MEP Idoneidad Docente: Costa Rica teaching foundations cheat sheet
MEP Idoneidad Docente: Costa Rica teaching foundations · Keep the key ideas within reach.
Hacer: pedagogical mediation, alignment and usable assessment
Distinguish a learning objective from an activity.
Align evidence with the intended capability.
Inquiry and explicit guidance are not mutually exclusive.
Flexible support should not become permanent ability labeling.
Current national curriculum requirements are not inferred from general theory.
Backward design sequences standard, then evidence, then activities.
Accommodations change access; modifications change expectations.
Match the intervention to the diagnosed gap, not to the lesson topic.
Saber: Costa Rican policy, learning theory and contextual reasoning
Use the actual Costa Rican selection and curriculum framework.
Keep the exact national-policy title and institutional roles clear.
Connect a theory with the learner’s actual task and evidence.
Piaget: sensorimotor (object permanence), preoperational (egocentrism), concrete operational (conservation), formal operational (abstract).
Assimilation fits new info into existing schema; accommodation changes the schema.
Classical conditioning: neutral stimulus becomes conditioned stimulus through pairing.
Ser: professional integrity, student protection and Costa Rican role limits
Protect dignity and relevant information while recognizing limits to confidentiality.
A concern should be handled through appropriate professional channels.
Do not infer clinical diagnosis or prescribe treatment from classroom examples.
Separate immediate protection, evidence gathering and later decisions.
Current national legal requirements remain a separate verification task.
A school-project role does not create unlimited spending or investigative power.
Convivir: inclusive participation, classroom relationships and families
Management includes routines, participation and relationships, not only punishment.
Observed behavior does not establish a motive or diagnosis.
Group work needs structured contribution and evidence of individual learning.
Communicate with families using evidence and realistic responsibilities.
General principles do not replace local safeguarding or disciplinary procedures.
Bullying or abuse is not automatically an ordinary mutual conflict.
Respect actual language, access and family circumstances.