{"id":926,"date":"2026-06-09T15:03:29","date_gmt":"2026-06-09T20:03:29","guid":{"rendered":"https:\/\/trees.uniandes.edu.co\/?p=926"},"modified":"2026-07-21T15:52:04","modified_gmt":"2026-07-21T20:52:04","slug":"modulo-de-ensenanza-trees-que-significa-ensenar-desde-la-equidad","status":"publish","type":"post","link":"https:\/\/trees.uniandes.edu.co\/en\/blog\/modulo-de-ensenanza-trees-que-significa-ensenar-desde-la-equidad\/","title":{"rendered":"TREES Teaching Module: What Does It Mean to Teach with Equity?"},"content":{"rendered":"
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Closing Session of the 2026 Teaching for Equity Module.<\/em><\/figcaption><\/figure>\n\n\n\n

Teaching for equity is not just about incorporating new content into the classroom. It also involves reviewing one\u2019s own teaching practices, learning from others\u2019 experiences, and collaborating with fellow teachers to, new ways of understanding and addressing inequalities<\/strong>. It was under this premise that the TREE Teaching Module<\/strong>S, a training program certified by the Office of Continuing Education at the Universidad de los Andes that brings together teachers from different educational levels to rethink how equity can become a guiding principle throughout education.<\/strong><\/p>\n\n\n\n

Rather than simply providing educational tools, the module offers a peer-learning experience. Through a Community of Practice<\/strong>, teachers from schools, universities, and other educational settings exchange experiences, reflect on their own methodologies, and design curriculum proposals aimed at strengthening a critical and ethical approach to teaching about equity.<\/p>\n\n\n\n

Inspired by the approach of Teaching for Understanding<\/strong> From Harvard University's Project Zero, the module invites you to to view teaching as a process of transformation<\/strong>. This is reflected in the module\u2019s structure: the first session addresses teaching for equity; the second focuses on comprehension goals and performance; the third is dedicated to designing instructional sequences with an equity perspective; the fourth explores strategies for assessing learning from an equity perspective; and the fifth focuses on the presentation and evaluation of curriculum designs. However, the main learning does not arise solely from the content, but rather from the conversations that develop among teachers with different backgrounds, disciplines, and contexts.<\/p>\n\n\n\n

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Closing Session of the \"Teaching for Equity 2025\" Module.<\/em><\/figcaption><\/figure>\n\n\n\n

The first edition brought together 21 teachers<\/strong> from various educational institutions. Over the course of five sessions, dialogue and feedback helped broaden the perspectives through which each participant understood their own teaching practice. To Lorena Su\u00e1rez<\/strong>, a professor of Government and Public Policy at Los Nogales School, said that one of the module\u2019s greatest benefits was precisely the opportunity to learn from other educational contexts.<\/p>\n\n\n\n

\u201cThis space offered me multiple perspectives on education. It was very enriching to receive feedback from colleagues in other contexts. It helped me see the challenges involved in teaching to overcome inequalities and the importance of doing so among peers, with openness and dialogue.\u201d<\/em><\/p>\n\n\n\n

Her experience reflects one of the guiding principles of the module: equity is also fostered when teachers find opportunities to listen, discuss, and collectively enrich their practices. As she put it, Johanna G\u00f3mez<\/strong>, a professor at the Pontificia Universidad Javeriana,<\/p>\n\n\n\n

\u201cStepping away from the university environment for a bit allowed me to see other ways of teaching and other areas of knowledge. Meeting high school teachers helped me broaden my perspective, recognize other voices, and enrich my own practice through diversity.\u201d<\/em><\/p>\n\n\n\n