Our project development led us to the idea that the cornerstone is road safety and caring for the value of life.Using critical thinking skills in the context of collaborative work and cooperative learning, we built many mobility learning activities
The discussion of our students began with the identification of current mobility problems in our city, based on the difficulties that arise in the course of travel between home and school. The strategy we used was cooperative learning structures in small groups, with a project approach PBL (Project Based Learning). The topics discussed were: congestion and accidents (delayed travel time); access to school (nearby environment and infrastructure); transportation (frequent and alternative) and environmental pollution. This led us to think that the cornerstone to solving these problems is road safety and the importance of caring for life.
Inquiry: The information search was conducted in three ways, with students handling the strategies for the inquiry. They directly observed the reality of access to the school because every day there is congestion and a high rate of traffic accidents. They looked at statistics on accidents in Bogotá using the Internet. Finally, they sought the help of experts from the Secretaria de Movilidad (Mobility Secretary), who gave us the information needed to start the project and define the activities that were performed later. The most important findings were that accident rates are due to carelessness or irresponsibility of drivers and pedestrians, therefore our project focused on safety training.
Our key question was: Why must we all know how to move around Bogotá? The answer was because we cherish life and we need to reduce accidents caused by people being misinformed. The main problem is the mobile security of pedestrians, passengers and drivers. Before doing our project, we assumed that everyone knew about safety and traffic rules, but it was not like that. Although Bogotá’s mobility is chaotic (permanent congestion, lack of avenues, inefficient public transport, high accident rate…), the biggest problem detected was poor knowledge regarding safety and the awareness of concern for the value of life. We integrated the findings from the inquiry using real statistics of accidents in our city, their causes and effects. We looked at our local safety rules and traffic signals.
The second phase was based on reflection. As an educational institution responsible for the integral formation of our citizens, we asked ourselves, ‘What is our responsibility? What is our role in this area in teaching the children and youth of our city?’ At this stage, we got in contact with the government entity responsible for mobility.
Next began the third phase of design and creation, where we worked on two fronts: The 15 to 17 year old students would design and build activities for all the students of the school. The second front was the creation of each activity that would be part of our day ‘MOBILITY WITH INGENIO’ celebrated on February 12, 2016.
We chose twelve activities designed for two age groups. The working groups were led by the 29 leaders of eleventh grade students, teachers and educators from Bogotá’s Secretariat of Mobility.
The fourth phase was the sharing of our journey through activities designed for everyone. We set a schedule to do this.
The fifth phase is the implementation of the mobility program in the curriculum and training student trainers on mobility and safety.
From various materials (traffic signals, puzzles, posters), created by our senior students (15 to 17 year olds), a campaign was conducted and broadcast to the entire educational community on road safety and mobility in our city. The goal was that all students could reflect on the problems and possible solutions to local mobility issues. Additionally, a campaign was carried out on social networks presenting the project ‘Mobility with Ingenio’; while working on this, the students were getting materials and creating activities, with really great creativity and wit. They created posters and pennants (included in the PowerPoint). The other goal that originated with our project was to plant the seed in our young children and generate awareness of road safety. We will have a better city!
In each of the twelve activities that we constructed, the necessary materials and elements were attained using the jigsaw strategy: everyone brings something. The activities were:
Bike ride: a bike path was built containing signaling. Many children brought bicycles, tricycles and scooters along with their protective equipment. The idea was to promote the use of protective elements and standards for bike-users. A bicycle-ride took place in one of the school areas, where a bike path with zebra crossings, traffic lights and stop signs were drawn.
Superheroes of Mobility: young superheroes played at saving lives on the road and arresting offenders.
Zebras for Life: an interesting craft to teach colors of the road and their meaning. Preschool children each made a colored zebra crossing on black construction paper. Each child was given a piece of black cardboard, four colored strips of white, yellow, red, green stickers. Reflection - provide tools for children to keep safe.
Car Parade: The parents joined at home with their children in the construction of car costumes which were used to simulate driving on the road and practice using traffic signals efficiently.
Reci-car: Construction of cars with recyclable materials: paper, bottles. Children used them on a track.
Interactive games: Using Mobility resources. website: http://www.movilidadbogota.gov.co/contenido/portal-juegos-manejar.html))
Mobility painting: Creating and coloring images of pedestrians, drivers, traffic wardens and signals.
In Primary and High School
Perception Station: Challenging mobility activities using bowling, goose and mirror maze, (these were difficult challenges to overcome)
Bike Station: Using four stationary bikes, four teams wearing safety attire participated in four simultaneous shooting challenges. (While learning and driving many things happen on the road). Participants elected pedaling on the exercise bikes without stopping while throwing darts at a target.
Kinematic Station: We are as fragile as an egg, and so we must not let the egg break. In this activity, groups had to protect an egg from a fall. Materials for each group were an egg, a small plastic bag, half sheet of newspaper, a large pump and a meter-long rope. Very good reflection activity, it raised awareness of the value of life and the causes of accidents. The egg was decorated to represent a person.
Disability Station: To learn the importance of the needs of people with disabilities, we used a role-play and empathy activity using wheelchairs, canes, crutches and blindfolds. This activity simulated the experiences of people with disabilities in Bogotá.
Theater: plays were performed, followed by a theater forum with students, to reflect on the topics.
For the primary section: “Red Riding Hood and the Faster Wolf” (A history of respect for traffic rules and the correct use of pedestrian spaces).
For Secondary: “Take Care along the Way or I’ll Tell Your Aunt” (Using safety equipment and care to preserve our lives, we avoid problems!)
The main outcome of our activities was to raise awareness; as Clermont students, teachers and citizens of Bogotá, we need to continue to focus on security and the importance of working together to protect life.
These actions impacted at least 500 families in our school community. We involved parents with the project; with their children, they participated in the awareness campaigns and construction materials to teach about safety and mobility in our school. The parents themselves became more aware.
It was an excellent day, full of many mobility and safety activities. The leadership of our high school students was promoted and strengthened as they took on the role of captains and teachers of mobility, planting the seed in the younger children to continue their safety training process, and developing citizens who make sound decisions in the future.