Gimnasio Campestre los Cerezos


Gimnasio Campestre los Cerezos within its pedagogical practices seeks that the educational community has different learning opportunities, which together with the International Baccalaureate programs, strengthen the skills of students and make them critical beings, thinkers and allow them to live an experience to be a worldwide citizen.

In this sense, our innovation pillar seeks to impact the educational context from our teaching-learning process, taking into account the needs of the 21st century and the requirements of the new generations in terms of educational quality, linguistic development, technological and scientific progress and the development of soft skills, which implies a continuous improvement in teaching models and methodology, in pedagogical practice and in the development of oneself.

Thus, as a pedagogical model, we advocate the application of the Universal Learning Model (UML) where, from the perspective of neuroscience, technology, educational research, learning theories and practice, we seek an inclusive education brought to reality. It is here where three principles are taken into account, namely: motivation connection (affective), representation (recognition of the connection), action and expression (strategic connection). Through these three elements, we seek to answer three questions essential to the learning process: why learn? What to learn? and How to learn?


It is important to highlight that this model also takes into account three guidelines that are closely related to the principles mentioned above. Here it is essential to access from the development of interests, perception, and physical action; to build on sustaining effort and persistence, on language and symbols, and on expression and communication; and finally to learn from self-regulation, understanding, and execution.  access  since the development of interests, perception, and the physical action; build in sustaining effort and persistence in language and symbols in the expression and communication; and finally learn since self-regulation, the understanding and the run.

Within this pedagogical proposal, the inverted classroom is also contemplated, where the teaching staff accompanies the students, facilitates the process according to their characteristics and specific needs, attends to diversity in the classroom, favors the development of competencies with the use of ICT's and consolidates learning through inquiry and a constructivist and conceptual approach. Likewise, under this framework, collaborative work in the learning community is also privileged.

Now, for the process development, bilingual, we rely on The Iceberg Theory of Cummings. In preschool and primary school are seeking to develop Basic Interpersonal Communication Skills (BICS), where it promotes the development of communication skills through the acquisition of vocabulary, academic writing, formal and informal learning and thought processes, semi – concrete, and concrete from the learning of a second language. In the higher levels (the baccalaureate) are working from  Cognitive Academic Language Proficiency (CALP) where is consolidated the process of second language since the formal aspects with the development of abstract thinking (analysis, synthesis, and application) applied in different contexts and areas of knowledge.

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