should be adjusted according to the needs of the academic discipline and developmental age.

G. Notice that this indicator has been taken from page ___32_____, but it has been integrated according to the conceptual contents of the subject matter, stressing the procedural knowledge. Remember that the conceptual contents are powerful means for the development of the thinking skills.

H. The Learning guide should have the three knowledge contents: conceptual, procedural, attitudinal, with the purpose of developing the established indicators. Read the last chapter that explains the difference between evaluation techniques and instruments.

I. Observe that the Motivating Introduction should: activate previous knowledge, motivate the student, and set a problem situation.

J. In order to learn and deepen in the comprehensive Reading strategies, the Liceo Javier’s web page can be consulted. The Comprehensive Reading besides being a key competency is a cross-cutting item in the double period methodology.

160

A M

odel

of

Educ

atio

n fo

r the

XXI

Cen

tury

K. If it is the first time using a strategy, it is very important that the teacher models the process.

L. It is necessary that the student have written evidence of what he has understood, solved, or created. This will allow the teacher, his partners and himself, to evaluate his work.

M. Observe that it is encouraged the self-evaluation through metacognitive reflection.

N. This question is intended to orient the value of the Truth; it forms and evaluates the attitudinal achievement indicator.

O. Notice that in the Cooperative Work aconjunct creation should be done, and ideally, a written evidence of the learning achieved by the group, should be left.

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Expresses respectfully what he thinks and feels, even though sometimes he has to disagree.

Identifies evident and not so evident characteristics of the first human beings.

Explains the differences and similarities of the first human beings’ characteristics, reaching inferential levels (what is not implied).

Achievement Indicators 1 2 3 4

Assessment scale from the previous chart

The teacher can assign a pondering to each one of the skill levels. Also, he can vary the nomination of each level, or he can write them out by adjusting them to his indicators.

1. Apprentice: Starts to develop the indicator of the competency.

2. Novice: Already masters some elements of the indicator.

3. Advanced: Is getting to master precisely, the elements of the indicator.

4. Expert: Has gotten the optimal mastery of the indicator.

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LEAR

NING

GUI

DE, C

ORRE

SPON

DING

TO

THE

PREV

IOUS

LES

SON

PLAN

LIC

EO J

AVIE

R

SO

CIA

L ST

UD

IES

6TH

. GR

ADE

LEAR

NIN

G G

UID

E FO

R T

HE

STU

DEN

T C

ompe

tenc

y: T

hink

ing

Com

pete

ncy

Dim

ensi

on: A

naly

sis

Valu

e: T

ruth

ACH

IEVE

MEN

T IN

DIC

ATO

RS

1.

Expr

esse

s re

spec

tfully

wha

t he

thin

gs a

nd fe

els,

eve

n th

ough

som

etim

es h

e di

sagr

ees.

2.

Iden

tifie

s ev

iden

t and

not

so

evid

ent c

hara

cter

istic

s fro

m th

e fir

st h

uman

bei

ngs.

3.

Expl

ains

diff

eren

ces

and

sim

ilarit

ies

of th

e fir

st h

uman

bei

ngs’

cha

ract

eris

tics,

reac

hing

infe

rent

ial l

evel

s (w

hat i

s no

t exp

licit)

.

PER

SON

AL W

OR

K1.

W

e w

ill ca

rry o

ut a

goo

d co

mpr

ehen

sive

Rea

ding

of p

age

104

from

the

text

boo

k. B

efor

e st

artin

g to

read

, obs

erve

the

title

, the

pi

ctur

es a

nd a

ny W

ord

that

cal

ls y

our a

ttent

ion.

Now

, you

can

est

ablis

h yo

ur o

wn

read

ing

obje

ctiv

e; y

ou c

an u

se th

e qu

estio

n, W

hat

is m

y re

adin

g pu

rpos

e to

day?

Writ

e yo

ur a

nsw

er a

t the

bot

tom

of t

he p

age.

2.

Rea

d, id

entif

ying

impo

rtant

info

rmat

ion

thro

ugh

the

use

of s

ymbo

logy

.

3.

Writ

e a

synt

hesi

s pa

ragr

aph,

par

aphr

asin

g th

e co

ncep

ts: H

OM

INID

, EVO

LVE,

and

oth

ers

rela

ted

to th

e to

pic.

4.

Cre

ate

a gr

aphi

c or

gani

zar i

nclu

ding

:

5.

Answ

er th

e fo

llow

ing

ques

tion:

Is it

val

id to

con

tinue

usi

ng th

e te

rm p

rehi

stor

y? w

hy?

CO

OPE

RAT

IVE

WO

RK

1.

Shar

e if

each

mem

ber o

f the

gro

up a

chie

ved

the

pers

onal

obj

ectiv

e, s

et b

efor

e st

artin

g to

read

. 2.

D

iscu

ss a

bout

the

ques

tion:

Is th

e hu

man

bei

ng a

God

’s c

reat

ion

or a

pro

duct

of e

volu

tion?

3.

Dis

cuss

and

gra

ph c

reat

ivel

y th

e di

ffere

nces

am

ong

evid

ent a

nd n

ot to

o ev

iden

t cha

ract

eris

tics

of h

uman

bei

ngs

of th

e

prim

itive

com

mun

ity a

nd y

our o

wn

char

acte

ristic

s. THE

FIRS

T HU

MAN

BEI

NGS

HUM

AN T

YPE

AUST

RALO

PITH

ECUS

HOM

O HA

BILI

S

ARCA

NTRÓ

PIDO

HOM

O SA

PIEN

S

CHAR

ACTE

RIST

ICS

ADDI

TION

AL IN

FORM

ATIO

NIL

LUST

RATI

ON

163A

Mod

el o

f Ed

ucat

ion

for t

he X

XI C

entu

ry

LEAR

NING

GUI

DE, C

ORRE

SPON

DING

TO

THE

PREV

IOUS

LES

SON

PLAN

LIC

EO J

AVIE

R

SO

CIA

L ST

UD

IES

6TH

. GR

ADE

LEAR

NIN

G G

UID

E FO

R T

HE

STU

DEN

T C

ompe

tenc

y: T

hink

ing

Com

pete

ncy

Dim

ensi

on: A

naly

sis

Valu

e: T

ruth

ACH

IEVE

MEN

T IN

DIC

ATO

RS

1.

Expr

esse

s re

spec

tfully

wha

t he

thin

gs a

nd fe

els,

eve

n th

ough

som

etim

es h

e di

sagr

ees.

2.

Iden

tifie

s ev

iden

t and

not

so

evid

ent c

hara

cter

istic

s fro

m th

e fir

st h

uman

bei

ngs.

3.

Expl

ains

diff

eren

ces

and

sim

ilarit

ies

of th

e fir

st h

uman

bei

ngs’

cha

ract

eris

tics,

reac

hing

infe

rent

ial l

evel

s (w

hat i

s no

t exp

licit)

.

PER

SON

AL W

OR

K1.

W

e w

ill ca

rry o

ut a

goo

d co

mpr

ehen

sive

Rea

ding

of p

age

104

from

the

text

boo

k. B

efor

e st

artin

g to

read

, obs

erve

the

title

, the

pi

ctur

es a

nd a

ny W

ord

that

cal

ls y

our a

ttent

ion.

Now

, you

can

est

ablis

h yo

ur o

wn

read

ing

obje

ctiv

e; y

ou c

an u

se th

e qu

estio

n, W

hat

is m

y re

adin

g pu

rpos

e to

day?

Writ

e yo

ur a

nsw

er a

t the

bot

tom

of t

he p

age.

2.

Rea

d, id

entif

ying

impo

rtant

info

rmat

ion

thro

ugh

the

use

of s

ymbo

logy

.

3.

Writ

e a

synt

hesi

s pa

ragr

aph,

par

aphr

asin

g th

e co

ncep

ts: H

OM

INID

, EVO

LVE,

and

oth

ers

rela

ted

to th

e to

pic.

4.

Cre

ate

a gr

aphi

c or

gani

zar i

nclu

ding

:

5.

Answ

er th

e fo

llow

ing

ques

tion:

Is it

val

id to

con

tinue

usi

ng th

e te

rm p

rehi

stor

y? w

hy?

CO

OPE

RAT

IVE

WO

RK

1.

Shar

e if

each

mem

ber o

f the

gro

up a

chie

ved

the

pers

onal

obj

ectiv

e, s

et b

efor

e st

artin

g to

read

. 2.

D

iscu

ss a

bout

the

ques

tion:

Is th

e hu

man

bei

ng a

God

’s c

reat

ion

or a

pro

duct

of e

volu

tion?

3.

Dis

cuss

and

gra

ph c

reat

ivel

y th

e di

ffere

nces

am

ong

evid

ent a

nd n

ot to

o ev

iden

t cha

ract

eris

tics

of h

uman

bei

ngs

of th

e

prim

itive

com

mun

ity a

nd y

our o

wn

char

acte

ristic

s. THE

FIRS

T HU

MAN

BEI

NGS

HUM

AN T

YPE

AUST

RALO

PITH

ECUS

HOM

O HA

BILI

S

ARCA

NTRÓ

PIDO

HOM

O SA

PIEN

S

CHAR

ACTE

RIST

ICS

ADDI

TION

AL IN

FORM

ATIO

NIL

LUST

RATI

ON

164

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odel

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atio

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tury

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How to evaluate competences

The theory and practice of the scholar evaluation is being renewed and improved as Education Science advances: Mainly the constructivist and socio-constructivist paradigms have been inspiring new and richer approaches about students’, teachers’ and educational institutions’ evaluations.

In this chapter 7, in first place, some ideas and general principles are mentioned about the evaluation in an Educational Institution; afterwards, it is reflected about the concrete topic of the evaluation of the Key Competencies for Life; lastly, on the basis of some Lesson Plans and their corresponding Personal work, some examples of how to evaluate the grades or mastery levels of the three elements that integrate the Key Competencies, are presented.

1. Some ideas and principles about scholar evaluation

During many years, the evaluation of the scholar learning was mainly understood, and still continues to be understood by quite a few educators, as some tests

presented to students, known as “final texts” and other brief and occasional “partial tests”, and to grade them; and on the other hand, the evaluation was interpreted as an activity of minor academic rank, in comparison with the “teaching” and “learning” activities.

Little by little, the things are being changed and improved: Nowadays, the “learning-teaching” expression has gotten its way paved, in contrast with the traditional expression “teaching-learning”. The

“Instead of the ancient binomial “teaching-learning”, it has emerged the innovative trinomial “learning-evaluation-teaching”. Now, evaluation is considered by some people, as the neuralgic center of education.

The evaluation is being constituted as one of the most important”

Chapter

07

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consciousness, each time more extended, that the student and his learning are the most important aspects of education, goes together with a more original and explicit consciousness that evaluation of student’s achievements is also an important element that integrates the educational process: For that reason, instead of the ancient binomial “teaching-learning”, it has emerged the innovative trinomial “learning-evaluation-teaching”.

Now, evaluation is considered by some people, as the neuralgic center of education. Next, some reflections about education, according to the new educational psychology tendencies, are presented: The evaluation is being constituted as one of the most important “formative” activities (to regulate teaching) and “forming” activities (to regulate learning); today it is widely accepted that “depending on how teacher and students conceive the function of evaluation, the way how teaching and learning, and the quantity and quality of the learning will be”; the learning will become: memory-based or meaningful; superficial or deep; accumulative and disperse of constructive and integrated; merely linear or with functional inferences: “Tell me what and how you do assess, and I’ll tell you what type of educator you are”.

So, there are two “evaluation cultures”. The first one still persist in many educational institutions, influenced by the association-based and behaviorist learning theories; in this evaluation, the purpose is to measure quantitatively, the outcomes about the acquisition of knowledge through memory; here, the evaluative practice is managed through formal controlled activities, carried out in punctual moments, different from the ones employed in the other teaching and learning activities; mainly, it is concreted in some tasks done at home and in the previously mentioned partial and final tests, through tests frequently of multiple choice or of answers easily quantifiable. With this, it is not suggested that the teacher forgets about the quantitative evaluation, because this is also very important and required in most of the Educational Institutions, as a criteria of the student’s improvement.

In the second “culture” of evaluation, the meaningful learning is mainly and permanently valued along the processes, with all the elements that it implies: comprehension, “progressive differentiation”, schemata discrimination, assimilation, and “integration, etc; in this, it is essentially conceived the evaluative activity as a continuous reflection and formation tool for students and teachers, and as a prudent discernment to develop the learning and teaching processes; in this evaluation

“In this evaluation approach, the idea is to analize what is happening in the personality of each student, in his processes of Competencies development, including all the elements that integrate them: the disciplinary knowledge, the procedures and the attitudes and values.”

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approach, more qualitative than quantitative assessments are made; in other words, the idea here is to analyze in a pluridimensional way what is happening in the personality of each student, in his processes of Competencies development including all the elements that integrate them: the disciplinary knowledge, the procedures, and the attitudes and values.

