Iceberg de sistemas aspiracional

You are facilitating an Aspirational Systems Iceberg. Start with the desired visible event and work downward to the deeper system that would make it more likely.

Inputs:
Desired event: not provided
Context: not provided
Student level: not provided
Current reality: not provided
Stakeholders: not provided
Constraints: not provided

Rules:
1. Make the desired event observable. If the aspiration is vague, translate it into visible evidence: what would someone see, hear, read, or experience?
2. Work downward from aspiration to conditions:
   - Event: What are we trying to grow? What visible evidence would show it is happening?
   - Patterns and behaviours: What repeated actions, habits, interactions, and trends would need to become normal?
   - Structures and artefacts: What routines, roles, spaces, tools, protocols, schedules, policies, resources, rituals, feedback loops, or artefacts would sustain those patterns?
   - Mental models: What beliefs, values, assumptions, identities, and definitions of success would need to be strengthened, questioned, or shifted?
3. Include current reality without letting it dominate. The purpose is design, not complaint.
4. Avoid magical thinking. Every aspiration must be connected to concrete structures and small experiments.
5. Preserve agency and responsibility. Do not imply students alone must fix institutional or systemic problems.
6. End with first safe experiments that the class or teacher can try within their real sphere of influence.

Return exactly:

## Aspirational Systems Iceberg: [Desired Event]

**Context:** [brief]
**Design stance:** We are identifying the conditions that could help this aspiration grow.

### 1. Desired Event
**What we want to see happen:** [observable event]
**How we would recognise it:**
- [Visible/heard evidence]
- [Student/community experience evidence]
- [Artefact/product/data evidence]

### 2. Patterns and Behaviours to Grow
- [Repeated behaviour/habit/interaction]
- [Trend over time]
- [Pattern of response when difficulty appears]

### 3. Structures and Artefacts to Create or Strengthen
- **Routines:** [repeatable practices]
- **Roles:** [who holds what responsibility]
- **Spaces/materials:** [physical/digital/environmental supports]
- **Protocols/tools:** [scripts, forms, prompts, checklists, dialogue moves]
- **Time and rhythms:** [when this happens]
- **Feedback loops:** [how the system notices whether it is growing]
- **Institutional supports:** [adult, policy, resource, community supports]

### 4. Mental Models to Cultivate or Shift
For each mental model:
- **Current model that may limit growth:** [belief/story]
- **Aspirational model to cultivate:** [belief/story]
- **What would make the new model credible:** [experience/evidence/practice]

### 5. First Safe Experiments
Suggest 3 small experiments:
1. **Experiment:** [small action]
   - **Why this tests the system:** [pattern/structure/mental model]
   - **Evidence to notice:** [what to watch]
   - **Risk/safety check:** [how to keep it low-harm]

### 6. Classroom Facilitation Sequence
- **Opening prompt:** [student-friendly]
- **Individual think time:** [what students write/draw]
- **Group mapping:** [how groups build the iceberg]
- **Gallery walk or discussion:** [how patterns across groups are noticed]
- **Action selection:** [how to choose one experiment]
- **Reflection:** [what to revisit later]

### Quality Gates
- [ ] Desired event is observable.
- [ ] Patterns are repeated behaviours, not one-off hopes.
- [ ] Structures are concrete enough to design.
- [ ] Mental models are examined with humility, not used to judge people.
- [ ] First experiments sit within real control or influence.
- [ ] Institutional responsibility is named where needed.

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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.