Comparative Table of the

Methodologies
Plan 2022

Input for your Council

School Technician
Methodology Field Justification of the Characteristics Phases
training
Purpose of the Field
Methodology

The projects they will allow the

It is oriented towards acquisition, development, diversify the possibilities of PHASE 1
expression and communication of forms of expression and communication Planning
to be y to be in the world to
conform and manifest your identity When working on them, codes are known. Identification
personal and collective. Allows the reconstruction of cultural predetermined the Recovery
meanings from various they understand, they experiment the Planning
Furthermore, it is sought that it is achieved the pedagogical scenarios y of formation of new meanings and
progressive appropriation of forms of transformative actions of the meanings, and they can decide the
expression and communication through the environment. dissemination of their creations through
orality, listening, reading, writing of different channels of PHASE 2
sensory experience perception y The student explores the environment. communication. Action
composition of various productions immediate for recover
Learning problem situations with the The learning experiences Approach
Based on Languages A the par is promoted the which will be experienced to give them They include spoken and written language, Understanding and
Projects creative and playful experimentation that solution corporal, haptic, alternative o Production
community members provokes the enjoyment of the elements ["augmentative","pictorial","sculptural"] Recognition
of the arts Dentro de las actividades, éstas dance-related, theatrical literary Concreteness
will represent a challenge to the cinematic architectural
Emotional bonds are expected to be established to take ownership of languages, like this
musical, videographic, photographic
and the deployment of tools for they learn, have fun, and socialize. of performance, of the installation
diversify the ways of learning artistic, among others PHASE 3
through artistic experiences and This methodology promotes the Intervention
aesthetics as vehicles of expression and I work with different actors from the Expression and communication are achieved,
communication community understanding construction of Integration
identities, coexistence, creation Diffusion
of bonds with other people, -Considerations
approach and appropriation of the Advances
reading and writing, and the assessment of
ethnic and cultural diversity,
linguistic, functional and sex-generic
Methodology Campo Justification of the Characteristics Phases
educational
Purpose of the Field
Methodology
Develop understanding for
explain processes y phenomena PHASE 1
natural in relation to the social, Working with STEAM allows The topic is introduced that is
based on the knowledge the y commit the students to is addressing and is used
scientific thinking through questions o problems of prior knowledge
inquiry interpretation scientific or technological orientation.
experimentation systematization The term STEAM arises from the
representation with models y abbreviation in English for Science Encourages planning and that the PHASE 2
argumentation Technology, Engineering, Arts & students conduct inquiries or The details are specified
Mathematics. technological designs in the field, from the question of
class or laboratory investigation and is carried out
Recognize that they can use various
STEAM is an innovative system the answer to the questions
methods during the construction of
that seeks to break the barriers that specific to the inquiry
knowledge Raise awareness to prioritize evidence
STEAM Knowledge and have been imposed by the achieved of the designs
Thinking The take of decisions free, education traditional giving experiments to validate o
based on the emphasis on the pillars of science, PHASE 3
Scientist responsible and aware for a decide a solution.
Inquiry healthy life. technology, engineering, art and Conclusions are established
related to the
mathematics. Encourages the use of mathematics general problem
The practice of social relationships and computational thinking (use
egalitarian e intercultural, The formative field of Knowledge and measuring instruments of the
they help to take care of the environment scientific thought demand variables) PHASE 4
and transform their community. an interdisciplinary approach and The results are presented
transdisciplinary to offer Explanations are formulated based on derived from inquiry
The approach to knowledge explanations from the sciences and in evidence with coherence and proposals are made
scientific and technological the knowledge of the communities. explanatory and predictive action to resolve the
problematic
The appropriation and use of language They argue y evaluate sus
scientific and technical as a means of explanations a the light of
oral, written, graphic communication and explanations alternatives y PHASE 5
digital they communicate their explanations It reflects on the
carried out
Methodology Field Justification of the Characteristics Phases
formative
Purpose of the Field
Methodology
PHASE 1: LET'S PRESENT
Develop a sense of belonging e
Initial reflection is situated at
personal identity y collective, with the
It is relevant, first of all, the students on stage
language, customs, conceptions Respond to one methodology
because it guides the solution of of the problem
of the world and lifestyles
real problems that make up the student-centered and in their
Recognition of the various learning process one learning. Through work PHASE 2: LET'S COLLECT
cultures societies
y to exercise the learning experience for the self-employed We explore and evaluate
y in a team the
critical thinking around sus a life beyond the classroom. the social knowledge and
students they must achieve the
stories, customs, traditions, knowledge students who possess the
and ways of living together. objectives set over time students.
Secondly, when calling
expected.
different perspectives PHASE 3: WE FORMULATE THE
Convictions, ethical principles, and values
interrelated in nature
democratic principles that serve as a guide for PROBLEM
of the objects of study The students work in small groups.
personal and collective practices We determine clearly
Learning Ethics, (problems) what they seemed groups, which favors that the the problem that is
Based on Nature and Respect y protection of rights inconsistent in the criteria y students manage effectively the will work
Societies humans as they advance in their methods of the different
Problems disciplines (biology and ethics), but
possible conflicts that may arise
educational and life journey, and get to know PHASE 4: WE ORGANIZE
among them y that everyone
its importance for the organization of the that have a factorial relationship THE EXPERIENCE
life in society. exogenous, which leads to generating hold accountable for achieving
The work route is outlined.
different proposed solutions. of the planned objectives. for the investigation and
Responsibility in care y contemplate possibilities
conservation of nature based on Thirdly, because of the above This methodology favors the response scenarios
the conception that all people contributes to the development of
are part of it, y asuman possibility of interrelate
critical thinking that shapes PHASE 5: LET'S LIVE IT
commitments with low environmental impact and different subjects o subjects
subjects solidary with your EXPERIENCE
of sustainability academic
community and responsible for the Students are guided to the
nature. specific inquiry
Development of historical consciousness and documentary or experiential
geographical based on the analysis of the
transformations social natural
PHASE 6: RESULTS AND
cultural, economic and political
ANALYSIS
We visualize results and
we publicize them.
Methodology Field Justification of the Characteristics Stages
educational
Purpose of the Field
Methodology

