Competence-based multiple learning paths: on the road of implementation

María Dolores de Prada, Julia González


This article presents the results of an action-research implementation project based on a system that weaves together five different routes to facilitate the development of competences through the use of multiple learning paths for primary and secondary teachers. The first and initial results that the article deals with relate to the experience of math teachers for ages 11 to 14. Other levels and other fields are in the process of being developed. The article deals briefly with the justification, the background and the fundamental principles that underpin the research methodology and introduces a number of elements such as the method followed by the research, the resources and the materials used as well as the results obtained at the end of the second year of this experience. It also justifies the model chosen and the criteria and strategies selected for its reliability and verification. In addition, it provides significant elements of reflection about a number of burning issues: The development of a new profile of the “teacher” in a studentcentred system and the implementation system to be followed, the importance of multiple but integrated learning paths and the relevance as well as the reflection on real cases of competence evaluation.


Learning paths; teachers; competence-based learning; action – research; personalised learning; multiple intelligences; cooperative learning.


Amstrong, Thomas. Multiple Intelligences in the Classroom.3rd ed. Alexandria: ASCD Publications, 2009.

Ausubel, D. P., J. Joseph D. Novak, and H. Hanesian. Psicologia educativa. Un punto de vista conoscitivo. Mexico: Editorial Trillas, 1987.

European Commission. “Eurostat.” SDDS/en/educ_esms.htm.

Fuster, Joaquin M. Cortex and Mind: Unifying Cognition. Oxford: Oxford University Press, 2003.

Gardner, Howard. Frames of Mind: The Theory of Multiple Intelligences, New York: Basic books, 1993.

_____. Multiple intelligences: The theory in practice. New York: New York Basic Books, 1983.

González, Julia, and Robert Wagenaar. Eds. Tuning Educational Structures in Europe. Universities´Contribution to the Bologna Process. 2nd ed. Bilbao: University of Deusto, 2008.

_____. Eds. Tuning Higher Education Structures in Europe. Reference Points for the Design and Delivery of Degree Programmes in Education. Bilbao: University of Deusto, 2009.

Guinés-Mora, Jose. “Are Graduates equipped to succeed in the Global World of the future?” A presentation made at the university-business forum on Universities, Businesses & Co.: Together We Can. Strategic Inter-sectorial Partnerships for Economic Growth and Social Change and Growth, Rome (Italy), 2 October 2014,

Montero Pascual, Eloísa. Ed. Aprendiendo con Videojuegos. Jugar es pensar dos veces. Madrid: Narcea, 2010.

Morgado, Ignacio. “Claves Neurocientíficas de la Enseñanza y el Aprendizaje.” Participación Educativa. Revista del Consejo Escolar del Estado. Vol 1, nº 1 (2012)15-17.

Organisation for Economic Co-operation and Development (OCDE). “PISA 2012 Technical report” (PISA 2012, Tables I.2.1a, I.2.1b, I.2.3a).

Parkhurst, Helen. Education on the Dalton Plan. University Digital Library, 1922.

Piaget, Jean. The Psychology of the Intelligence. 2nd ed. Oxon: Routledge, 2001.

Rose, David H., and Anne Meyer. Teaching Every Student in the Digital Age, Alexandria: ASCD Publications, 2002.

_____. Eds. A Practical Reader in Universal Design for Learning, Harvard: Harvard Education Press, 2006.

Rose, David H., Anne Meyer, and Chuck Hitchcock. Eds. The Universally Designed Classroom. Harvard: Harvard Education Press, 2005.

Wertsch, James V. Vygotsky and the social formation of mind, Cambridge, MA: Harvard University Press, 1985.



  • There are currently no refbacks.