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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 - [email protected] 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
epts
Proc
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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
A M
odel
of
Educ
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
of
Educ
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
; 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
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
).
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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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ucat
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he X
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entu
ry
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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A M
odel
of
Educ
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
f Ed
ucat
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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odel
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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
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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
165A
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el o
f Ed
ucat
ion
for t
he X
XI C
entu
ry
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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tury
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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tury
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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odel
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tury
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
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
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
REFERENCES
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