The new approach of evaluation demands the adoption of new integrator methodologies like the Double Period methodology” previously explained; there, the educator starts by presenting the personal work which indicate the students the tasks to be carried out; remember that in the time devoted to the personal work, the student has to comprehensively read the Guide and the proposed texts, to focus on the diagnosis and problems and cases solution, and to get a “mature writing” through a brief “parallel text” where they gather their mental constructions, their synthesis and solutions, etc.; remember also that in the cooperative work in small groups, what is important is to share the results of the personal work, and to keep going in the learning processes, and in the multidisciplinary and investigation-action work projects; finally, in the presentations of the plenary, it is gather in groups, the product of the previous work, and it is practiced the mature academic and social dialogue.

Still today, the classical distinctions among initial, formative and summative evaluation, as three moments of evaluation, continue making sense depending if it is made at the beginning, during all the processes, or in the moment of special controls, and at the end of the period. But, being it understood that since the beginning until de end of these phases, the educator should be making permanent formative evaluations. Thus, many present authors insist that the “evaluation should be formative and permanent”.

“The new approach of evaluation demands the adoption of new integrator methodologies like the Double Period methodology” previously explained”.

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THRE

E TY

PES

OF E

VALU

ATIO

N

1. I

nit

ial a

nd

diag

nos

tic

eval

uat

ion

.A

t th

e be

gin

nin

g of

th

e co

urs

e, o

r of

a u

nit

, or

of a

cl

ass

peri

od.

• T

o ev

iden

ce t

he

prev

iou

s kn

owle

dge

that

th

e st

ude

nts

’

has

an

d w

hat

is t

hei

r le

vel o

f co

mpr

ehen

sion

, in

ord

er t

o

get

an “

adju

sted

” su

bseq

uen

t te

ach

ing

(Vyg

otsk

y).

• T

o kn

ow s

ince

th

e be

gin

nin

g, t

he

stu

den

ts’ a

chie

vem

ent’

le

vels

, in

th

eir

proc

edu

res,

val

ues

an

d at

titu

des…

• …

an

d so

, to

adap

t re

alit

y to

th

e Le

arn

ing

Gu

ides

.

2. F

orm

ativ

e an

d pe

rman

ent

eval

uat

ion

.A

lon

g al

l th

e le

arn

ing-

teac

hin

g pr

oces

s.•

To

inte

gral

ly k

now

how

the

stu

den

ts fu

nct

ion

dur

ing

the

le

arn

ing

proc

ess:

the

ir w

ays

of t

hin

kin

g an

d of

doi

ng;

t

heir

mea

nin

gful

an

d fu

nct

ion

al le

arn

ing;

the

qua

lity

of

the

ir s

elf-

eval

uati

ons;

the

ir c

oncr

ete

prog

ress

es,

a

ttit

udes

an

d va

lues

; the

ir “

mis

take

s”, t

o co

rrec

t th

em o

n

tim

e.•

To

adap

t th

e le

vels

of

exig

ency

, on

th

e ba

sis

of w

hat

h

appe

ns

in t

he

proc

esse

s.

3. S

um

mat

ive

or fi

nal

ev

alu

atio

n.

At

the

end

of a

per

iod,

or

of a

n a

cade

mic

un

it, o

r of

a

cou

rse.

• M

ain

ly, t

o co

mpl

y w

ith

a s

ocia

l fu

nct

ion

, or

as a

n

um

erab

le p

roce

dure

, for

acc

redi

tati

on p

urp

oses

wit

h t

he

M

inis

try

of e

duca

tion

(an

d so

met

imes

, at

the

requ

est

of

Par

ents

).•

Its

nam

e “s

um

mat

ive”

impl

ies

the

quan

tita

tive

gra

de

form

ed b

y al

l th

e ad

den

ds t

o ge

t th

e “t

otal

su

m”.

MOM

ENT

OF E

VALU

ATIO

NW

HEN

IS IT

EVA

LUAT

ED?

WHA

T IS

THE

PUR

POSE

OF

EVAL

UATI

ON?

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Initial or diagnostic evaluation, is interpreted nowadays, as a previous and necessary activity to get an “adjusted” teaching (Vygotsky). Said evaluation is useful, among other things, to detect the students’ “previous knowledge”; thus, educators and learners can positioned in the real students’ “Proximal Development Zone” (Vygotsky), on the basis of their true levels of knowledge and understanding; in this way, it is easier for students to connect with the topic, to understand it, and to start with their meaningful learning (Ausbel). It does not make any sense that the teacher starts every day with the course, making an initial evaluation, since, in a few weeks he will know the scopes, knowledge and limitations of each one of his students; but it is convenient that the teacher applies this initial evaluation at the beginning of a new educational unit, or when a new and important topic is going to be introduced.

Also, it is recommendable that in this phase, by means of questions, the educator has his students connect the topic of the day with the topics of the previous classes; in this activity, the initial formative evaluation is also done. It is very important to procure that this type of evaluation is applied not only to assess the cognitive aspects, but also to systematically inquire at what level of quality each student has developed the values and attitudes that integrate the Key Competencies for life.

The evaluation during the learning process should be formative, so it makes it easier to the teacher the regulation of the way and quality of the accompaniment that he must carry out toward his students; also, this evaluation should help the student to improve and self-regulate his learning processes (“forming evaluation”); the Double Period Methodology constitutes a perfect environment to get a permanent evaluation, which is supposed to “detect mistakes on time” to correct them on the way, both in students and in the educator, who should always be self-evaluating his attitude to improve the educational practice.

The summative or final evaluation is interpreted as an activity to control the learning results, since it complies with the social function; it is something like an accounting procedure for the purposes of grading, accreditation, certification, and social control; it is like taking a snapshot of a landscape or artwork. It is clear that the summative evaluation is important, but in no way, it is sufficient.

“The evaluation during the learning process should be formative, so it makes it easier to the teacher the regulation of the way and quality of the accompaniment that he must carry out toward his students; also, this evaluation should help the student to improve and self-regulate his learning processes (“forming evaluation”)

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2. The evaluation of the Essential Competencies for Life

The Evaluation, on the basis of the constructivist and socio-constructivist paradigms, is a especially valuable tool, not only to adjust the achievement levels regarding the acquisition and mastering of the Competency being worked, but also to get such Competency developed. Singularly, the reflexive evaluation of the mistakes made by the students in their school activities, is an effective strategy to improve the quality of their learning. The teachers have to adjust their help or educational mediation, so students approach to three types of learning (of “declarative contents”, of “procedures”, and of “attitudes an values”; consequently, they should design some different ways and tasks to evaluate the quality of those three types of knowledge that integrate the Competency, and present them in their Lesson Plans.

Also, it is important that educators encourage students to self-evaluate, guiding them toward the objective of being the true protagonists of their own language.

Educators have to evaluate not only the quality of the meaningful learning disciplinary or conceptual contents, but also functional learning, that is to say, to understand at what level the learner develops the generalization habit, and the use or application of what he learns to get new learning and to solve practical problems in different contexts; remember that the Competencies to be developed by the students are “for life” and for multiple situations and contexts.

And last, the educator has to evaluate the values and attitudes; and, to be sure to do so, such educator should previously indicate in his Lesson Plans, which value or values (or attitudes) are going to be developed during the class period and how they are going to be evaluated; a reliable evidence to measure if a student is improving his attitudes and values, and if he is developing his Reflexive Thinking Competency, as well as his frequent or “metacognition and “self-regulation”, that leads him to act guided by intrinsic motivations, instead of being conducted by superficial motivations of awards and punishment.

“Educators have to evaluate not only the quality of the meaningful learning disciplinary and conceptual contents, but also functional learning.”

“And last, the educator has to evaluate the values and attitudes; and, to be sure to do so, such educator should previously indicate in his Lesson Plans, which value or values (or attitudes) are going to be developed during the class period and how they are going to be evaluated”

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For the above mentioned, it can be inferred that evaluation of Competencies is a hard task; remember there are 16 Competencies that students have to develop; and each is integrated by three well differentiated and evaluable elements, as it has been repeated, along this document: conceptual, procedural, and values (attitudes); evaluating competencies constitutes a difficult challenge and objective, but is it possible to achieve it, and some educators are attaining it with excellent results; these fortunate educators are characterized by having a special profile were, among others, can be evidenced two important risks:

1o. They comprehended the formative value of Competencies within the difficult current world, understanding the meaning of the executive value of each one of the three elements that integrate them; that is, they deeply understood “what to evaluate”; and,

2o. They learnt to measure the achievement levels of each of these elements in the context of this effective methodology to form and to evaluate these Competencies, that is to say, they mastered “how to evaluate”.

Next, some considerations on how to evaluate each one of these three elements during the practice, are presented:

To evaluate the declarative or disciplinary contents of the subject matter, if they are factual (data, facts, etc.) it is sufficient to use memory; this evaluation will be quantitative “all of nothing”; and the evidences are used to be “objective”, with “true-false” questions, with “multiple choice” items, etc.

If the disciplinary contents are conceptual ones (concepts, problems requiring reasoning, etc.), what should essentially be evaluated is if students have turned these contents into “knowledge”, that is to say, if they have been understood and assimilated and at what level. It is very important to note that that this “knowledge” has to be evaluated operatively, in other words, analyzing the students’ external actions that answer to procedural items, like “explain”, “expose”, “define in your own words”, etc. so, with these actions, the student evidences to have achieved meaningful learning, and at the same time, practices his Thinking Competency.

Besides the above mentioned, the following techniques can be used to evaluate this conceptual contents: “to summarize”, “to indicate the problems solving processes” (social, philosophical, mathematical,

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familiar, etc.), “to compare concepts”, “to categorize a group of concepts through conceptual maps or semantic webs”, etc.

Also, note that besides the declarative contents of the subject matter, the conceptual contents belonging the Competency that is to be developed, should be taken into account; there are some Competencies that require relatively few contents of information, such as the “Creativity” and “Team Work” Competencies, etc. and others, which demand more contents, for example the Thinking Competencies; but, in general, the subject matters are the ones that demand almost all the learning conceptual contents to be mastered in the class period or activity. Therefore, in the Lesson Plans and in the Guides, the educator should mention both types of contents, the ones of the subject matter, and the ones of the Competency to be developed.

The procedures, according to Zabala (2008) are the core referents of each competency. It is important that the students assimilate the pertinent declarative knowledge of the syllabus, but it is not too useful if such knowledge doesn’t help students to do well during life, in the diverse problems and tasks of the different areas: personal, familiar, professional, social, etc. What the real educators try to do is to make students competent to positively and creatively transfer to nowadays and tomorrow realities, the learning that is being acquired. In other words, it is very important that educators who intend that their students develop Competencies, help them develop, not only meaningful learning, but also functional learning, that is to say, that besides learning, they get use to apply the contents to the practice, that is, “knowing how to do”.

From the procedures, it should be evaluated first, if the students recognize them, and then, if they know how to apply them.

How to evaluate if students recognize them? Well then, if for example, the student names correctly and orderly the steps to be followed in order to solve a problem; if he clearly explains the rules, resources, and conditions of place and time, etc.; if he explains precisely to the group, what is he going to do, etc.

How to evaluate if a student knows how to apply the knowledge? By observing directly his actions processes and the outcomes of his actions; if he executes all the steps with the required order, precision and ability; if he demonstrates certain level of automation and readiness;

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if it is evident that he can do well in diverse contexts. Naturally both the Proceedings develop and evaluation, imply that the educator has previously programmed the corresponding Lesson Plan and Personal work, so the questions or “problem-situations” presented to students are prospectively close to the complex realities which they will face in their adult and professional lives. In other words, when evaluating competencies, the educator is inferring that “if students are able to solve now these “problem-situations”, they are also able to do so along their lives, which in general, is full of similar “problem-situations”, although frequently more complex ones.

Here, it is supposed that educators nowadays are getting acquainted of the most important techniques and tests to evaluate the students’ performance of execution; besides managing the traditional evaluations of pencil and paper, it is important to be familiarized with the use of “rubrics”, checklists, assessment scales, etc. This is not the place to describe these techniques which are clearly explained in good educational texts.

And how and when to evaluate values and attitudes?30 some authors think that this is more difficult to evaluate than disciplinary contents and procedures; maybe, the difficulty is because most of the teachers are used to evaluate the mastery of these two integrator elements of Competencies, and they are not accustomed to formally evaluate values and attitudes.

There are plenty of publications about the different instruments and techniques that help to measure knowledge as well as procedures and attitudes and values. Some techniques are based on how students respond to teacher’s stimuli; other ones are founded upon observations that teachers do, during the learning-teaching processes; next, some techniques or instruments are briefly presented:

Self-evaluationsthat students make, reacting to questionnaires or instruments; in fact, the written answers (and oral ones) that they give, are an excellent source of information so educators can adjust values and attitudes of their students.

30 See, for example, Díaz-Barriga, F. and Hernandez Rojas, G. (2003), “Constructivismo y evaluación psicoeducativa”, en Estrategias docentes para un aprendizaje significativo, una interpretación con-structivista, México; Mac Graw-Hill.

