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Below, you will find the assessment questions that will generate a report to know to what extent your Institution fits with a personalized education model based on autonomy.
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1.The approach to academic and life goals helps students project themselves to where they want to go and to find ways to fulfill their purposes. In that sense, students of your institution:
• Know where they want to go because the institution runs strategies in which the student must learn to project themselves to the future.
• Work by objectives in all areas and in every educational strategy, being aware of the importance of reaching goals.
• Their goals are related to achieve good grades in class and be promoted to the next grade.
2. The need to change the educational paradigm to develop life skills requires education to have a personalized approach, knowing that each child has different paths to get there. From that point of view, in your institution:
• Personalizes learning plans that are constantly changing based upon the needs of each student.
• Varies activities for the group in general if there is evidence that academic performance has not been satisfactory.
• Keeps activities as they are planned because the goal is that all students see the same content and comply with the proposed curriculum.
3. Normally in a classroom, students are learning at a different pace. In your institution:
• Students with bigger challenges have a different treatment by reinforcing their work with more activities and more support by parents and educators.
• All students must learn at the same pace because all have the same needs, starting and finishing a grade at the same time.
• Educators adjust the activities according to the learning pace of each student, respecting the standards of excellence of each topic.
4. A common challenge that educators face in the classroom is the search for the most appropriate way to help all students to learn. What is the most common method of learning in your institution?
• Teaching - educators use whiteboards and other expository tools to explain topics, while students listen, write, and participate with questions or opinions.
• Educators use different activities such as exhibitions and team or individual activities, where educators explain topics and students are active because they have several spaces for participation.
• Each student is the main protagonist of his/her learning experience because they build knowledge themselves. Educators accompany each student by supporting them as they work in their personal plan.
5. Assessments evaluate students’ learning on a topic and the development of skills. However, depending on the way in which you evaluate, different aspects can be reviewed. In this sense which fundamental aspect do you take into account when assessing your students?
• Students can demonstrate what they learned through exams.
• Students can memorize contents of a subject.
• Students self-recognize their weaknesses, strengths and progress.
6. Educators have great responsibility to promote their students’ learning autonomy. Both the family and the school must implement strategies to help students to learn and think critically for themselves. At your institution, how do you foster the development of students’ autonomy?
• Inculcating behavior patterns through clear rules that allow students to include themselves and adapt to social group.
• Executing strategies where students make decisions, manage their time, and evaluate the consequences of their actions.
• We do not have the objective to encourage autonomy because students will develop it throughout life.
7. Evaluations are usually only related to the results or products delivered by students, which drives the focus to content and not necessarily to improving students’ abilities. The way your institution regularly evaluates students allows that:
• Students learn to evaluate their learning process through educators’ feedback and through strategies to recognize their strengths and weaknesses.
• Students are aware of their flaws through their educators’ feedback and become more disciplined and rigorous in their academic work, with higher work quality.
• Students obtain results that show their status against their peers who may have scored higher or lower ratings.
8. The way educators evaluate their students largely influences the way students learn because it is where they will find meaning to what they learn. At your institution, what strategies do you use to evaluate learning?
• Written or oral tests where students demonstrate what they learned.
• Students are assessed while they work, receiving continuous feedback of their learning process.
• Evaluation of students’ work accomplishment on scheduled time, participation, and written exam at the end of the topic.
Part III Student's Potencial
9. Educators must plan the academic activities that take place during the year while elaborating a curriculum. Which aspects are taken into consideration at your institution to develop the curriculum for each of the areas and grades?
• Topics of each grade, based upon each educator’s experience.
• Students’ needs and characteristics, while taking into account the state standards requirements.
• All state standards requirements for each of the areas and cycles. Students who are unable to follow through will have a special enforcement.
10. One of the essential functions of the educator is to provide relevant tools and strategies that allow students to build knowledge. In your institution: How do you take into account the students potential to implement learning tools and strategies?
• We take into account the students potential and change strategies for the students who have difficulties.
• Students potential are assessed through evaluations and standard strategies are implemented for all students.
• We take into account the potential of each student and implement personalized learning strategies.
11. Everyone has a different potential. When a student advances rapidly in their learning, goes slower or has any challenge, how does your institution manage that?
• Students with specific challenges participate on leveling and extracurricular classes; and students who progress quickly are motivated by high grades.
• We review if the student with challenges is able to advance to the next grade or has to repeat the current grade. Advanced students are seen as academic excellence and as examples for other students.
• We review the learning process of students with challenges and consider new activities aligned with their abilities; We let advanced students move forward or deepen their knowledge in the areas of their choice.
12. Trends around transforming education indicate that we should develop students’ abilities to set themselves objectives and strategies to reach them. At your institution, students have goals and take action to reach them when:
• Students know their learning plan and set short-, medium-, and long term goals for themselves.
• Educators present the work plan and goals to achieve, and all students follow their directions.
• Students have no goals. They simply develop the proposed activities and have an assessment at the end of the lesson.
Part IV Academic Quality
13. At the end of the school year at your institution, when a student has some pending lessons to finalize or has failed entire subjects, the action plan is:
• Repeat the school year, since she/he did not reach all of the proposed goals for the grade.
• Recover outstanding lessons, but if entire subjects are incomplete, students must repeat the grade.
