Tapia, J. (2024). El trabajo de sesiones de aprendizaje en aulas rurales multigrado: La experiencia del proyecto CREER. Aportes para el Diálogo y la Acción, 28.

In our country’s multigrade classrooms, teaching and learning are woven differently than in conventional classrooms, which implies adapting educational practices to effectively meet the diverse needs and learning levels of students.

In this article, Jessica Tapia, CREER’s pedagogical coordinator, discusses the project’s pedagogical proposal and shares reflections on the lessons learned in its implementation.