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Recess times

Social service activities

Sports events

Excursions

Spiritual retreats

Discussions of a film or play

The classroom

OBSERVATION ENVIRONMENTS

Of course, the instruments should be well chosen and prepared, and they should be proposed in an adequate time and environment. Among them the following can be mentioned:

• Attitudes scales (Likert, Thurston, etc.)

• Semantic differential scales

• Values scales

b. Observations that the educator make about the three types of knowledge that students develop, regarding what they do, say, write, etc., in their ordinary and special tasks; they are direct and planned observations. Bellow, see some “observation” environments, where any evaluation instrument can be used:

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Before presenting some models of evaluation of competencies, on the basis of the Lesson Plans and of the Personal work, various ideas and considerations mentioned before, about the formation and evaluation of competencies, and about how a teaching sequence followed in the Methodology called “Double Period”, is a valuable instrument to get this double objective, are presented.

First of all, it would be imprudent that a University, Institute or School implemented the “Curriculum based on Competencies” without having formed before to its educators in theory and practice of this new way of focusing educations and how to evaluate both processes and outcomes.

Before continuing, it is convenient to clarify some doubts about the adequate sense and use of the evaluation techniques and of the instruments related to these techniques. As written by Olga Leon (2013), “both evaluation techniques and instruments are useful tools for the teachers to get information about their students”31 learning process. The techniques are defined as the procedures used to procure information, and the instruments, as means to collect data systematically and objectively. The selection of the technique and the instrument of evaluation is made according to the competency to be worked; it should related to the area and the needs and preferences of the educator. With the purpose to clarify the relationships between techniques and instruments, see the following semantic network:

31 Taken from the unpublished article from Olga Leon (2013).

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Eval

uatio

n

Tech

niqu

es

Obse

rvat

ion

Writ

ten

test

s

Revi

sion

of

assi

gned

wor

k

Anec

dota

l rec

ord

Chec

klis

t

Rubr

ic

Clas

s da

ily re

cord

Asse

smen

t sca

le

Mul

tiple

cho

ice

item

s

Essa

y

True

or f

alse

item

s

Ques

tions

and

answ

ers

item

s

Inte

rvie

ws

Expo

sitio

ns

Oral

test

s

Para

llel t

ests

Port

folio

Note

book

Inst

rum

ents

Test

s

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“Each technique is not directly related with an exclusive instrument, so, the observation technique can be used along with the instrument of checklist or with the class daily record; also, a same instrument can be used with two different techniques, that is to say, a checklist can be used both with the technique of revision of assigned work, or with the observation technique”.

For example, a teacher of the social studies, communication, or Christian education, who is developing the critical-constructive thinking competency, decides to use a written test as a technique, concretely, an essay. Also, he creates a rubric that enables him to gather the data of each essay that his students carry out. On the other hand, a Chemistry teacher, who is developing the problem solving competency in laboratory practices, decides to use the observations as an evaluation technique; and as well as other teachers, he makes use of the rubric to systematize the gathering of information. Both rubrics are different, because their indicators are based upon two different competencies, in two different areas, but they are still rubrics”.

“In conclusion, a same instrument can be used with different techniques, and a same technique is related to different instruments; in fact, the teacher evaluates through technique using different instruments to measure, differentiate, and identify characteristics of the learning levels. Finally, it is important to recognize that any technique maybe does not need an instrument (the few, though), such is the case of a multiple choice written test”.

“The techniques and instruments are not exclusive of any of the three types of knowledge, either; for example, it would be a mistake to think that a checklist is only used in the attitudes evaluation; as a matter of fact, it can be used to evaluate the knowledge of procedures and also of concepts; for example, I can use the technique of revision of the students’ assigned work, concretely, their class notebook; and to gather the information, I use the instrument of assessment scale, where the three types of knowledge can be included”.

The Educational Institution that has responsibly chosen to introduce a Syllabus based on Competencies, will start from the thesis that all educators of the Academic Areas should contribute to forma and to evaluate the 16 Key Competencies of the students. Notwithstanding, as indicated before, the Institution will distribute certain specific responsibilities among the different areas. For example, the Comprehensive Reading Competency, will specially be developed in the “Communication and Language”, “English language learning”, and Social Studies; even though, the reading comprehension should be developed in all the Academic Areas, because it is a very powerful and multifaceted educational instrument. The use of ICT competency will be more related to the “Computer Skills Area”; The Diversity and Interculturality Competency will bean especial objective of formation and evaluation of the Social Studies Area; The Problems Solving Competencies will be mainly developed in the “Mathematics” and “Science” Areas, and so on the different areas

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will develop other competencies.

Furthermore, it would be a good idea that the Institutions propose to the Educational Community, which value from the Decalogue should be periodically developed and evaluated, for example, each month, in the learning-teaching processes of all Courses and Grades, within the classrooms and out of them, through billboards, panels, etc. Consequently, all educators will include in their Lesson Plans and Guides, kind of a reflection, action, or allusion regarding the contextualized formation and evaluation of such value; for example, the value of solidarity, as an integral part of the 16 Key Competences that are being promoted in the School, will be echoed during that month in the minds and hearts of all members of the Educational Community. This way of acting is very effective and makes it easier for teachers to deal with the complex task of evaluating values, as an essential part of the Key Competencies. This doesn’t mean that the rest of values should be put aside, but, that during that month or period all educators simultaneously, are devoted to develop a particular value.

It is convenient to remember one more time what was previously said in Chapter 5, that the traditional methodologies of “master classes” (where almost all the time the educator “teaches” and the students listen and take notes), are not the favorable context to form the Key Competencies; therefore, neither are they the adequate environment to evaluate them. For that reason, it was suggested there that the educators try the powerful efficacy of the “Double Period” method or a similar one.

Next, some reflections on how to evaluate the different activities or dimensions of this method, are suggested, as well as the students’ achievements in the development of Competencies:

• As mentioned before, before having students start their work, the educators has prepared his Lesson Plan and Learning Guide, focused on the formation and evaluation of the three components that integrate the Competency or Competencies to be formed in a period of time.

• In the Motivating Introduction, the good teacher starts to evaluate to his students by observing their reactions in those first minutes of the class period.

• During the time devoted to the personal work, the educator, “accompanies, observes, evaluates”; in other words, he goes around the classroom, among his students’ tables observing how each one works and silently reads the Learning Guide, reacting to the given instructions and concentrating in the task; as well as how the student writes on his notebook or in his digital portfolio, his synthesized ideas or what he answers, or creates, or solve, etc.; this observation contributes with the teacher, providing him information about

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the group and every single student’s values and attitudes, in aspects such as their compliance of regulations, their focusing on the task, and their respect toward others, etc.; but the mere observation does not help the educator discover the what the students are thinking, what they understand, what they assimilate, and what they learn, solve, and create, etc., and at what levels of quality they achieve them. Remember what was told in Chapter 5 about the “Double Period” Methodology about the students’ activities during the personal work: they have to read comprehensively and to study the texts assigned in the Learning Guide; they also have to carefully take notes, developing and improving their written expression; these “compositions” or provisional notes, or “parallel texts”, about what they understood, synthesized, solved, created, etc., are an excellent material for the teacher who is going around their students’ working tables, reading such brief “parallel texts” and evaluating the level of quality of the discipline contents that each student learns, as well as the procedures that he applies. Each week, the teacher can recollect such “compositions” or “mini parallel texts”, on the notebooks or portfolios, and evaluate them on the basis of the competencies approach, and their three components.

• During the cooperative work: this activity is given in a quiet environment, in order to confirm and confront the observations and evaluations made by the educator, as well as the previously mentioned activities. The teacher goes around the working groups, watching, listening, accompanying, evaluating, while taking notes on his notebook or digital portfolio, about what he observes and listens to; it is convenient that the teacher applies some of the techniques and instruments before mentioned, and documents the conclusions drawn.

• In the plenary, which is an appropriate scenario to evaluate the group’s levels of achievement, as well as the particular oral interventions; there, the “ecology” or environment within a group, the assimilation levels of “conceptual” concepts, the quality of procedures in the tasks implementation and in the problem or problems resolution, the assimilation of values and attitudes, etc. can be evaluated, among others. Concretely, in the plenary, the educator will set the evaluation as one of the main objectives and elements previously stipulated in the Lesson Plan, which leaded all the process of the class sequence.

Next, three evaluation instruments are presented, measuring the same achievement indicators.

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EXAM

PLES

OF

THRE

E IN

STRU

MEN

TS O

F EV

ALUA

TION

MEA

SURI

NG T

HE S

AME

ACHI

EVEM

ENT

INDI

CATO

RSBA

SED

ON T

HE L

ESSO

N PL

AN IN

CLUD

ED IN

PAG

E 15

8

Com

pete

ncy:

Thi

nkin

g Co

mpe

tenc

yDi

men

sion

: Ana

lysi

sVa

lue:

Tru

th (L

oyal

ty to

war

d be

liefs

and

val

ues)

Them

e: P

rimiti

ve C

omm

unity

, the

firs

t hum

an b

eing

s

A.

CHEC

KLIS

T: It

is d

esig

ned

to c

onsi

der t

he p

rese

nce

or a

bsen

ce o

f the

rele

vant

cha

ract

eris

tics

or a

ttrib

utes

in th

e ex

ecut

ion

and

/or t

he p

rodu

ct. N

orm

ally

it in

dica

tes

if th

e st

uden

t is

or n

ot a

ble

to c

arry

out

the

prop

osed

act

ion.

B.

ASSE

SSM

ENT

SCAL

E: It

per

mits

to e

stab

lish

qual

itativ

e es

timat

ions

in a

con

tinuu

m, a

bout

exe

cutio

ns o

r pro

duct

s ca

rried

out

by

the

stu

dent

s. It

can

be

usef

ul fo

r the

teac

her t

o de

term

ine

the

leve

l of e

xecu

tion

achi

eved

by

the

stud

ents

, sin

ce it

giv

es v

alue

s

r

ange

s.

C.

RUBR

IC: I

t is

an a

sses

smen

t gui

de th

at p

erm

its to

des

crib

e th

e le

vel i

n w

hich

the

stud

ent i

s ex

ecut

ing

a pr

oces

s or

a p

rodu

ct.

So

me

of th

e m

ore

impo

rtant

cha

ract

eris

tics

of th

e ru

bric

s ar

e:

a.

They

are

bas

ed o

n cr

iteria

of c

lear

and

coh

eren

t per

form

ance

. b.

Th

ey a

re u

sed

to e

valu

ate

both

the

stud

ents

’ pro

cess

es a

nd p

rodu

cts.

c.

They

des

crib

e w

hat i

s le

arnt

, ins

tead

of w

hat i

s ta

ught

. d.

Th

ey a

re d

escr

iptiv

e.e.

Th

ey h

elp

stud

ents

to re

gula

te th

eir l

earn

ing.

D.

Beca

use

of th

e le

vel o

f diffi

culty

that

repr

esen

ts th

e fo

rmat

ion

and

eval

uatio

n of

atti

tude

s, it

is p

rese

nted

a m

odel

of h

ow th

ey

can

be s

peci

ally

eva

luat

ed, a

s on

e of

the

elem

ents

that

inte

grat

e th

e Ke

y Co

mpe

tenc

ies

for l

ife:

Valu

e: S

olid

arity

(See

pag

e 11

0)Di

men

sion

: inc

linat

ion

for t

he o

nes

who

suf

fer i

n th

eir d

igni

ty a

s hu

man

bei

ngs.

In

dica

tor:

Carri

es o

ut a

ctio

ns th

at g

ive

sens

e to

his

life

, whe

n it

favo

rs th

e hu

man

bei

ng’s

dig

nific

atio

n. No

te: I

t has

bee

n ta

ken

from

the

dim

ensi

on n

umbe

r thr

ee fr

om th

e va

lue

of s

olid

arity

, and

the

seco

nd in

dica

tor f

rom

the

colu

mn

of fo

rmal

op

erat

ions

(fro

m 1

2 to

18

year

s ol

d) h

as b

een

chos

en. T

he s

elec

ted

indi

cato

r is

cont

inuo

usly

dev

elop

ed in

diff

eren

t lea

rnin

g en

viro

nmen

ts,

alon

g th

e ye

ar.

Tech

niqu

e: O

bser

vatio

nIn

stru

men

t: Cl

ass

Daily

Rec

ord

Grad

e: 9

th.

Expr

esse

s re

spec

tfully

wha

t he

thin

ks a

nd fe

els,

eve

n th

ough

som

etim

es h

e ha

s to

dis

agre

e.

Iden

tifie

s ev

iden

t and

not

so

evid

ent c

hara

cter

istic

s of

the

first

hum

an b

eing

s.

Expl

ains

the

diffe

renc

es a

nd s

imila

ritie

s of

the

first

hum

an b

eing

s’ c

hara

cter

istic

s, re

achi

ng

infe

rent

ial l

evel

s (w

hat i

s no

t im

plie

d).

