The role of students in the construction of knowledge has become one of the key factors of engagement in the process of creative learning. In the 1st edition of the Mosyle Experts Bulletin this year, an exclusive publication for educational institutions utilizing the Mosyle platform, we shared the story of Adilson Geraldo Gonçalves. Gonçalves, a geography teacher at the Community School, has found a creative way of transforming the role of students using the features in the Mosyle educational platform.
Gonçalves, a technology enthusiast in the school, saw the opportunity to make students in the 4th grade producers in the learning process. Combining the features of Mosyle and a lesson plan pertaining to an information search activity on current issues, such as the conflicts in the Middle East, student engagement and understanding improved. “Student involvement is much greater. From the moment that they start searching and reading information, they begin the research and planning process. In turn, students learn more and play a more active role in the construction of knowledge,” Gonçalves explains.
The instructions for the activity were minimal, containing very little guidance, and was based on a free search using the Internet. Students were responsible for assessing any information they found, and using this information, producing and submitting a presentation to their instructor through the Mosyle platform. The teacher recognized that the interactivity and dynamic of the lesson was greatly facilitated by the mobility of the tablets.
As pointed out by Gonçalves, this type of activity not only enhances the specific content within the course, but it also encourages the development of essential skills of today. Throughout the activity students were required to apply skills such as the selection of valid and relevant information from the Internet, and critically analyze photos, maps and cartoons.
The activity is concluded by the teacher selecting submitted presentations for the students to present in class. “During the many different presentations, students consider and reflect on what others are talking about, which provides a rich opportunity for student self-correction. As each student is presenting, peers compare their presentations with the ones chosen to present and make appropriate corrections.”