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Workshops

Five workshops.
Pedagogy at the center.

Grounded in DAP and UDL. Each workshop adapts to your school's level and context.

What they are, how they overlap, how they differ, and how they work together — with cases from other countries and a realistic action plan for the classroom.

What the team walks away with

1Classify the measures. Tell UDL, a reasonable accommodation, and a curricular modification apart — and justify the call.
2Redesign an activity. Add one option per UDL principle to remove a real barrier.
3Draft an accommodation. One row of the accommodations plan: barrier, accommodation, timeframe, and owner.
4Plan the effort. Estimate the effort curve and choose three routines for the first six weeks.

UDL responds to the variability of the whole group; a reasonable accommodation responds, in one particular case, to the barrier that remains. The stronger the design, the fewer individual accommodations are needed.

2 h · single session4 h · combined

Barrier first, tool second: technology as a means for access and participation, even in schools with few resources.

What the team walks away with

1Tell the levels apart. Separate accessibility features useful for the whole group from assistive technology for a single student.
2Choose with criteria. Pick a tool based on a barrier and justify it against four criteria.
3Produce a material. Create an accessible material during the workshop and test it with a colleague.
4Use AI with care. Adapt materials with AI without exposing student data.

The order is barrier, accommodation, tool, and evidence that it worked. A tool is worth it when it removes a concrete barrier, works with what the school already has, and protects student data.

2 h · single session4 h · combined

The standard lives in the achievement criterion, not the format: the path to demonstrate learning is flexible, the goal is not.

What the team walks away with

1Separate what's assessed. Distinguish the intended learning from unrelated skills, such as reading or writing speed.
2Build a rubric. Two columns: a fixed achievement criterion and variable admissible evidence.
3Tell the decisions apart. Distinguish an assessment accommodation from a curricular modification.
4Document the accommodation. Record it in the accommodations plan, with timeframe and follow-up.

The standard is the intended learning and the achievement criterion, and they don't change. What changes is how the task is accessed and how learning is shown.

2 h · single session4 h · combined

Pedagogical criteria for using digital tools and AI well, with DAP and UDL as the compass.

What the team walks away with

1Evaluate with criteria. Use DAP and UDL as a compass to decide what makes a technology valid in the classroom.
2See AI realistically. Review opportunities, limits, and ethical risks with real cases, and their effect on assessment and the conversation with families.
3From tool to experience. Redesign an activity so technology expands critical thinking and creativity.
4Sketch use agreements. Draft initial principles of responsible use that reflect the school's pedagogical values.

Many schools feel the pressure to "do something with AI." Pedagogical criteria have to come before choosing tools. Technology is valid when it serves learning, never the other way around.

2 h · single session4 h · combined

Children are investigators by nature. This workshop helps design environments where that curiosity becomes the engine of learning.

What the team walks away with

1Decide with the three pillars. Use what we know about all children, this child, and their cultural context to make teaching decisions.
2Shift the image of the child. Move from the child as an empty vessel to the competent, investigating child.
3Read the environment. Review a classroom space as the third teacher: light, open-ended materials, aesthetics, and organization.
4Document to plan. Make learning visible with an observation record and use it to reflect and adapt.

The intentional teacher observes, reflects, and adapts. Change comes from the adult's practice, not from asking the child to adjust.

Ideal for

Early years and primary teams, including those working with IB PYP or Cambridge, who want to enrich their documentation and curriculum design.

2 h · single session4 h · combined
2 hours
Single session

One topic in depth, with framework, practice, and a concrete product to take into the classroom.

4 hours
Two topics in one day

Two workshops that complement each other, in a single day or in two 2-hour sessions.

Full course
Four workshops

A process across the school year, with follow-up, observations, and feedback.

Suggested combinations for 4 hours

01 + 02

From framework to tools

The inclusive experience is designed first, then the technological supports that sustain it are chosen.

01 + 03

From design to assessment

The activity and the way it's assessed are redesigned, with a fixed criterion and flexible paths.

02 + 03

From technology to evidence

Digital supports so every student can show what they know without lowering the standard.

02 + 04

Pedagogical criteria and accessibility

Integration with a pedagogical focus, alongside technology to remove barriers.

04 + 05

Technology and child development

Child-development criteria as the compass for using technology with young children.

Any combination of two topics is possible and adapts to what each school needs.

Interested in one for your school? Let's schedule a free diagnostic call and find the right fit together.

Book a diagnostic call
2026 · Itzel Madero Hernández · Pedagogical Consulting