ACHI

EVEM

ENT

INDI

CATO

RSDO

ESDO

ESN’

T

Expr

esse

s re

spec

tfully

wha

t he

thin

ks a

nd fe

els,

eve

n th

ough

so

met

imes

he

has

to d

isag

ree.

Iden

tifie

s ev

iden

t and

not

so

evid

ent c

hara

cter

istic

s of

the

first

hu

man

bei

ngs.

Expl

ains

the

diffe

renc

es a

nd s

imila

ritie

s of

the

first

hum

an b

eing

s’

char

acte

ristic

s, re

achi

ng in

fere

ntia

l lev

els

(wha

t is

not i

mpl

ied)

.

ACHI

EVEM

ENT

INDI

CATO

RS1

LEAR

NER

2 NO

VICE

3 AD

VANC

ED4

EXPE

RT

Expr

esse

s re

spec

tfully

wha

t he

thin

ks a

nd fe

els,

eve

n th

ough

som

etim

es h

e ha

s to

di

sagr

ee.

The

resp

ect t

owar

d ot

hers

whe

n ex

pres

sing

his

idea

s an

d th

ough

ts is

di

fficu

lt fo

r him

. He

star

tles,

sto

ps

com

mun

icat

ing,

and

do

es n

ot a

llow

oth

ers

to ta

lk, e

tc.

Occ

asio

nally

, he

gets

to

exp

ress

re

spec

tfully

his

idea

s an

d th

ough

ts, e

ven

thou

gh h

e do

es n

ot

defe

nd h

is id

eas

whe

n m

ost o

f the

st

uden

ts th

ink

diffe

rent

from

him

.

Freq

uent

ly, h

e ex

pres

ses

his

idea

s an

d th

ough

ts w

ith lib

erty

and

re

spec

t, su

ppor

ting

occa

siona

lly h

is id

eas.

He

kee

ps a

n ad

equa

te

voice

tone

; he

know

s ho

w to

liste

n an

d to

ex

pres

s wh

at h

e th

inks

.

He

alw

ays

expr

esse

s re

spec

tfully

wha

t he

thin

ks, a

nd d

isag

rees

w

ith o

ther

s w

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nece

ssar

y, o

n th

e ba

sis

of h

is c

oher

ent

and

hone

st a

ttitu

de.

Iden

tifie

s ev

iden

t and

not

so

evid

ent c

hara

cter

istic

s of

the

first

hum

an b

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s.

Pres

ents

diff

icul

ties

in th

e id

entif

icat

ion

of

expl

icit

char

acte

ristic

s.

Get

s th

e id

entif

icat

ion

of th

e m

ost r

elev

ant e

vide

nt

char

acte

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s,

with

out g

ettin

g to

id

entif

y th

e on

es th

at

are

not i

mpl

ied.

Iden

tifie

s ev

iden

t ch

arac

teris

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and

high

light

som

e ot

hers

no

t evi

dent

.

Cle

arly

iden

tifie

s ev

iden

t ch

arac

teris

tics,

and

fin

ds th

e on

es th

at

are

not i

mpl

ied

in th

e te

xt.

Expl

ains

the

diffe

renc

es a

nd

sim

ilarit

ies

of th

e fir

st h

uman

be

ings

’ cha

ract

eris

tics,

re

achi

ng in

fere

ntia

l lev

els

(wha

t is

not i

mpl

ied)

.

1.20

.201

3C

lass

room

Mos

t of t

he s

tude

nts

have

w

elco

med

the

thre

e ne

w o

nes.

Juan

Per

ez h

as g

iven

an

offe

nsiv

e ni

ckna

me

to o

ne o

f th

e ne

w s

tude

nts.

Ther

e is

goi

ng to

be

a di

alog

ue

with

Jua

n, re

gard

ing

this

si

tuat

ion.

2.2.

2013

Cla

ssro

omTh

ere

is a

gro

up w

ith

adap

tatio

n di

fficu

lties

, wha

t m

akes

thes

e st

uden

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el

unco

mfo

rtabl

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the

scho

ol.

Cla

udia

Gon

zale

zPe

dro

Mar

tinez

Luis

Maz

a

Thre

e of

the

lead

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from

the

clas

s w

ill be

ask

ed to

inte

grat

e in

to th

eir w

orki

ng g

roup

s, th

e st

uden

ts w

ho a

re n

ot a

dapt

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2.25

.201

3R

eces

s Ti

me

The

lead

ers

are

doin

g th

eir w

ork

corre

ctly;

the

stud

ents

look

ha

ppie

r and

mor

e in

tegr

ated

, m

ainl

y Cl

audi

a an

d Pe

dro.

Irene

and

Ade

lina

have

as

sum

ed th

eir r

ole

of h

elpe

rs,

very

goo

d.

Vini

cio

will

be a

sked

to

inte

grat

e Lu

is in

to h

is g

ame

grou

p.

3.12

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3Sp

orts

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ak to

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of

the

new

stu

dent

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sing

the

offe

nsiv

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ckna

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e fe

atur

es o

f har

assm

ent a

re

foun

d in

this

act

ion.

Juan

Per

ez v

erba

lly a

nnoy

s La

ura.

I hav

e as

ked

the

coun

selo

r’s

help

, and

I am

con

side

ring

mak

ing

an a

ppoi

ntm

ent w

ith

Juan

’s fa

mily

.

3.14

.201

3C

lass

room

, coo

pera

tive

wor

kI w

as s

urpr

ised

to n

otic

e th

at a

sm

all g

roup

def

ende

d La

ura

from

Jua

n’s

hara

ssm

ents

. The

gr

oup

activ

ity th

at I

deve

lope

d al

ong

with

the

Cou

nsel

or

seem

s to

be

fruitf

ul. T

he

stud

ents

are

ach

ievi

ng th

e in

dica

tor.

I hav

e le

arne

d th

at J

uan

is

havi

ng in

ter-f

amily

vio

lenc

e si

tuat

ions

.

Both

the

eval

uatio

n te

chni

ques

and

inst

rum

ents

are

use

ful r

esou

rces

for

the

teac

hers

to g

et in

form

atio

n ab

out t

heir

stud

ents

’ le

arni

ng p

roce

ss;

the

lear

ning

env

ironm

ent

refe

rs t

o th

e sp

aces

or

activ

ities

whe

re s

uch

info

rmat

ion

can

be o

btai

ned.

The

te

chni

ques

enc

oura

ge th

e st

uden

t to

exec

ute

activ

ities

that

hav

e th

em im

prov

e, a

nd th

e in

stru

men

ts a

re u

sed

to g

athe

r inf

orm

atio

n sy

stem

atic

ally

. The

sel

ectio

n of

the

eval

uatio

n te

chni

que

and

inst

rum

ent i

s m

ade,

taki

ng in

to a

ccou

nt th

e co

mpe

tenc

y th

at is

bei

ng

deve

lope

d, a

nd th

e te

ache

r’s a

rea,

nee

ds a

nd p

refe

renc

es. A

lso,

the

tech

niqu

es a

nd in

stru

men

ts a

re n

ot e

xclu

sive

of a

type

of

know

ledg

e (c

once

ptua

l, pr

oced

ural

or a

ttitu

dina

l).

For s

ure,

thin

king

abo

ut e

valu

atio

n m

eans

to p

lan

how

, wha

t, w

hen,

whe

re, a

nd w

hy to

inte

rven

e in

the

stud

ents

’ dev

elop

men

t pr

oces

s. B

eyon

d ha

ving

stu

dent

s ta

ke b

unch

es o

f tes

ts, i

t is

impo

rtant

to ta

ke a

dvan

tage

s of

all c

ircum

stan

ces,

in o

rder

to g

et th

e st

uden

ts’ i

nteg

ral f

orm

atio

n.

Supp

ortiv

e G

roup

: Sof

ia,

Cel

este

, Bel

en, R

odrig

o,

Raf

ael a

nd C

arlo

s

I will

dial

ogue

with

the

supp

ortiv

e gr

oup

to re

info

rce

thei

r pos

itive

atti

tude

.

Expl

ains

onl

y th

e m

ost e

vide

nt

diffe

renc

es.

Get

s to

exp

lain

pr

ecis

e di

ffere

nces

an

d so

me

sim

ilarit

ies.

Expl

ains

in d

etai

l, di

ffere

nces

and

si

mila

ritie

s, m

akin

g so

me

infe

renc

es w

ith

diffi

culty

.

Expl

ains

in d

etai

l and

wi

dely,

the

diffe

renc

es

and

simila

ritie

s,

mak

ing

valu

able

and

de

ep in

fere

nces

.

ACHI

EVEM

ENT

INDI

CATO

RS1

LEAR

NER

2 NO

VICE

3 AD

VANC

ED4

EXPE

RT

DATE

AND

ENV

IRON

MEN

TGE

NERA

L EV

ENTS

PART

ICUL

AR E

VENT

S

DATE

AND

ENV

IRON

MEN

TGE

NERA

L EV

ENTS

PART

ICUL

AR E

VENT

S

ACCO

MPA

NIM

ENT

ACTI

ON

ACCO

MPA

NIM

ENT

ACTI

ON

181A

Mod

el o

f Ed

ucat

ion

for t

he X

XI C

entu

ry

EXAM

PLES

OF

THRE

E IN

STRU

MEN

TS O

F EV

ALUA

TION

MEA

SURI

NG T

HE S

AME

ACHI

EVEM

ENT

INDI

CATO

RSBA

SED

ON T

HE L

ESSO

N PL

AN IN

CLUD

ED IN

PAG

E 15

8

Com

pete

ncy:

Thi

nkin

g Co

mpe

tenc

yDi

men

sion

: Ana

lysi

sVa

lue:

Tru

th (L

oyal

ty to

war

d be

liefs

and

val

ues)

Them

e: P

rimiti

ve C

omm

unity

, the

firs

t hum

an b

eing

s

A.

CHEC

KLIS

T: It

is d

esig

ned

to c

onsi

der t

he p

rese

nce

or a

bsen

ce o

f the

rele

vant

cha

ract

eris

tics

or a

ttrib

utes

in th

e ex

ecut

ion

and

/or t

he p

rodu

ct. N

orm

ally

it in

dica

tes

if th

e st

uden

t is

or n

ot a

ble

to c

arry

out

the

prop

osed

act

ion.

B.

ASSE

SSM

ENT

SCAL

E: It

per

mits

to e

stab

lish

qual

itativ

e es

timat

ions

in a

con

tinuu

m, a

bout

exe

cutio

ns o

r pro

duct

s ca

rried

out

by

the

stu

dent

s. It

can

be

usef

ul fo

r the

teac

her t

o de

term

ine

the

leve

l of e

xecu

tion

achi

eved

by

the

stud

ents

, sin

ce it

giv

es v

alue

s

r

ange

s.

C.

RUBR

IC: I

t is

an a

sses

smen

t gui

de th

at p

erm

its to

des

crib

e th

e le

vel i

n w

hich

the

stud

ent i

s ex

ecut

ing

a pr

oces

s or

a p

rodu

ct.

So

me

of th

e m

ore

impo

rtant

cha

ract

eris

tics

of th

e ru

bric

s ar

e:

a.

They

are

bas

ed o

n cr

iteria

of c

lear

and

coh

eren

t per

form

ance

. b.

Th

ey a

re u

sed

to e

valu

ate

both

the

stud

ents

’ pro

cess

es a

nd p

rodu

cts.

c.

They

des

crib

e w

hat i

s le

arnt

, ins

tead

of w

hat i

s ta

ught

. d.

Th

ey a

re d

escr

iptiv

e.e.

Th

ey h

elp

stud

ents

to re

gula

te th

eir l

earn

ing.

D.

Beca

use

of th

e le

vel o

f diffi

culty

that

repr

esen

ts th

e fo

rmat

ion

and

eval

uatio

n of

atti

tude

s, it

is p

rese

nted

a m

odel

of h

ow th

ey

can

be s

peci

ally

eva

luat

ed, a

s on

e of

the

elem

ents

that

inte

grat

e th

e Ke

y Co

mpe

tenc

ies

for l

ife:

Valu

e: S

olid

arity

(See

pag

e 11

0)Di

men

sion

: inc

linat

ion

for t

he o

nes

who

suf

fer i

n th

eir d

igni

ty a

s hu

man

bei

ngs.

In

dica

tor:

Carri

es o

ut a

ctio

ns th

at g

ive

sens

e to

his

life

, whe

n it

favo

rs th

e hu

man

bei

ng’s

dig

nific

atio

n. No

te: I

t has

bee

n ta

ken

from

the

dim

ensi

on n

umbe

r thr

ee fr

om th

e va

lue

of s

olid

arity

, and

the

seco

nd in

dica

tor f

rom

the

colu

mn

of fo

rmal

op

erat

ions

(fro

m 1

2 to

18

year

s ol

d) h

as b

een

chos

en. T

he s

elec

ted

indi

cato

r is

cont

inuo

usly

dev

elop

ed in

diff

eren

t lea

rnin

g en

viro

nmen

ts,

alon

g th

e ye

ar.

