Mexico’s New School framework
Formative Fields, Cross-cutting Themes, content, and Learning Development Processes guide planning and connect areas when appropriate.
Educational model
An inclusive approach connecting learning, environment, and integral development.
Meaningful learning and progressive autonomy
Our model brings together the principles of Mexico’s New School framework (NEM) and Universal Design for Learning (UDL). We begin with shared goals and provide different ways to engage, understand, and demonstrate learning.
Universal Design for Learning
We anticipate multiple ways to engage, access information, and express learning to reduce barriers from the design stage.
Purposeful methodological flexibility
We choose explicit instruction, projects, research, problem solving, art, nature, languages, and technology according to the goal.
Learning connected to the environment
The campus, green spaces, and garden become educational resources that connect knowledge with meaningful experiences.
Assessment for learning
We gather evidence throughout the process; errors provide information to guide teaching and adjust support, not to punish.
From fragmentation to integration
| Dimension | Fragmented approach | Floresta de Vida ecosystem |
|---|---|---|
| Curricular structure | Learning is addressed mainly through isolated subjects. | The NEM serves as a reference and connects Formative Fields when appropriate. |
| Approach to inclusion | Support is introduced after difficulties appear. | UDL anticipates barriers and diversifies possibilities during planning. |
| Methodology | The same teaching strategy is used for every goal and student. | Strategies are selected according to the goal: explicit instruction, projects, art, nature, or movement. |
| Expectations | Everyone learns and demonstrates learning in the same way. | High expectations are maintained with differentiated support, without automatically reducing goals. |
| Assessment | One format or final assessment predominates. | Assessment is continuous and formative and draws on varied evidence. |
| Support | Specialized support operates separately from the classroom. | The lead teacher and Neurodevelopment and Inclusion Specialist collaborate with distinct responsibilities. |
| Autonomy | Support focuses on solving the immediate difficulty. | Support broadens participation and progressively fosters autonomy. |
| Environment | Learning takes place mainly inside the classroom. | Classrooms, nature, the garden, art, and movement become educational resources. |
How learning comes to life
| At Floresta | What this means in practice |
|---|---|
| We begin with clear learning goals | Planning follows the NEM, its Formative Fields, content, and Learning Development Processes. |
| We design for diversity | UDL anticipates different ways to access, participate, and express learning. |
| We do not use a single methodology | Strategies are chosen according to the goal: explicit instruction, projects, research, art, nature, movement, or technology. |
| We maintain high expectations | Support and adjustments promote progress; inclusion does not mean automatically lowering goals. |
| We assess to make decisions | Learning evidence helps adjust teaching and support throughout the process. |
| We work collaboratively | The lead teacher works with the Neurodevelopment and Inclusion Specialist and interdisciplinary team when needed. |
| We foster autonomy | Support is reviewed so students can participate with increasing independence. |