5 novembre 2021
On November 5, 2021, the newspaper "Il Giorno" dedicates the page Piazza Lombardia - Beyond Covid - Planet School - to Dr. Nappo, Legal Representative of the S. Freud School of Milan.
The theme of the article in the usual Friday column is multimedia maps, an innovative teaching tool.
As in a Copernican revolution, the transition from the concept map to the multimedia one is epochal: with the help of technology, the new map is more effective in terms of learning and full of contents: images, videos, sounds, digital tools overcome the limits traditional maps and facilitate the acquisition of a study method.
NOW LET'S GO TO THE MULTIMEDIA MAP
The concept map is a tool in school education for understanding and transmitting knowledge: the teacher, making use of it, gives information and concepts in a visual way that are useful for all students to study and learn (...). There is one more step to take though. The modern school must be able to move from concept maps to multimedia maps which, with the help of technology, contain images, videos, sounds, digital tools that go beyond the limits of traditional maps, based only on text and a few images. It is a Copernican revolution: the potential of training is further expanded. The result in the field demonstrates important positive aspects: the student is able to intuitively understand and present the links between the topics and also to clarify and outline the information effectively both in the oral and written tests.
The teacher in today's increasingly diversified classes in learning has in hand a facilitating tool to calmly face the different acquisitions, since the scheme decodes a text constituting a valid method for the various components of the school group. What is remarkable is that not all teachers are in favor of the use of concept maps.
A school ready for inclusiveness that builds a personalized and individualized teaching method must be able to better manage the preparation of a teacher in building a daily activity that certainly requires commitment and dynamism. The tool of concept maps that accompanies the lesson and its explanation is productive for everyone: you must not have problems using them and there must be no obstacles on the part of teachers in making them use.
Using them must not be perceived as a disparity: this is why sharing maps among all children becomes fundamental and that this valuable tool becomes habitual. There is also a change of perspective for the student who needs help, since the work of each one also helps others who for various reasons have fallen behind. The modern teacher must recognize that learning by heart, after a considerable effort by the student, is useless. Instead, what is essential is knowing how to reason, open your mind and reduce performance anxiety