Tech

niqu

e: O

bser

vatio

nIn

stru

men

t: Cl

ass

Daily

Rec

ord

Grad

e: 9

th.

Expr

esse

s re

spec

tfully

wha

t he

thin

ks a

nd fe

els,

eve

n th

ough

som

etim

es h

e ha

s to

dis

agre

e.

Iden

tifie

s ev

iden

t and

not

so

evid

ent c

hara

cter

istic

s of

the

first

hum

an b

eing

s.

Expl

ains

the

diffe

renc

es a

nd s

imila

ritie

s of

the

first

hum

an b

eing

s’ c

hara

cter

istic

s, re

achi

ng

infe

rent

ial l

evel

s (w

hat i

s no

t im

plie

d).

ACHI

EVEM

ENT

INDI

CATO

RSDO

ESDO

ESN’

T

Expr

esse

s re

spec

tfully

wha

t he

thin

ks a

nd fe

els,

eve

n th

ough

so

met

imes

he

has

to d

isag

ree.

Iden

tifie

s ev

iden

t and

not

so

evid

ent c

hara

cter

istic

s of

the

first

hu

man

bei

ngs.

Expl

ains

the

diffe

renc

es a

nd s

imila

ritie

s of

the

first

hum

an b

eing

s’

char

acte

ristic

s, re

achi

ng in

fere

ntia

l lev

els

(wha

t is

not i

mpl

ied)

.

ACHI

EVEM

ENT

INDI

CATO

RS1

LEAR

NER

2 NO

VICE

3 AD

VANC

ED4

EXPE

RT

Expr

esse

s re

spec

tfully

wha

t he

thin

ks a

nd fe

els,

eve

n th

ough

som

etim

es h

e ha

s to

di

sagr

ee.

The

resp

ect t

owar

d ot

hers

whe

n ex

pres

sing

his

idea

s an

d th

ough

ts is

di

fficu

lt fo

r him

. He

star

tles,

sto

ps

com

mun

icat

ing,

and

do

es n

ot a

llow

oth

ers

to ta

lk, e

tc.

Occ

asio

nally

, he

gets

to

exp

ress

re

spec

tfully

his

idea

s an

d th

ough

ts, e

ven

thou

gh h

e do

es n

ot

defe

nd h

is id

eas

whe

n m

ost o

f the

st

uden

ts th

ink

diffe

rent

from

him

.

Freq

uent

ly, h

e ex

pres

ses

his

idea

s an

d th

ough

ts w

ith lib

erty

and

re

spec

t, su

ppor

ting

occa

siona

lly h

is id

eas.

He

kee

ps a

n ad

equa

te

voice

tone

; he

know

s ho

w to

liste

n an

d to

ex

pres

s wh

at h

e th

inks

.

He

alw

ays

expr

esse

s re

spec

tfully

wha

t he

thin

ks, a

nd d

isag

rees

w

ith o

ther

s w

hen

nece

ssar

y, o

n th

e ba

sis

of h

is c

oher

ent

and

hone

st a

ttitu

de.

Iden

tifie

s ev

iden

t and

not

so

evid

ent c

hara

cter

istic

s of

the

first

hum

an b

eing

s.

Pres

ents

diff

icul

ties

in th

e id

entif

icat

ion

of

expl

icit

char

acte

ristic

s.

Get

s th

e id

entif

icat

ion

of th

e m

ost r

elev

ant e

vide

nt

char

acte

ristic

s,

with

out g

ettin

g to

id

entif

y th

e on

es th

at

are

not i

mpl

ied.

Iden

tifie

s ev

iden

t ch

arac

teris

tics

and

high

light

som

e ot

hers

no

t evi

dent

.

Cle

arly

iden

tifie

s ev

iden

t ch

arac

teris

tics,

and

fin

ds th

e on

es th

at

are

not i

mpl

ied

in th

e te

xt.

Expl

ains

the

diffe

renc

es a

nd

sim

ilarit

ies

of th

e fir

st h

uman

be

ings

’ cha

ract

eris

tics,

re

achi

ng in

fere

ntia

l lev

els

(wha

t is

not i

mpl

ied)

.

1.20

.201

3C

lass

room

Mos

t of t

he s

tude

nts

have

w

elco

med

the

thre

e ne

w o

nes.

Juan

Per

ez h

as g

iven

an

offe

nsiv

e ni

ckna

me

to o

ne o

f th

e ne

w s

tude

nts.

Ther

e is

goi

ng to

be

a di

alog

ue

with

Jua

n, re

gard

ing

this

si

tuat

ion.

2.2.

2013

Cla

ssro

omTh

ere

is a

gro

up w

ith

adap

tatio

n di

fficu

lties

, wha

t m

akes

thes

e st

uden

ts fe

el

unco

mfo

rtabl

e in

the

scho

ol.

Cla

udia

Gon

zale

zPe

dro

Mar

tinez

Luis

Maz

a

Thre

e of

the

lead

ers

from

the

clas

s w

ill be

ask

ed to

inte

grat

e in

to th

eir w

orki

ng g

roup

s, th

e st

uden

ts w

ho a

re n

ot a

dapt

ed.

2.25

.201

3R

eces

s Ti

me

The

lead

ers

are

doin

g th

eir w

ork

corre

ctly;

the

stud

ents

look

ha

ppie

r and

mor

e in

tegr

ated

, m

ainl

y Cl

audi

a an

d Pe

dro.

Irene

and

Ade

lina

have

as

sum

ed th

eir r

ole

of h

elpe

rs,

very

goo

d.

Vini

cio

will

be a

sked

to

inte

grat

e Lu

is in

to h

is g

ame

grou

p.

3.12

.201

3Sp

orts

Eve

ntJu

an in

sist

s to

spe

ak to

one

of

the

new

stu

dent

s, u

sing

the

offe

nsiv

e ni

ckna

me.

Som

e fe

atur

es o

f har

assm

ent a

re

foun

d in

this

act

ion.

Juan

Per

ez v

erba

lly a

nnoy

s La

ura.

I hav

e as

ked

the

coun

selo

r’s

help

, and

I am

con

side

ring

mak

ing

an a

ppoi

ntm

ent w

ith

Juan

’s fa

mily

.

3.14

.201

3C

lass

room

, coo

pera

tive

wor

kI w

as s

urpr

ised

to n

otic

e th

at a

sm

all g

roup

def

ende

d La

ura

from

Jua

n’s

hara

ssm

ents

. The

gr

oup

activ

ity th

at I

deve

lope

d al

ong

with

the

Cou

nsel

or

seem

s to

be

fruitf

ul. T

he

stud

ents

are

ach

ievi

ng th

e in

dica

tor.

I hav

e le

arne

d th

at J

uan

is

havi

ng in

ter-f

amily

vio

lenc

e si

tuat

ions

.

Both

the

eval

uatio

n te

chni

ques

and

inst

rum

ents

are

use

ful r

esou

rces

for

the

teac

hers

to g

et in

form

atio

n ab

out t

heir

stud

ents

’ le

arni

ng p

roce

ss;

the

lear

ning

env

ironm

ent

refe

rs t

o th

e sp

aces

or

activ

ities

whe

re s

uch

info

rmat

ion

can

be o

btai

ned.

The

te

chni

ques

enc

oura

ge th

e st

uden

t to

exec

ute

activ

ities

that

hav

e th

em im

prov

e, a

nd th

e in

stru

men

ts a

re u

sed

to g

athe

r inf

orm

atio

n sy

stem

atic

ally

. The

sel

ectio

n of

the

eval

uatio

n te

chni

que

and

inst

rum

ent i

s m

ade,

taki

ng in

to a

ccou

nt th

e co

mpe

tenc

y th

at is

bei

ng

deve

lope

d, a

nd th

e te

ache

r’s a

rea,

nee

ds a

nd p

refe

renc

es. A

lso,

the

tech

niqu

es a

nd in

stru

men

ts a

re n

ot e

xclu

sive

of a

type

of

know

ledg

e (c

once

ptua

l, pr

oced

ural

or a

ttitu

dina

l).

For s

ure,

thin

king

abo

ut e

valu

atio

n m

eans

to p

lan

how

, wha

t, w

hen,

whe

re, a

nd w

hy to

inte

rven

e in

the

stud

ents

’ dev

elop

men

t pr

oces

s. B

eyon

d ha

ving

stu

dent

s ta

ke b

unch

es o

f tes

ts, i

t is

impo

rtant

to ta

ke a

dvan

tage

s of

all c

ircum

stan

ces,

in o

rder

to g

et th

e st

uden

ts’ i

nteg

ral f

orm

atio

n.

Supp

ortiv

e G

roup

: Sof

ia,

Cel

este

, Bel

en, R

odrig

o,

Raf

ael a

nd C

arlo

s

I will

dial

ogue

with

the

supp

ortiv

e gr

oup

to re

info

rce

thei

r pos

itive

atti

tude

.

Expl

ains

onl

y th

e m

ost e

vide

nt

diffe

renc

es.

Get

s to

exp

lain

pr

ecis

e di

ffere

nces

an

d so

me

sim

ilarit

ies.

Expl

ains

in d

etai

l, di

ffere

nces

and

si

mila

ritie

s, m

akin

g so

me

infe

renc

es w

ith

diffi

culty

.

Expl

ains

in d

etai

l and

wi

dely,

the

diffe

renc

es

and

simila

ritie

s,

mak

ing

valu

able

and

de

ep in

fere

nces

.

ACHI

EVEM

ENT

INDI

CATO

RS1

LEAR

NER

2 NO

VICE

3 AD

VANC

ED4

EXPE

RT

DATE

AND

ENV

IRON

MEN

TGE

NERA

L EV

ENTS

PART

ICUL

AR E

VENT

S

DATE

AND

ENV

IRON

MEN

TGE

NERA

L EV

ENTS

PART

ICUL

AR E

VENT

S

ACCO

MPA

NIM

ENT

ACTI

ON

ACCO

MPA

NIM

ENT

ACTI

ON

182

A M

odel

of

Educ

atio

n fo

r the

XXI

Cen

tury

EXAM

PLES

OF

THRE

E IN

STRU

MEN

TS O

F EV

ALUA

TION

MEA

SURI

NG T

HE S

AME

ACHI

EVEM

ENT

INDI

CATO

RSBA

SED

ON T

HE L

ESSO

N PL

AN IN

CLUD

ED IN

PAG

E 15

8

Com

pete

ncy:

Thi

nkin

g Co

mpe

tenc

yDi

men

sion

: Ana

lysi

sVa

lue:

Tru

th (L

oyal

ty to

war

d be

liefs

and

val

ues)

Them

e: P

rimiti

ve C

omm

unity

, the

firs

t hum

an b

eing

s

A.

CHEC

KLIS

T: It

is d

esig

ned

to c

onsi

der t

he p

rese

nce

or a

bsen

ce o

f the

rele

vant

cha

ract

eris

tics

or a

ttrib

utes

in th

e ex

ecut

ion

and

/or t

he p

rodu

ct. N

orm

ally

it in

dica

tes

if th

e st

uden

t is

or n

ot a

ble

to c

arry

out

the

prop

osed

act

ion.

B.

ASSE

SSM

ENT

SCAL

E: It

per

mits

to e

stab

lish

qual

itativ

e es

timat

ions

in a

con

tinuu

m, a

bout

exe

cutio

ns o

r pro

duct

s ca

rried

out

by

the

stu

dent

s. It

can

be

usef

ul fo

r the

teac

her t

o de

term

ine

the

leve

l of e

xecu

tion

achi

eved

by

the

stud

ents

, sin

ce it

giv

es v

alue

s

r

ange

s.

C.

RUBR

IC: I

t is

an a

sses

smen

t gui

de th

at p

erm

its to

des

crib

e th

e le

vel i

n w

hich

the

stud

ent i

s ex

ecut

ing

a pr

oces

s or

a p

rodu

ct.

So

me

of th

e m

ore

impo

rtant

cha

ract

eris

tics

of th

e ru

bric

s ar

e:

a.

They

are

bas

ed o

n cr

iteria

of c

lear

and

coh

eren

t per

form

ance

. b.

Th

ey a

re u

sed

to e

valu

ate

both

the

stud

ents

’ pro

cess

es a

nd p

rodu

cts.

c.

They

des

crib

e w

hat i

s le

arnt

, ins

tead

of w

hat i

s ta

ught

. d.

Th

ey a

re d

escr

iptiv

e.e.

Th

ey h

elp

stud

ents

to re

gula

te th

eir l

earn

ing.

D.