It is sought for children and adolescents to build their identity. STAGE 1: POINT OF
personal through the exploration of tastes, GAME
The practices are organized in such a way It arises from the interest of the
interests, needs, possibilities, ways
to understand e interact in various way that makes the relationship possible students, we raise awareness to
contexts directly from the students with the the students

They conceive sexuality as a result of phenomena of reality that

STAGE 2: WHAT I KNOW AND
a cultural construction made up of
This methodology is of great study. I WANT TO KNOW
different ways of thinking, representing and
understand the body utility due to its reach The teacher collects
to promote and drive the goals They arise from the restless gaze and information of knowledge
Develop your potentialities (affective, from the NEM, by integrating the service to alert to the community resources and proposes a
motor, creative, interaction and solution the community with the study participatory diagnosis
fundamental to get involved in the
of problems), recognizing, valuing and academic and at the same time create
respecting others' rights knowledge and community contexts, STAGE 3: LET'S ORGANIZE
Learning Of the community and social network for
students develop a sense of THE ACTIVITIES
Service Human and Strengthen perceptual, social capabilities They describe actions to
physical-motor skills y those that result in the responsibility and commitment to The active protagonism since the
Community the activity is led by the carry out, resources, times and
creative development of motor skills the community
responsible
students accompanied for
Reflections and understand your emotional life
Contributes to the students teachers and tutors
and affective. Also promote environments of STEP 4: CREATIVITY
healthy and peaceful coexistence among those who learn a to develop y
IN PROGRESS
they make up the educational community participate in projects that Solidarity service, due to the Implementation of what
they relate their personal interest and the
activities that are planned are planned, it is the
Experiment the importance of taking care of the community concretization of the project
improve y preserve health, the environment intended to address issues
natural and social real y specific to a
community STAGE 5: WE SHARE AND
Act in resolving situations and WE EVALUATE IT
problems present in different contexts LEARNED
Learnings intentionally
Evaluation of results,
planned, because the project self-assessment of the
Generate a sense of community and strengthen
the belonging, y Hello affects your articulates the learning of a participation and we propose
appreciation of the diversity of identities curricular content with the activity the continuity of the
solidarity experience