Transforming Learning Methods for Deep-Seated Educational Alterations: Ideas Dissenting from Conventional pedagogy
The VI Seminar on Tech-Driven Educational Innovation (or Ticmas for short) took center stage on May 5th in the Ticmas auditorium, marking the start of another exhilarating year at the 49th International Book Fair of Buenos Aires 2025. This gathering once again drew the brightest minds in Latin American education to discuss the most pressing educational challenges, both nationally and regionally. With a focus on school reform, teacher development, and meaningful learning, the opening session of the seminar served as an interactive platform for debate, idea sharing, and reviewing the state of the classroom.
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One of the most eagerly awaited discussions was Teaching and Challenges in the New Primary Education, welcoming Carola Martínez from the River Plate Institute, Daniela Reyes, a specialist in educational mathematics, and Vanessa de Mier, an expert in reading comprehension. The enlightening conversation, steered by Patricio Zunini, touched upon important topics like autonomy, evaluation, teacher training, pedagogical evidence, and interdisciplinary learning. Through their shared insights and experiences, our esteemed panelists delivered practical advice, grappled with present obstacles, and peered into the future of primary education.
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Learning to Learn Independently
--PHOTO The panelists weighed in on educational challenges ranging from fostering independent learning to understanding the role of evaluation
As the educational director of the River Plate Institute, Carola Martinez emphasized how her institution emphasized self-regulated learning from the start. Rather than leaving decisions about naming objects or managing personal belongings to teachers, students are encouraged to take ownership from the get-go. This approach, she explained, builds the foundation for students to start learning autonomously and develop critical thinking skills.
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In the realm of interdisciplinary projects, students are given the freedom to research, formulate, and present their own ideas, further developing their independent learning skills. Self-regulation isn't just a useful technique in learning; it's a paradigm shift in teaching methodology.
"Our goal should be to spark curiosity and instill passion in students for learning. By making what they learn fascinating, we create engaged, motivated learners."
Empowering Teachers
--PHOTO During the discussion, de Mier, Reyes, and Martinez discussed the importance of interdisciplinary projects in fostering student self-regulated learning
On another note, Daniela Reyes, an expert in teacher training, offered a unique perspective on autonomy. Her focus centered on the teaching profession itself. Rather than seeing resistance to innovation as an obstacle to be overcome, she suggested treating it as a legitimate starting point for meaningful conversations about teaching practices.
"I believe it's crucial to listen to what educators have to say about their experiences and learn from them. By valuing their insights, we can support them in embracing new practices that make a real difference in their students' lives."
The key ingredients of sustainable teacher professional development are rigorous instructional design, grounded in both theory and classroom practice, and a focus on empirical evidence. Once teachers witness the tangible impact of their efforts, they become eager participants in the learning process.
Evaluating Effectiveness
You might be curious about: Evaluation systems that move beyond quantitative measures and embrace qualitative aspects like teacher reflection and collective knowledge construction
When asked how one can tell if they're teaching well, the panelists concurred: "With evidence." All three specialists agreed that without concrete and ongoing information about student learning, it's impossible to make meaningful improvements.
Vanesa de Mier, a renowned literacy expert, spoke of implementing a fluency reader program in 2022 that focused on systematic and explicit teaching supported by cognitive psychology and psycholinguistics. Despite initial resistance from some students, the program managed to reverse negative attitudes towards reading by focusing on personalized follow-up, diagnosis, and theoretical training for teachers.
"By the end of the year, those same students were sharing their reading experiences at school events, even making podcasts. They became passionate about reading, and their transformation was proof positive of effective teaching."
Carola Martínez, on the other hand, advocated for diagnostic evaluations not as grading mechanisms but as learning tools to determine what students know and what they need to learn. "Instead of assessing students and measuring their performance, let's look for evidence of what they've learned and where they still need help. Only then can we tailor our instruction to meet their specific needs."
Embracing Lifelong Learning
At various points during the discussion, the panelists addressed the limitations of the traditional subject-based curriculum. Daniela Reyes argued that the compartmentalized structure of subjects doesn't truly represent disciplines like language and mathematics but rather the way they have been artificially separated. The solution, she suggested, is to reconsider what future generations should learn and to integrate important subjects across the curriculum.
Vanesa de Mier emphasized that language should be taught as a transversal skill, enabling students to understand the world and draw connections between different subjects. She also highlighted the importance of focusing on the learning process, rather than solely the end results.
"Integrated projects are often mentioned but rarely carried out effectively. We need to shift our focus from the final outcome to the journey our students take to get there."
The panel concluded with a shared sentiment: evaluation. But as the specialists emphasized, evaluation is about collecting data and evidence that help us understand and improve our teaching practices. Formative evaluation must incorporate teacher reflection and the collective construction of knowledge to lead to genuine improvements.
"The significant literary work produced by a child hesitant to read at the beginning of the year? That's evidence. It may not be quantifiable, but it shows the power of effective teaching."
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- The panelists at the VI Seminar on Tech-Driven Educational Innovation (Ticmas) in 2025 emphasized the significance of self-regulated learning in encouraging students to develop critical thinking skills from the early stages of their education.
- In the discussion on empowering teachers, Daniela Reyes, a specialist in teacher training, proposed focusing on the teaching profession itself and treating resistance to innovation as a starting point for dialogues about teaching practices, valuing educators' insights and experiences to support their adoption of effective teaching practices.
- Vanesa de Mier, a literacy expert, shared examples of diagnostic evaluations that focused on student learning, like the fluency reader program in 2022, which aimed to reverse negative attitudes towards reading by providing personalized follow-up, diagnostic, and theoretical training for teachers.
- The panelists agreed that evaluation in education should shift from quantitative measures to incorporate qualitative aspects like teacher reflection, collective knowledge construction, and a focus on the learning process to improve teaching practices and foster a lifelong approach to education.