Beca

use

of th

e le

vel o

f diffi

culty

that

repr

esen

ts th

e fo

rmat

ion

and

eval

uatio

n of

atti

tude

s, it

is p

rese

nted

a m

odel

of h

ow th

ey

can

be s

peci

ally

eva

luat

ed, a

s on

e of

the

elem

ents

that

inte

grat

e th

e Ke

y Co

mpe

tenc

ies

for l

ife:

Valu

e: S

olid

arity

(See

pag

e 11

0)Di

men

sion

: inc

linat

ion

for t

he o

nes

who

suf

fer i

n th

eir d

igni

ty a

s hu

man

bei

ngs.

In

dica

tor:

Carri

es o

ut a

ctio

ns th

at g

ive

sens

e to

his

life

, whe

n it

favo

rs th

e hu

man

bei

ng’s

dig

nific

atio

n. No

te: I

t has

bee

n ta

ken

from

the

dim

ensi

on n

umbe

r thr

ee fr

om th

e va

lue

of s

olid

arity

, and

the

seco

nd in

dica

tor f

rom

the

colu

mn

of fo

rmal

op

erat

ions

(fro

m 1

2 to

18

year

s ol

d) h

as b

een

chos

en. T

he s

elec

ted

indi

cato

r is

cont

inuo

usly

dev

elop

ed in

diff

eren

t lea

rnin

g en

viro

nmen

ts,

alon

g th

e ye

ar.

Tech

niqu

e: O

bser

vatio

nIn

stru

men

t: Cl

ass

Daily

Rec

ord

Grad

e: 9

th.

Expr

esse

s re

spec

tfully

wha

t he

thin

ks a

nd fe

els,

eve

n th

ough

som

etim

es h

e ha

s to

dis

agre

e.

Iden

tifie

s ev

iden

t and

not

so

evid

ent c

hara

cter

istic

s of

the

first

hum

an b

eing

s.

Expl

ains

the

diffe

renc

es a

nd s

imila

ritie

s of

the

first

hum

an b

eing

s’ c

hara

cter

istic

s, re

achi

ng

infe

rent

ial l

evel

s (w

hat i

s no

t im

plie

d).

ACHI

EVEM

ENT

INDI

CATO

RSDO

ESDO

ESN’

T

Expr

esse

s re

spec

tfully

wha

t he

thin

ks a

nd fe

els,

eve

n th

ough

so

met

imes

he

has

to d

isag

ree.

Iden

tifie

s ev

iden

t and

not

so

evid

ent c

hara

cter

istic

s of

the

first

hu

man

bei

ngs.

Expl

ains

the

diffe

renc

es a

nd s

imila

ritie

s of

the

first

hum

an b

eing

s’

char

acte

ristic

s, re

achi

ng in

fere

ntia

l lev

els

(wha

t is

not i

mpl

ied)

.

ACHI

EVEM

ENT

INDI

CATO

RS1

LEAR

NER

2 NO

VICE

3 AD

VANC

ED4

EXPE

RT

Expr

esse

s re

spec

tfully

wha

t he

thin

ks a

nd fe

els,

eve

n th

ough

som

etim

es h

e ha

s to

di

sagr

ee.

The

resp

ect t

owar

d ot

hers

whe

n ex

pres

sing

his

idea

s an

d th

ough

ts is

di

fficu

lt fo

r him

. He

star

tles,

sto

ps

com

mun

icat

ing,

and

do

es n

ot a

llow

oth

ers

to ta

lk, e

tc.

Occ

asio

nally

, he

gets

to

exp

ress

re

spec

tfully

his

idea

s an

d th

ough

ts, e

ven

thou

gh h

e do

es n

ot

defe

nd h

is id

eas

whe

n m

ost o

f the

st

uden

ts th

ink

diffe

rent

from

him

.

Freq

uent

ly, h

e ex

pres

ses

his

idea

s an

d th

ough

ts w

ith lib

erty

and

re

spec

t, su

ppor

ting

occa

siona

lly h

is id

eas.

He

kee

ps a

n ad

equa

te

voice

tone

; he

know

s ho

w to

liste

n an

d to

ex

pres

s wh

at h

e th

inks

.

He

alw

ays

expr

esse

s re

spec

tfully

wha

t he

thin

ks, a

nd d

isag

rees

w

ith o

ther

s w

hen

nece

ssar

y, o

n th

e ba

sis

of h

is c

oher

ent

and

hone

st a

ttitu

de.

Iden

tifie

s ev

iden

t and

not

so

evid

ent c

hara

cter

istic

s of

the

first

hum

an b

eing

s.

Pres

ents

diff

icul

ties

in th

e id

entif

icat

ion

of

expl

icit

char

acte

ristic

s.

Get

s th

e id

entif

icat

ion

of th

e m

ost r

elev

ant e

vide

nt

char

acte

ristic

s,

with

out g

ettin

g to

id

entif

y th

e on

es th

at

are

not i

mpl

ied.

Iden

tifie

s ev

iden

t ch

arac

teris

tics

and

high

light

som

e ot

hers

no

t evi

dent

.

Cle

arly

iden

tifie

s ev

iden

t ch

arac

teris

tics,

and

fin

ds th

e on

es th

at

are

not i

mpl

ied

in th

e te

xt.

Expl

ains

the

diffe

renc

es a

nd

sim

ilarit

ies

of th

e fir

st h

uman

be

ings

’ cha

ract

eris

tics,

re

achi

ng in

fere

ntia

l lev

els

(wha

t is

not i

mpl

ied)

.

1.20

.201

3C

lass

room

Mos

t of t

he s

tude

nts

have

w

elco

med

the

thre

e ne

w o

nes.

Juan

Per

ez h

as g

iven

an

offe

nsiv

e ni

ckna

me

to o

ne o

f th

e ne

w s

tude

nts.

Ther

e is

goi

ng to

be

a di

alog

ue

with

Jua

n, re

gard

ing

this

si

tuat

ion.

2.2.

2013

Cla

ssro

omTh

ere

is a

gro

up w

ith

adap

tatio

n di

fficu

lties

, wha

t m

akes

thes

e st

uden

ts fe

el

unco

mfo

rtabl

e in

the

scho

ol.

Cla

udia

Gon

zale

zPe

dro

Mar

tinez

Luis

Maz

a

Thre

e of

the

lead

ers

from

the

clas

s w

ill be

ask

ed to

inte

grat

e in

to th

eir w

orki

ng g

roup

s, th

e st

uden

ts w

ho a

re n

ot a

dapt

ed.

2.25

.201

3R

eces

s Ti

me

The

lead

ers

are

doin

g th

eir w

ork

corre

ctly;

the

stud

ents

look

ha

ppie

r and

mor

e in

tegr

ated

, m

ainl

y Cl

audi

a an

d Pe

dro.

Irene

and

Ade

lina

have

as

sum

ed th

eir r

ole

of h

elpe

rs,

very

goo

d.

Vini

cio

will

be a

sked

to

inte

grat

e Lu

is in

to h

is g

ame

grou

p.

3.12

.201

3Sp

orts

Eve

ntJu

an in

sist

s to

spe

ak to

one

of

the

new

stu

dent

s, u

sing

the

offe

nsiv

e ni

ckna

me.

Som

e fe

atur

es o

f har

assm

ent a

re

foun

d in

this

act

ion.

Juan

Per

ez v

erba

lly a

nnoy

s La

ura.

I hav

e as

ked

the

coun

selo

r’s

help

, and

I am

con

side

ring

mak

ing

an a

ppoi

ntm

ent w

ith

Juan

’s fa

mily

.

3.14

.201

3C

lass

room

, coo

pera

tive

wor

kI w

as s

urpr

ised

to n

otic

e th

at a

sm

all g

roup

def

ende

d La

ura

from

Jua

n’s

hara

ssm

ents

. The

gr

oup

activ

ity th

at I

deve

lope

d al

ong

with

the

Cou

nsel

or

seem

s to

be

fruitf

ul. T

he

stud

ents

are

ach

ievi

ng th

e in

dica

tor.

I hav

e le

arne

d th

at J

uan

is

havi

ng in

ter-f

amily

vio

lenc

e si

tuat

ions

.

Both

the

eval

uatio

n te

chni

ques

and

inst

rum

ents

are

use

ful r

esou

rces

for

the

teac

hers

to g

et in

form

atio

n ab

out t

heir

stud

ents

’ le

arni

ng p

roce

ss;

the

lear

ning

env

ironm

ent

refe

rs t

o th

e sp

aces

or

activ

ities

whe

re s

uch

info

rmat

ion

can

be o

btai

ned.

The

te

chni

ques

enc

oura

ge th

e st

uden

t to

exec

ute

activ

ities

that

hav

e th

em im

prov

e, a

nd th

e in

stru

men

ts a

re u

sed

to g

athe

r inf

orm

atio

n sy

stem

atic

ally

. The

sel

ectio

n of

the

eval

uatio

n te

chni

que

and

inst

rum

ent i

s m

ade,

taki

ng in

to a

ccou

nt th

e co

mpe

tenc

y th

at is

bei

ng

deve

lope

d, a

nd th

e te

ache

r’s a

rea,

nee

ds a

nd p

refe

renc

es. A

lso,

the

tech

niqu

es a

nd in

stru

men

ts a

re n

ot e

xclu

sive

of a

type

of

know

ledg

e (c

once

ptua

l, pr

oced

ural

or a

ttitu

dina

l).

For s

ure,

thin

king

abo

ut e

valu

atio

n m

eans

to p

lan

how

, wha

t, w

hen,

whe

re, a

nd w

hy to

inte

rven

e in

the

stud

ents

’ dev

elop

men

t pr

oces

s. B

eyon

d ha

ving

stu

dent

s ta

ke b

unch

es o

f tes

ts, i

t is

impo

rtant

to ta

ke a

dvan

tage

s of

all c

ircum

stan

ces,

in o

rder

to g

et th

e st

uden

ts’ i

nteg

ral f

orm

atio

n.

Supp

ortiv

e G

roup

: Sof

ia,

Cel

este

, Bel

en, R

odrig

o,

Raf

ael a

nd C

arlo

s

I will

dial

ogue

with

the

supp

ortiv

e gr

oup

to re

info

rce

thei

r pos

itive

atti

tude

.

Expl

ains

onl

y th

e m

ost e

vide

nt

diffe

renc

es.

Get

s to

exp

lain

pr

ecis

e di

ffere

nces

an

d so

me

sim

ilarit

ies.

Expl

ains

in d

etai

l, di

ffere

nces

and

si

mila

ritie

s, m

akin

g so

me

infe

renc

es w

ith

diffi

culty

.

Expl

ains

in d

etai

l and

wi

dely,

the

diffe

renc

es

and

simila

ritie

s,

mak

ing

valu

able

and

de

ep in

fere

nces

.

ACHI

EVEM

ENT

INDI

CATO

RS1

LEAR

NER

2 NO

VICE

3 AD

VANC

ED4

EXPE

RT

DATE

AND

ENV

IRON

MEN

TGE

NERA

L EV

ENTS

PART

ICUL

AR E

VENT

S

DATE

AND

ENV

IRON

MEN

TGE

NERA

L EV

ENTS

PART

ICUL

AR E

VENT

S

ACCO

MPA

NIM

ENT

ACTI

ON

ACCO

MPA

NIM

ENT

ACTI

ON

183A

Mod

el o

f Ed

ucat

ion

for t

he X

XI C

entu

ry

EXAM

PLES

OF

THRE

E IN

STRU

MEN

TS O

F EV

ALUA

TION

MEA

SURI

NG T

HE S

AME

ACHI

EVEM

ENT

INDI

CATO

RSBA

SED

ON T

HE L

ESSO

N PL

AN IN

CLUD

ED IN

PAG

E 15

8

Com

pete

ncy:

Thi

nkin

g Co

mpe

tenc

yDi

men

sion

: Ana

lysi

sVa

lue:

Tru

th (L

oyal

ty to

war

d be

liefs

and

val

ues)

Them

e: P

rimiti

ve C

omm

unity

, the

firs

t hum

an b

eing

s

A.

CHEC

KLIS

T: It

is d

esig

ned

to c

onsi

der t

he p

rese

nce

or a

bsen

ce o

f the

rele

vant

cha

ract

eris

tics

or a

ttrib

utes

in th

e ex

ecut

ion

and

/or t

he p

rodu

ct. N

orm

ally

it in

dica

tes

if th

e st

uden

t is

or n

ot a

ble

to c

arry

out

the

prop

osed

act

ion.

B.

ASSE

SSM

ENT

SCAL

E: It

per

mits

to e

stab

lish

qual

itativ

e es

timat

ions

in a

con

tinuu

m, a

bout

exe

cutio

ns o

r pro

duct

s ca

rried

out

by

the

stu

dent

s. It

can

be

usef

ul fo

r the

teac

her t

o de

term

ine

the

leve

l of e

xecu

tion

achi

eved

by

the

stud

ents

, sin

ce it

giv

es v

alue

s

r

ange

s.

C.

RUBR

IC: I

t is

an a

sses

smen

t gui

de th

at p

erm

its to

des

crib

e th

e le

vel i

n w

hich

the

stud

ent i

s ex

ecut

ing

a pr

oces

s or

a p

rodu

ct.