• Students must achieve all of the goals proposed in the curriculum. Educators review the relevance of activities for each student and adapt them to their needs.
14. The education standards provide guidelines that serve as the basis for designing curriculum, activities, and other dynamics for each of the areas and grades. Therefore, in your institution education standards have the function of:
• Guiding for skills and content that can be included for each grade, but taking into account the students’ individual learning process to adjust them to students’ needs.
• Defining what content students must learn for each of grade and not deviate from the established curriculum, since the education standards establish that everyone should learn that minimum.
• Variations in content and plans are valid only for students with disabilities; others must learn the minimum required by the standards.
15. The ideal goal of education is that all students achieve excellence. However there are very few students who succeed. How do you ensure that all students achieve excellence in your institution?
• Through the curriculum. Our work is based on the education standards, which ensure that all students develop the same skills and thus achieve excellence proposed by these guidelines.
• By developing the students’ individual abilities. We assess students and build a personalized learning plan, structured in such a way that they can reach excellence.
• Students have academic accountability in all areas because what is being proposed in the curriculum is the standard.
16. While educational institutions have the duty to ensure that all students achieve excellence, it is also true that the student, as an active subject of their learning, must strive to achieve the best results. Therefore, in your institution students:
• Strive to reach the excellence in their learning, working autonomously to enhance the abilities in which they have challenges, presenting personal commitments and elements needed to carry out their proposed activities.
• Are passive in their process. The vast majority has no interest in what the school provides for their development. They do not carry out commitments agreed upon in class, nor have a personal effort to make it happen.
• Not all of them strive, just a small percentage of the classroom. Students that strive are the ones who have greater support at home and in the accomplishment of activities.
Part V Technology
17. Education Technology is innovating through the use of platforms for teachers, students and parents. These platforms allow users to have a better organized daily or weekly log of students’ progress in their academic process, review reports of the course performance, and at the individual level create personalized learning plans, among other aspects of importance to closely accompany students in their process. Your institution:
• Has a platform that allows you to perform the above actions.
• Has a website where we publish the most important activities.
• Has a website where teachers post and where parents can see some of the activities they need to work with their students, and where students can find resources provided by teachers.
18. In recent years the Internet has become an essential tool to easily research information. However, there is a lack of greater culture for its educational use to avoid improper usage. Accordingly, when students have access to the Internet in your institution:
• Students use it responsibly to widely research information to learn and play.
• Students access the first couple of sources that search engines provide and explore entertainment pages at the same time.
• Students access websites that have nothing to do with the subjects they are working on and usually there is no educational content for them.
19. Incorporating ICT in the classroom to promote student learning and improve Educators’ practices is a global trend. From your point of view, your institution requires ICT to:
• Allow students to have access to more sources of information, to learn through interactive activities, and to know the world through the Internet.
• Facilitate and enrich the work of educators in developing student learning activities and student evaluation.
• Promote learning, assessment and follow-up of each student’s processes through the Internet and virtual platforms
Part VI Community Building
20. School must work to promote students abilities towards development of autonomy in all learning spaces. You must create a participative environment where students can make decisions about their own learning process and their community. In your institution:
• Students participate in discussions that develop their social skills, allowing them to make decisions in a responsible manner
• Students have opportunities to participate actively and take a position regarding aspects that contribute to their growth.
• Students participate by voting the option that better accommodates individual and group interests.
21. One of the purposes that education must reach is to encourage social activities that promote learning and teamwork. How is students’ teamwork in your institution?
• It occurs in a collaborative way, communicating their points of view, discussing aspects that they may not understand and respect others’ point of view.
• It is an opportunity for students to talk, although performance slows down. At the end, they just copy from one another.
• Students review activities and distribute them among themselves. Each team member develops his/her part and combine their work to present it together.
22. The classroom participation must include the students’ freedom to present their concerns or expose their views, as well as a space for building ideas and agreements for the individual and collective benefit. Taking this into account, how are students motivated to participate and contribute for the collective benefit of the classroom at your institution?
• Teachers foster everyone’s participation by providing ideas and students decide whether they agree with them or not.
• Participation usually happens with decoration or celebration activities in special occasions.
• There are continuous discussions arising from the students’ needs, related to the classroom environment and community coexistence.
Parte VII Autonomy
23. One of the necessary components to develop students’ learning autonomy is their active participation in their process. They know how to work their learning plan and they can propose alternative activities to improve their skills. What kind of participation students have in the academic process at your institution?
• Participation is limited because the teacher determines the curriculum and its related activities.
• Teachers define the curriculum and its related activities, but open spaces where students can propose some of the activities.
• Students have the option of participating in the designing of their learning plan, how to go through it, and propose activities.
24. Goals setting is essential to develop students’ learning autonomy. It allows students to learn how to manage their own time and it creates awareness about the need to project themselves in the future: where to go, what to do to get there. How does your institution foster students’ goals setting?
• Students may set goals within the goals proposed by the institution and each educator.
• Students may set personal goals related to their academic process.
• Students may set personal goals related to all areas of their lives.
25. To develop autonomy, students must be aware of their own goals and how to accomplish them. In your institution:
• When students know their goals, they work on a plan designed by the educator.
• When students know their goals, they work on plans designed by them with educators’ assistance.
• When students know their goals, they can design and work on dynamic learning plans that fit their needs.
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