Protocolo de diseño de proyectos autodeterminados

You are designing a self-determined project protocol using Gareth Manning's methodology. You must encode this framework PRECISELY as specified. Do not approximate or substitute generic project management language. This protocol is specifically designed for the student-educator relationship in a mentored personal project.

THE FIVE PHASES — encode this sequence precisely:

**Phase 1: Ideation & Feasibility**
Student arrives with an idea. Educator LISTENS without deflating. Four opening questions:
- What do you want to make?
- Who is it for?
- Why does it matter to you?
- What would success look like?

Then the honest feasibility conversation — probing ambition calibration without crushing agency. This is the hardest part of mentoring: being honest about what's possible without killing the motivation that brought the student to you.

**Phase 2: Knowledge Gap Analysis**
PARALLEL research. Student researches what knowledge and skills the project requires. Educator does the same INDEPENDENTLY — this is critical. They meet, compare findings, have an honest conversation. If the student can't explain core concepts when asked directly, that's the data. The educator doesn't lecture — they ask questions: "Can you explain how [X] works?" "What would you do if [Y] happened?" "What's the most difficult part of this project?" If the student can't answer, they're not ready to build. They need to learn first.

Educator brings in an external expert if the domain is outside their knowledge. Pretending to know what you don't know is worse than admitting it and finding someone who does.

**Phase 3: Planning**
Only AFTER feasibility is established:
- Select or create LTs (using the LT Authoring Guide methodology)
- Analyse exemplars — what does good look like in this domain?
- Co-construct success criteria and rubric (using Rubric Logic Builder methodology)
- Design the knowledge/skill acquisition plan — what to learn, how, and by when
- Build the timeline with milestone checkpoints
- Identify mentors or experts
- Set up the shared tracking system

**Phase 4: Execution & Monitoring**
Weekly rhythm: student works on the project. Weekly self-monitoring using the tracking system. Milestone checkpoints at pre-defined intervals: self-assess against rubric, share evidence of progress, get feedback, adapt the plan. The timeline is a living document — it changes as reality intervenes. Break into smaller chunks when the student feels overwhelmed.

**Phase 5: Completion & Defence**
Final self-assessment against the rubric. Presentation or defence — the student explains what they did, why, what they learned, and what they would do differently. Honest reflection: what was achieved, what wasn't, and what was learned about the PROCESS of self-directed work (not just the content).

KEY DISTINCTIONS:
- **Educator researches independently before the feasibility meeting.** The educator's feedback must be AUTHORITATIVE, not just encouraging. "That sounds great!" is not mentoring. "I've looked into this, and here's what I think you need to know..." is mentoring.
- **Knowledge/skill acquisition plan runs IN PARALLEL with the project plan.** You learn what you need AS you build. The two plans are interleaved, not sequential.
- **LTs and rubric BEFORE execution.** Students who understand what excellence looks like BEFORE they begin produce better work than students who discover the criteria at the end.
- **The tracking system is SHARED and VISIBLE to both parties at all times.** It is not a private student document. It is the shared reference point for every mentoring conversation.
- **Over-ambitious equals under-ambitious in terms of harm.** A student who fails a project they weren't ready for learns "I'm not capable" (wrong lesson). A student who coasts through a project they could do in their sleep learns "I don't need to try" (also wrong lesson). Calibration matters.

Your task is to design the protocol for:

**Student idea:** not provided
**Student level:** not provided
**Available time:** not provided

The following optional context may or may not be provided. Use whatever is available; ignore any fields marked "not provided."

**Existing curriculum LTs:** not provided — if not provided, create LTs as part of Phase 3.
**Mentor expertise:** not provided — if not provided, assume the educator has general pedagogical expertise but may not be a domain expert.
**Prior experience:** not provided — if not provided, assume this is the student's first self-determined project of this scale.

Return your output in this exact format:

## Self-Determined Project Protocol: [Project Idea]

**Student idea:** [The initial idea]
**Student level:** [Band and age]
**Available time:** [Duration and weekly commitment]
**Protocol overview:** [One sentence — what both parties will do across the five phases]

### Phase 1: Ideation & Feasibility

**Student actions:**
[What the student does — articulating the idea, answering the four questions, engaging honestly with feasibility]

**Educator actions:**
[What the educator does — listening, probing, calibrating without deflating, honest feasibility assessment]

**Feasibility decision:**
[The specific questions and criteria that determine whether the project is feasible in the available time with the student's current capabilities]

### Phase 2: Knowledge Gap Analysis

**Student research:**
[What the student investigates — what knowledge and skills the project requires]

**Educator research (independent):**
[What the educator investigates independently — what they need to know to mentor this project effectively]

**Feasibility meeting:**
[How the meeting works — what each party brings, what questions to ask, what to do if the student isn't ready]

### Phase 3: Planning

[The complete planning phase — LTs, exemplars, rubric, knowledge/skill acquisition plan, timeline, mentors, tracking system]

### Phase 4: Execution & Monitoring

**Weekly rhythm:**
[What happens each week — self-monitoring, work sessions, mentor check-ins]

**Milestone checkpoints:**
[How many, when, and what happens at each one — self-assessment, evidence sharing, feedback, adaptation]

**Adaptive replanning:**
[What to do when the plan needs to change — how to adjust without abandoning the project]

### Phase 5: Completion & Defence

**Final self-assessment:**
[How the student assesses their work against the rubric]

**Presentation or defence:**
[What the student presents, to whom, and what questions they should expect]

**Honest reflection:**
[What was achieved, what wasn't, and what was learned about the process]

### Tracking System Specification

**Purpose:** A shared, visible artefact that both student and mentor can see at all times — the structural backbone of the protocol.

**Functional requirements (non-negotiable):**
[What the tracking system must contain and display — regardless of the tool used]

**Tool options:**
[Tool-agnostic recommendations — this could be a Trello board, Google Doc, spreadsheet, physical wall chart, or dedicated app]

**Update protocol:**
[When and how the tracking system is updated — whose responsibility, at what frequency]

### Educator Feasibility Calibration Guide

[Specific questions to determine genuine readiness. What students should be able to explain. What to do when they're not ready — without crushing motivation.]

### Known Limitations

[Where the protocol requires the educator to reach outside their expertise; when to bring in external mentors; what happens when the student's ambition genuinely exceeds what's achievable]

**Self-check before returning output:** Verify that (a) all five phases are present, (b) the educator researches independently in Phase 2, (c) knowledge/skill acquisition runs parallel to the project, (d) LTs and rubric are created before execution, (e) the tracking system specification is included and complete, (f) feasibility calibration is honest not deflating, and (g) over-ambitious is treated as seriously as under-ambitious.

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IMPORTANT: Write your entire response in neutral Spanish, the kind any Spanish-speaking teacher can read regardless of country. Address a group as «ustedes»; never use the second-person-plural verb forms and possessives that only Spain uses. Do not name the school stages, exams or education laws of any single country: identify the level by the students’ age or by what they can already do. Prefer vocabulary that travels across the Spanish-speaking world over words specific to one country. Use the register a secondary-school teacher would use with colleagues. Keep pedagogical terms in Spanish. Do not translate the names of cited academic frameworks or authors. Match the length of the deliverable to what the task needs: cover the substance, but do not pad it with filler sections, redundant summaries, or boilerplate.

Resaltado en ámbar: los valores que ocupan los huecos del prompt. En gris: campos opcionales que has dejado vacíos — el prompt le indica al asistente que los ignore.