So

me

of th

e m

ore

impo

rtant

cha

ract

eris

tics

of th

e ru

bric

s ar

e:

a.

They

are

bas

ed o

n cr

iteria

of c

lear

and

coh

eren

t per

form

ance

. b.

Th

ey a

re u

sed

to e

valu

ate

both

the

stud

ents

’ pro

cess

es a

nd p

rodu

cts.

c.

They

des

crib

e w

hat i

s le

arnt

, ins

tead

of w

hat i

s ta

ught

. d.

Th

ey a

re d

escr

iptiv

e.e.

Th

ey h

elp

stud

ents

to re

gula

te th

eir l

earn

ing.

D.

Beca

use

of th

e le

vel o

f diffi

culty

that

repr

esen

ts th

e fo

rmat

ion

and

eval

uatio

n of

atti

tude

s, it

is p

rese

nted

a m

odel

of h

ow th

ey

can

be s

peci

ally

eva

luat

ed, a

s on

e of

the

elem

ents

that

inte

grat

e th

e Ke

y Co

mpe

tenc

ies

for l

ife:

Valu

e: S

olid

arity

(See

pag

e 11

0)Di

men

sion

: inc

linat

ion

for t

he o

nes

who

suf

fer i

n th

eir d

igni

ty a

s hu

man

bei

ngs.

In

dica

tor:

Carri

es o

ut a

ctio

ns th

at g

ive

sens

e to

his

life

, whe

n it

favo

rs th

e hu

man

bei

ng’s

dig

nific

atio

n. No

te: I

t has

bee

n ta

ken

from

the

dim

ensi

on n

umbe

r thr

ee fr

om th

e va

lue

of s

olid

arity

, and

the

seco

nd in

dica

tor f

rom

the

colu

mn

of fo

rmal

op

erat

ions

(fro

m 1

2 to

18

year

s ol

d) h

as b

een

chos

en. T

he s

elec

ted

indi

cato

r is

cont

inuo

usly

dev

elop

ed in

diff

eren

t lea

rnin

g en

viro

nmen

ts,

alon

g th

e ye

ar.

Tech

niqu

e: O

bser

vatio

nIn

stru

men

t: Cl

ass

Daily

Rec

ord

Grad

e: 9

th.

Expr

esse

s re

spec

tfully

wha

t he

thin

ks a

nd fe

els,

eve

n th

ough

som

etim

es h

e ha

s to

dis

agre

e.

Iden

tifie

s ev

iden

t and

not

so

evid

ent c

hara

cter

istic

s of

the

first

hum

an b

eing

s.

Expl

ains

the

diffe

renc

es a

nd s

imila

ritie

s of

the

first

hum

an b

eing

s’ c

hara

cter

istic

s, re

achi

ng

infe

rent

ial l

evel

s (w

hat i

s no

t im

plie

d).

ACHI

EVEM

ENT

INDI

CATO

RSDO

ESDO

ESN’

T

Expr

esse

s re

spec

tfully

wha

t he

thin

ks a

nd fe

els,

eve

n th

ough

so

met

imes

he

has

to d

isag

ree.

Iden

tifie

s ev

iden

t and

not

so

evid

ent c

hara

cter

istic

s of

the

first

hu

man

bei

ngs.

Expl

ains

the

diffe

renc

es a

nd s

imila

ritie

s of

the

first

hum

an b

eing

s’

char

acte

ristic

s, re

achi

ng in

fere

ntia

l lev

els

(wha

t is

not i

mpl

ied)

.

ACHI

EVEM

ENT

INDI

CATO

RS1

LEAR

NER

2 NO

VICE

3 AD

VANC

ED4

EXPE

RT

Expr

esse

s re

spec

tfully

wha

t he

thin

ks a

nd fe

els,

eve

n th

ough

som

etim

es h

e ha

s to

di

sagr

ee.

The

resp

ect t

owar

d ot

hers

whe

n ex

pres

sing

his

idea

s an

d th

ough

ts is

di

fficu

lt fo

r him

. He

star

tles,

sto

ps

com

mun

icat

ing,

and

do

es n

ot a

llow

oth

ers

to ta

lk, e

tc.

Occ

asio

nally

, he

gets

to

exp

ress

re

spec

tfully

his

idea

s an

d th

ough

ts, e

ven

thou

gh h

e do

es n

ot

defe

nd h

is id

eas

whe

n m

ost o

f the

st

uden

ts th

ink

diffe

rent

from

him

.

Freq

uent

ly, h

e ex

pres

ses

his

idea

s an

d th

ough

ts w

ith lib

erty

and

re

spec

t, su

ppor

ting

occa

siona

lly h

is id

eas.

He

kee

ps a

n ad

equa

te

voice

tone

; he

know

s ho

w to

liste

n an

d to

ex

pres

s wh

at h

e th

inks

.

He

alw

ays

expr

esse

s re

spec

tfully

wha

t he

thin

ks, a

nd d

isag

rees

w

ith o

ther

s w

hen

nece

ssar

y, o

n th

e ba

sis

of h

is c

oher

ent

and

hone

st a

ttitu

de.

Iden

tifie

s ev

iden

t and

not

so

evid

ent c

hara

cter

istic

s of

the

first

hum

an b

eing

s.

Pres

ents

diff

icul

ties

in th

e id

entif

icat

ion

of

expl

icit

char

acte

ristic

s.

Get

s th

e id

entif

icat

ion

of th

e m

ost r

elev

ant e

vide

nt

char

acte

ristic

s,

with

out g

ettin

g to

id

entif

y th

e on

es th

at

are

not i

mpl

ied.

Iden

tifie

s ev

iden

t ch

arac

teris

tics

and

high

light

som

e ot

hers

no

t evi

dent

.

Cle

arly

iden

tifie

s ev

iden

t ch

arac

teris

tics,

and

fin

ds th

e on

es th

at

are

not i

mpl

ied

in th

e te

xt.

Expl

ains

the

diffe

renc

es a

nd

sim

ilarit

ies

of th

e fir

st h

uman

be

ings

’ cha

ract

eris

tics,

re

achi

ng in

fere

ntia

l lev

els

(wha

t is

not i

mpl

ied)

.

1.20

.201

3C

lass

room

Mos

t of t

he s

tude

nts

have

w

elco

med

the

thre

e ne

w o

nes.

Juan

Per

ez h

as g

iven

an

offe

nsiv

e ni

ckna

me

to o

ne o

f th

e ne

w s

tude

nts.

Ther

e is

goi

ng to

be

a di

alog

ue

with

Jua

n, re

gard

ing

this

si

tuat

ion.

2.2.

2013

Cla

ssro

omTh

ere

is a

gro

up w

ith

adap

tatio

n di

fficu

lties

, wha

t m

akes

thes

e st

uden

ts fe

el

unco

mfo

rtabl

e in

the

scho

ol.

Cla

udia

Gon

zale

zPe

dro

Mar

tinez

Luis

Maz

a

Thre

e of

the

lead

ers

from

the

clas

s w

ill be

ask

ed to

inte

grat

e in

to th

eir w

orki

ng g

roup

s, th

e st

uden

ts w

ho a

re n

ot a

dapt

ed.

2.25

.201

3R

eces

s Ti

me

The

lead

ers

are

doin

g th

eir w

ork

corre

ctly;

the

stud

ents

look

ha

ppie

r and

mor

e in

tegr

ated

, m

ainl

y Cl

audi

a an

d Pe

dro.

Irene

and

Ade

lina

have

as

sum

ed th

eir r

ole

of h

elpe

rs,

very

goo

d.

Vini

cio

will

be a

sked

to

inte

grat

e Lu

is in

to h

is g

ame

grou

p.

3.12

.201

3Sp

orts

Eve

ntJu

an in

sist

s to

spe

ak to

one

of

the

new

stu

dent

s, u

sing

the

offe

nsiv

e ni

ckna

me.

Som

e fe

atur

es o

f har

assm

ent a

re

foun

d in

this

act

ion.

Juan

Per

ez v

erba

lly a

nnoy

s La

ura.

I hav

e as

ked

the

coun

selo

r’s

help

, and

I am

con

side

ring

mak

ing

an a

ppoi

ntm

ent w

ith

Juan

’s fa

mily

.

3.14

.201

3C

lass

room

, coo

pera

tive

wor

kI w

as s

urpr

ised

to n

otic

e th

at a

sm

all g

roup

def

ende

d La

ura

from

Jua

n’s

hara

ssm

ents

. The

gr

oup

activ

ity th

at I

deve

lope

d al

ong

with

the

Cou

nsel

or

seem

s to

be

fruitf

ul. T

he

stud

ents

are

ach

ievi

ng th

e in

dica

tor.

I hav

e le

arne

d th

at J

uan

is

havi

ng in

ter-f

amily

vio

lenc

e si

tuat

ions

.

Both

the

eval

uatio

n te

chni

ques

and

inst

rum

ents

are

use

ful r

esou

rces

for

the

teac

hers

to g

et in

form

atio

n ab

out t

heir

stud

ents

’ le

arni

ng p

roce

ss;

the

lear

ning

env

ironm

ent

refe

rs t

o th

e sp

aces

or

activ

ities

whe

re s

uch

info

rmat

ion

can

be o

btai

ned.

The

te

chni

ques

enc

oura

ge th

e st

uden

t to

exec

ute

activ

ities

that

hav

e th

em im

prov

e, a

nd th

e in

stru

men

ts a

re u

sed

to g

athe

r inf

orm

atio

n sy

stem

atic

ally

. The

sel

ectio

n of

the

eval

uatio

n te

chni

que

and

inst

rum

ent i

s m

ade,

taki

ng in

to a

ccou

nt th

e co

mpe

tenc

y th

at is

bei

ng

deve

lope

d, a

nd th

e te

ache

r’s a

rea,

nee

ds a

nd p

refe

renc

es. A

lso,

the

tech

niqu

es a

nd in

stru

men

ts a

re n

ot e

xclu

sive

of a

type

of

know

ledg

e (c

once

ptua

l, pr

oced

ural

or a

ttitu

dina

l).

For s

ure,

thin

king

abo

ut e

valu

atio

n m

eans

to p

lan

how

, wha

t, w

hen,

whe

re, a

nd w

hy to

inte

rven

e in

the

stud

ents

’ dev

elop

men

t pr

oces

s. B

eyon

d ha

ving

stu

dent

s ta

ke b

unch

es o

f tes

ts, i

t is

impo

rtant

to ta

ke a

dvan

tage

s of

all c

ircum

stan

ces,

in o

rder

to g

et th

e st

uden

ts’ i

nteg

ral f

orm

atio

n.

Supp

ortiv

e G

roup

: Sof

ia,

Cel

este

, Bel

en, R

odrig

o,

Raf

ael a

nd C

arlo

s

I will

dial

ogue

with

the

supp

ortiv

e gr

oup

to re

info

rce

thei

r pos

itive

atti

tude

.

Expl

ains

onl

y th

e m

ost e

vide

nt

diffe

renc

es.

Get

s to

exp

lain

pr

ecis

e di

ffere

nces

an

d so

me

sim

ilarit

ies.

Expl

ains

in d

etai

l, di

ffere

nces

and

si

mila

ritie

s, m

akin

g so

me

infe

renc

es w

ith

diffi

culty

.

Expl

ains

in d

etai

l and

wi

dely,

the

diffe

renc

es

and

simila

ritie

s,

mak

ing

valu

able

and

de

ep in

fere

nces

.

ACHI

EVEM

ENT

INDI

CATO

RS1

LEAR

NER

2 NO

VICE

3 AD

VANC

ED4

EXPE

RT

DATE

AND

ENV

IRON

MEN

TGE

NERA

L EV

ENTS

PART

ICUL

AR E

VENT

S

DATE

AND

ENV

IRON

MEN

TGE

NERA

L EV

ENTS

PART

ICUL

AR E

VENT

S

ACCO

MPA

NIM

ENT

ACTI

ON

ACCO

MPA

NIM

ENT

ACTI

ON

184

A M

odel

of

Educ

atio

n fo

r the

XXI

Cen

tury

EXAM

PLES

OF

THRE

E IN

STRU

MEN

TS O

F EV

ALUA

TION

MEA

SURI

NG T

HE S

AME

ACHI

EVEM

ENT

INDI

CATO

RSBA

SED

ON T

HE L

ESSO

N PL

AN IN

CLUD

ED IN

PAG

E 15

8

Com

pete

ncy:

Thi

nkin

g Co

mpe

tenc

yDi

men

sion

: Ana

lysi

sVa

lue:

Tru

th (L

oyal

ty to

war

d be

liefs

and

val

ues)

Them

e: P

rimiti

ve C

omm

unity

, the

firs

t hum

an b

eing

s

A.

CHEC

KLIS

T: It

is d

esig

ned

to c

onsi

der t

he p

rese

nce

or a

bsen

ce o

f the

rele

vant

cha

ract

eris

tics

or a

ttrib

utes

in th

e ex

ecut

ion

and

/or t

he p

rodu

ct. N

orm

ally

it in

dica

tes

if th

e st

uden

t is

or n

ot a

ble

to c

arry

out

the

prop

osed

act

ion.

