Summary of "LA NUEVA EDUCACIÓN: ¿En qué se basa este nuevo modelo de enseñanza? | RTVE Noticias"
Summary of “LA NUEVA EDUCACIÓN: ¿En qué se basa este nuevo modelo de enseñanza? | RTVE Noticias”
This video explores the foundations, implementation, and controversies surrounding the new competency-based education model being introduced in Spain through the Long Low Law. It contrasts traditional rote memorization with innovative, student-centered learning approaches and highlights practical examples from schools already applying these methods. It also addresses the challenges faced by teachers, schools, and the education system amid political instability and reform fatigue.
Main Ideas and Concepts
Shift from Rote Memorization to Competency-Based Learning
- Traditional education focused on memorizing facts for exams.
- The new model emphasizes continuous assessment and learning through exploration and application.
- Teachers act as guides or mediators rather than mere transmitters of knowledge.
- Students engage with digital media and hands-on projects instead of textbooks and exams.
Competency-Based Education Model
- Focuses on developing eight core competencies across intellectual, personal, emotional, and social domains.
- Competencies include linguistic skills, emotional intelligence, responsible use of technology, cultural understanding, creativity, entrepreneurship, and learning how to learn.
- Learning is interdisciplinary and project-based, blending subjects like math, physics, music, and language.
- Students work in cooperative groups, learn at their own pace, and create individual or group projects instead of traditional exams.
Examples from Schools
- Jaume Cabré High School (Terrassa): No exams, outdoor hands-on classes, no textbooks, projects designed and materials created by teachers.
- Aldebarán School (Madrid): Adopted the method in preschool 12 years ago, now extending to primary school; teachers guide and draw knowledge out of students; learning must be fun and experiential.
Evaluation and Assessment
- Continuous assessment replaces traditional exams.
- Students present projects and receive feedback from peers and teachers.
- Grades still exist but focus on competencies rather than memorized content.
Challenges and Criticism
- Teachers feel overwhelmed by the workload and lack of preparation time.
- Need for smaller class sizes and more teachers to provide individualized attention.
- Some critics argue the model lowers educational standards and reduces knowledge content.
- Concerns that education is being turned into workforce preparation at the expense of deeper learning.
- Political instability and frequent reforms hinder long-term progress.
- Lack of consensus and dialogue with teachers during law formulation.
Implementation and Resources
- Schools and publishers are racing to adapt materials to the new curriculum.
- Digital and print materials now emphasize practical application, infographics, and student engagement.
- The Ministry and regional governments are responsible for setting content standards.
Political and Social Context
- Education reforms in Spain are historically unstable and politicized.
- Continuous changes create stress for teachers, students, and families.
- Experts call for a long-term, stable education pact lasting at least 15 years.
- The absence of consensus negatively affects Spain’s international educational rankings and increases dropout rates.
- A call for prioritizing students’ needs over political interests to improve education quality and cohesion.
Detailed Methodology / Instructions Presented
Competency-Based Learning Approach
- Replace traditional exams with continuous assessment.
- Use guided worksheets and projects to foster exploration.
- Teachers serve as mediators, guiding students to find and apply knowledge.
- Integrate subjects into broad competency areas rather than isolated disciplines.
- Encourage cooperative group work and peer feedback.
- Allow students to learn at their own pace without pressure to reach goals simultaneously.
- Use digital tools and screens as primary learning resources instead of traditional books.
- Design custom projects and materials tailored to students’ needs and curriculum competencies.
- Evaluate students through presentations and real-world application of knowledge.
School Organization for Competency-Based Learning
- Organize classrooms and schedules to allow longer periods for project work.
- Employ multiple teachers per classroom to support diverse learning needs.
- Foster inclusive environments where students from different backgrounds learn together.
- Encourage outdoor and practical learning experiences linked to real-life contexts.
Teacher Preparation and Collaboration
- Provide training courses for teachers on new methodologies and evaluation criteria.
- Promote collaboration among teachers to design interdisciplinary projects.
- Address teacher workload and resource needs proactively.
Curriculum and Material Development
- Publishers redesign textbooks to focus on understanding and application rather than memorization.
- Include more visuals, infographics, and interactive content.
- Align materials with the Ministry’s competency framework and regional guidelines.
Speakers / Sources Featured
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School Directors and Teachers: Director of Jaume Cabré High School (Terrassa), teachers and students from Jaume Cabré High School and Aldebarán School (Madrid), secondary school teachers from La Rioja undergoing training, María (a teacher and author preparing entrepreneurship course materials).
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Education Experts and Commentators: Experts discussing the pros and cons of competency-based education, union representatives expressing concerns about teacher involvement and resources.
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Education Authorities: Ministry of Education representatives (implied through references to laws and curriculum), regional education authorities involved in curriculum adaptation.
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Students: Students from the featured schools sharing their experiences adapting to the new model.
This summary captures the core ideas, methodology, and viewpoints presented in the video regarding Spain’s transition to a competency-based education system under the Long Low Law, highlighting practical examples, challenges, and political context.
Category
Educational
