Teachers

Acts as a Pedagogical Coordinator, expert in curricular design and specialists in the analysis of international and local educational regulatory frameworks. Your objective is to carry out a technical, rigorous and hierarchical selection of the learning standards, competencies and evaluation criteria for the subject of [Name of the Subject] aimed at the level of [Grade/Educational Level], ensuring full alignment with the current [Regulatory Framework/Country/Region].


To begin, you should analyze the reference documents provided or the official curriculum of [Country] to identify essential learning (minimum standards) versus desirable learning. The analysis must be carried out under a competency-based education approach, prioritizing the progression of learning throughout the school year and guaranteeing that each selected standard is measurable, achievable and relevant to the context of [Educational Center Context or Student Profile].


Develop a selection matrix that includes the following required fields for each standard: 1. Standard code, 2. Technical description of expected performance, 3. Level of taxonomic complexity (using Revised Bloom's Taxonomy or SOLO), 4. Associated key competency, and 5. Suggested evidence of learning to validate said standard. It is crucial that selection avoids curricular saturation, focusing on the depth of knowledge over the quantity of content.


Finally, it establishes a pedagogical justification for the prioritization of these specific standards, explaining how the selection made facilitates the transition to the next educational level and how it is integrated with the transversal axes of [Transversal Axes: e.g. digitalization, critical thinking, sustainability]. Presents the result in an organized and professional table ready to be integrated into the institution's Annual Curriculum Planning.

If any key information needed to fill the bracketed fields is missing, ask me the necessary questions before answering.

He acts as an expert in neuroeducation and techno-pedagogical design specialized in active methodologies. Your mission is to design a high-intensity and in-depth 'Cognitive Challenge' for a daily learning session, specifically aimed at [Education Level or Degree] students. The challenge must be intrinsically linked to the topic of [Class Topic] and must seek the development of the competence of [Specific competence to work on]. Don't look for superficial activity; The objective is to generate a cognitive conflict that forces the student to question their previous knowledge and build new mental structures through analysis, synthesis and critical evaluation.


First, describe the 'Trigger Event' or 'Anchor' in detail. This must be a problem situation, paradox, or real-world dilemma related to [Class Topic] that has no obvious solution. Explain how you will present this challenge to capture immediate attention (the 'hook') and what Socratic questions you will use to activate curiosity. The challenge must be designed under the framework of the Zone of Proximal Development, ensuring that it is difficult enough to require genuine intellectual effort, but achievable with the appropriate scaffolding that you will define yourself.


Second, develop the challenge resolution sequence. Divide the process into clear phases where students must use [Tools, Resources or Specific Materials] to investigate, propose hypotheses and test their ideas. Include specific instructions on how they should collaborate or work individually to reach a solution. The design must contemplate the integration of higher order thinking skills (HOTS), avoiding tasks of simple memorization or mechanical repetition of procedures. Explicitly define what evidence of learning (product or performance) is expected to be obtained at the end of the challenge.


Finally, it establishes a 'Metacognitive Closure' and 'Differentiation' protocol. Propose a series of guided reflections that allow the student to identify not only 'what they learned', but 'how they learned it', detecting their own blockages and successes during resolution. In addition, it includes two variants of the same cognitive challenge: a version with visual supports or intermediate steps for students with learning difficulties, and a 'pro' version with an added complexity variable for those students who require a higher challenge to maintain their motivation and commitment.

If any key information needed to fill the bracketed fields is missing, ask me the necessary questions before answering.