B.

ASSE

SSM

ENT

SCAL

E: It

per

mits

to e

stab

lish

qual

itativ

e es

timat

ions

in a

con

tinuu

m, a

bout

exe

cutio

ns o

r pro

duct

s ca

rried

out

by

the

stu

dent

s. It

can

be

usef

ul fo

r the

teac

her t

o de

term

ine

the

leve

l of e

xecu

tion

achi

eved

by

the

stud

ents

, sin

ce it

giv

es v

alue

s

r

ange

s.

C.

RUBR

IC: I

t is

an a

sses

smen

t gui

de th

at p

erm

its to

des

crib

e th

e le

vel i

n w

hich

the

stud

ent i

s ex

ecut

ing

a pr

oces

s or

a p

rodu

ct.

So

me

of th

e m

ore

impo

rtant

cha

ract

eris

tics

of th

e ru

bric

s ar

e:

a.

They

are

bas

ed o

n cr

iteria

of c

lear

and

coh

eren

t per

form

ance

. b.

Th

ey a

re u

sed

to e

valu

ate

both

the

stud

ents

’ pro

cess

es a

nd p

rodu

cts.

c.

They

des

crib

e w

hat i

s le

arnt

, ins

tead

of w

hat i

s ta

ught

. d.

Th

ey a

re d

escr

iptiv

e.e.

Th

ey h

elp

stud

ents

to re

gula

te th

eir l

earn

ing.

D.

Beca

use

of th

e le

vel o

f diffi

culty

that

repr

esen

ts th

e fo

rmat

ion

and

eval

uatio

n of

atti

tude

s, it

is p

rese

nted

a m

odel

of h

ow th

ey

can

be s

peci

ally

eva

luat

ed, a

s on

e of

the

elem

ents

that

inte

grat

e th

e Ke

y Co

mpe

tenc

ies

for l

ife:

Valu

e: S

olid

arity

(See

pag

e 11

0)Di

men

sion

: inc

linat

ion

for t

he o

nes

who

suf

fer i

n th

eir d

igni

ty a

s hu

man

bei

ngs.

In

dica

tor:

Carri

es o

ut a

ctio

ns th

at g

ive

sens

e to

his

life

, whe

n it

favo

rs th

e hu

man

bei

ng’s

dig

nific

atio

n. No

te: I

t has

bee

n ta

ken

from

the

dim

ensi

on n

umbe

r thr

ee fr

om th

e va

lue

of s

olid

arity

, and

the

seco

nd in

dica

tor f

rom

the

colu

mn

of fo

rmal

op

erat

ions

(fro

m 1

2 to

18

year

s ol

d) h

as b

een

chos

en. T

he s

elec

ted

indi

cato

r is

cont

inuo

usly

dev

elop

ed in

diff

eren

t lea

rnin

g en

viro

nmen

ts,

alon

g th

e ye

ar.

Tech

niqu

e: O

bser

vatio

nIn

stru

men

t: Cl

ass

Daily

Rec

ord

Grad

e: 9

th.

Expr

esse

s re

spec

tfully

wha

t he

thin

ks a

nd fe

els,

eve

n th

ough

som

etim

es h

e ha

s to

dis

agre

e.

Iden

tifie

s ev

iden

t and

not

so

evid

ent c

hara

cter

istic

s of

the

first

hum

an b

eing

s.

Expl

ains

the

diffe

renc

es a

nd s

imila

ritie

s of

the

first

hum

an b

eing

s’ c

hara

cter

istic

s, re

achi

ng

infe

rent

ial l

evel

s (w

hat i

s no

t im

plie

d).

ACHI

EVEM

ENT

INDI

CATO

RSDO

ESDO

ESN’

T

Expr

esse

s re

spec

tfully

wha

t he

thin

ks a

nd fe

els,

eve

n th

ough

so

met

imes

he

has

to d

isag

ree.

Iden

tifie

s ev

iden

t and

not

so

evid

ent c

hara

cter

istic

s of

the

first

hu

man

bei

ngs.

Expl

ains

the

diffe

renc

es a

nd s

imila

ritie

s of

the

first

hum

an b

eing

s’

char

acte

ristic

s, re

achi

ng in

fere

ntia

l lev

els

(wha

t is

not i

mpl

ied)

.

ACHI

EVEM

ENT

INDI

CATO

RS1

LEAR

NER

2 NO

VICE

3 AD

VANC

ED4

EXPE

RT

Expr

esse

s re

spec

tfully

wha

t he

thin

ks a

nd fe

els,

eve

n th

ough

som

etim

es h

e ha

s to

di

sagr

ee.

The

resp

ect t

owar

d ot

hers

whe

n ex

pres

sing

his

idea

s an

d th

ough

ts is

di

fficu

lt fo

r him

. He

star

tles,

sto

ps

com

mun

icat

ing,

and

do

es n

ot a

llow

oth

ers

to ta

lk, e

tc.

Occ

asio

nally

, he

gets

to

exp

ress

re

spec

tfully

his

idea

s an

d th

ough

ts, e

ven

thou

gh h

e do

es n

ot

defe

nd h

is id

eas

whe

n m

ost o

f the

st

uden

ts th

ink

diffe

rent

from

him

.

Freq

uent

ly, h

e ex

pres

ses

his

idea

s an

d th

ough

ts w

ith lib

erty

and

re

spec

t, su

ppor

ting

occa

siona

lly h

is id

eas.

He

kee

ps a

n ad

equa

te

voice

tone

; he

know

s ho

w to

liste

n an

d to

ex

pres

s wh

at h

e th

inks

.

He

alw

ays

expr

esse

s re

spec

tfully

wha

t he

thin

ks, a

nd d

isag

rees

w

ith o

ther

s w

hen

nece

ssar

y, o

n th

e ba

sis

of h

is c

oher

ent

and

hone

st a

ttitu

de.

Iden

tifie

s ev

iden

t and

not

so

evid

ent c

hara

cter

istic

s of

the

first

hum

an b

eing

s.

Pres

ents

diff

icul

ties

in th

e id

entif

icat

ion

of

expl

icit

char

acte

ristic

s.

Get

s th

e id

entif

icat

ion

of th

e m

ost r

elev

ant e

vide

nt

char

acte

ristic

s,

with

out g

ettin

g to

id

entif

y th

e on

es th

at

are

not i

mpl

ied.

Iden

tifie

s ev

iden

t ch

arac

teris

tics

and

high

light

som

e ot

hers

no

t evi

dent

.

Cle

arly

iden

tifie

s ev

iden

t ch

arac

teris

tics,

and

fin

ds th

e on

es th

at

are

not i

mpl

ied

in th

e te

xt.

Expl

ains

the

diffe

renc

es a

nd

sim

ilarit

ies

of th

e fir

st h

uman

be

ings

’ cha

ract

eris

tics,

re

achi

ng in

fere

ntia

l lev

els

(wha

t is

not i

mpl

ied)

.

1.20

.201

3C

lass

room

Mos

t of t

he s

tude

nts

have

w

elco

med

the

thre

e ne

w o

nes.

Juan

Per

ez h

as g

iven

an

offe

nsiv

e ni

ckna

me

to o

ne o

f th

e ne

w s

tude

nts.

Ther

e is

goi

ng to

be

a di

alog

ue

with

Jua

n, re

gard

ing

this

si

tuat

ion.

2.2.

2013

Cla

ssro

omTh

ere

is a

gro

up w

ith

adap

tatio

n di

fficu

lties

, wha

t m

akes

thes

e st

uden

ts fe

el

unco

mfo

rtabl

e in

the

scho

ol.

Cla

udia

Gon

zale

zPe

dro

Mar

tinez

Luis

Maz

a

Thre

e of

the

lead

ers

from

the

clas

s w

ill be

ask

ed to

inte

grat

e in

to th

eir w

orki

ng g

roup

s, th

e st

uden

ts w

ho a

re n

ot a

dapt

ed.

2.25

.201

3R

eces

s Ti

me

The

lead

ers

are

doin

g th

eir w

ork

corre

ctly;

the

stud

ents

look

ha

ppie

r and

mor

e in

tegr

ated

, m

ainl

y Cl

audi

a an

d Pe

dro.

Irene

and

Ade

lina

have

as

sum

ed th

eir r

ole

of h

elpe

rs,

very

goo

d.

Vini

cio

will

be a

sked

to

inte

grat

e Lu

is in

to h

is g

ame

grou

p.

3.12

.201

3Sp

orts

Eve

ntJu

an in

sist

s to

spe

ak to

one

of

the

new

stu

dent

s, u

sing

the

offe

nsiv

e ni

ckna

me.

Som

e fe

atur

es o

f har

assm

ent a

re

foun

d in

this

act

ion.

Juan

Per

ez v

erba

lly a

nnoy

s La

ura.

I hav

e as

ked

the

coun

selo

r’s

help

, and

I am

con

side

ring

mak

ing

an a

ppoi

ntm

ent w

ith

Juan

’s fa

mily

.

3.14

.201

3C

lass

room

, coo

pera

tive

wor

kI w

as s

urpr

ised

to n

otic

e th

at a

sm

all g

roup

def

ende

d La

ura

from

Jua

n’s

hara

ssm

ents

. The

gr

oup

activ

ity th

at I

deve

lope

d al

ong

with

the

Cou

nsel

or

seem

s to

be

fruitf

ul. T

he

stud

ents

are

ach

ievi

ng th

e in

dica

tor.

I hav

e le

arne

d th

at J

uan

is

havi

ng in

ter-f

amily

vio

lenc

e si

tuat

ions

.

Both

the

eval

uatio

n te

chni

ques

and

inst

rum

ents

are

use

ful r

esou

rces

for

the

teac

hers

to g

et in

form

atio

n ab

out t

heir

stud

ents

’ le

arni

ng p

roce

ss;

the

lear

ning

env

ironm

ent

refe

rs t

o th

e sp

aces

or

activ

ities

whe

re s

uch

info

rmat

ion

can

be o

btai

ned.

The

te

chni

ques

enc

oura

ge th

e st

uden

t to

exec

ute

activ

ities

that

hav

e th

em im

prov

e, a

nd th

e in

stru

men

ts a

re u

sed

to g

athe

r inf

orm

atio

n sy

stem

atic

ally

. The

sel

ectio

n of

the

eval

uatio

n te

chni

que

and

inst

rum

ent i

s m

ade,

taki

ng in

to a

ccou

nt th

e co

mpe

tenc

y th

at is

bei

ng

deve

lope

d, a

nd th

e te

ache

r’s a

rea,

nee

ds a

nd p

refe

renc

es. A

lso,

the

tech

niqu

es a

nd in

stru

men

ts a

re n

ot e

xclu

sive

of a

type

of

know

ledg

e (c

once

ptua

l, pr

oced

ural

or a

ttitu

dina

l).

For s

ure,

thin

king

abo

ut e

valu

atio

n m

eans

to p

lan

how

, wha

t, w

hen,

whe

re, a

nd w

hy to

inte

rven

e in

the

stud

ents

’ dev

elop

men

t pr

oces

s. B

eyon

d ha

ving

stu

dent

s ta

ke b

unch

es o

f tes

ts, i

t is

impo

rtant

to ta

ke a

dvan

tage

s of

all c

ircum

stan

ces,

in o

rder

to g

et th

e st

uden

ts’ i

nteg

ral f

orm

atio

n.

Supp

ortiv

e G

roup

: Sof

ia,

Cel

este

, Bel

en, R

odrig

o,

Raf

ael a

nd C

arlo

s

I will

dial

ogue

with

the

supp

ortiv

e gr

oup

to re

info

rce

thei

r pos

itive

atti

tude

.

Expl

ains

onl

y th

e m

ost e

vide

nt

diffe

renc

es.

Get

s to

exp

lain

pr

ecis

e di

ffere

nces

an

d so

me

sim

ilarit

ies.

Expl

ains

in d

etai

l, di

ffere

nces

and

si

mila

ritie

s, m

akin

g so

me

infe

renc

es w

ith

diffi

culty

.

Expl

ains

in d

etai

l and

wi

dely,

the

diffe

renc

es

and

simila

ritie

s,

mak

ing

valu

able

and

de

ep in

fere

nces

.

ACHI

EVEM

ENT

INDI

CATO

RS1

LEAR

NER

2 NO

VICE

3 AD

VANC

ED4

EXPE

RT

DATE

AND

ENV

IRON

MEN

TGE

NERA

L EV

ENTS

PART

ICUL

AR E

VENT

S

DATE

AND

ENV

IRON

MEN

TGE

NERA

L EV

ENTS

PART

ICUL

AR E

VENT

S

ACCO

MPA

NIM

ENT

ACTI

ON

ACCO

MPA

NIM

ENT

ACTI

ON

185A

Mod

el o

f Ed

ucat

ion

for t

he X

XI C

entu

ry

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