Realizing every student's potential.

Students follow four stages that help them learn under FRE


Starting / Ending Points


In the first stage of learning, the student is asked to reflect on a new unit of study and state their pre-existing knowledge. Daily experience, everyday life, expectations, questions, doubts and curiosity become the starting points for this exploration. Students relate prior knowledge to current unit of study, respond to contextualized questions given by the Educator, and hypothesize what will learn and achieve in the unit of study.



In this stage, the student investigates new information about the unit of study through information sources including visual (books, reports, e.g.), audio, audiovisual (videos, e.g.), dialogue, interviews, and direct meetings. Investigation of the new information leads to the development of a knowledge base, which becomes apparent through analysis that the student is required to complete. Learning products produced depend on student ability to synthesize information, and their appearances can vary although clear evidence must exist that the student understands the unit of study. Students may submit their work in forms such as PowerPoint presentations, videos, conceptual maps, and essays, among others. The presentation of the knowledge acquired in a unit of study must also demonstrate that they are capable of researching and organizing information clearly. A reference list must be presented as part of the learning product.


Skill Development

This stage triggers the process of interpretation and the internalization of what has been learned and studied. It represents the central moment of the learning process because the student is required to apply what knowledge they have acquired so far to new applications within the unit of study. The student’s capacity to transform and/or improve the knowledge detected in the first stage is active. This stage also includes a planned activity given by the Educator. Examples include: Exercises and problems (mathematics), laboratory report (science), and essay (social studies). If the appropriate achievement is not met, a supplementary activity will be assigned to allow the student to meet the established key performance indicators for that unit of study. Fontan Relational Education principles dictate that assignments can be modified based on a student’s needs, interests, and learning styles and, therefore, the supplementary activity may follow this rubric for customization and individualization.




After students have researched and understood the unit of study on which they are working, and have achieved the established goals, they relate what they have learned to some aspect of their own “reality.” Students take a critical view of the learning accomplished and, realize what they have learned thus far, and see how much learning is necessary to complete the process. Simultaneously, students will evaluate how their original hypotheses of the unit of study have been modified, validated, or rejected through the learning process.

The Role of the Educator

A Teacher imparts knowledge or skills; meanwhile, the Educator develops the faculties and empowers a person. The role of an Educator in FRE is to be the catalyst of excellence – a facilitator of learning – and be able to foster the very best in every student. Learning how to work and educate using FRE will require an open minded approach and that this professional goes through the same process of learning as their students. They will better understand the challenges that students have.

The Educator

The Educator focuses on how to best bridge the gap between prior experience and new knowledge, while recognizing that every student can uniquely drive their own learning with the appropriate support. The Educator does not question the student from the standpoint of rigid disciplinary knowledge, but from the place of encouraging student exploration.

This means that the Educator asks exploratory questions (both cognitive and experiential) that engender students seeking answers independently in a true self-paced learning process. They must be the person that guides the student so that he/she can find a solution for a question or issue he/she does not understand. The Educator becomes the person that makes it possible for the student to find alternatives for solving his/her own questions, the facilitator of the learning process.

The Student Learning Manager

Student Learning Managers provide permanent guidance at school that takes into account their personal characteristics and socio-emotional realities. Student Learning Manager guide the student towards the best ways to organize and develop school tasks and to highlight the student’s personal characteristics, which will allow them to achieve self-awareness of his/her own skills, strengths, and challenges. The Student Learning Manager is in charge of providing guidance, support, and advice during the learning process so they can perform well in their academic and personal lives. The Student Learning Manager also promotes and enables students to acquire good work and learning habits.

As the person in charge of learning skill development and work discipline, the Student Learning Manager supports the student to make his/her own decisions in terms of time management to and goal-setting, which helps the student learn how to make commitments and fulfill responsibilities. The Student Learning Manager provides feedback to students in about how their activities are scheduled, time management, and commitments.

The Role of Technology

A tool that allows students to amplify their learning experience.

All students and Educators have access to a computer, which allows them to search for information and be connected with their own learning process. FRE uses a technology platform called Qino. Derived from “kinetic” - the work needed to accelerate an object and set it into motion. Educators and parents can logon at any time and review real time progress and results.

The Qino Platform is held in the “cloud”, enabling access via any device with Internet connection, such as smartphones, computers, or tablets. A student’s assessments, Learning Plans, work and indicators are all kept in the system. The lines of communication are transparent and the work that students are being asked to accomplish is clearly outlined for them and their parents. This real-time picture creates a level of responsibility and accountability for students, parents, and faculty.