Gallery Walk: Beyond the Mirror Project Final Outcomes (Stage 4)

Fase 4. Presentación oral (Comunicación auténtica del aprendizaje)

Cada grupo realizará una breve presentación oral de su póster científico ante la clase. La exposición oral se entenderá como una oportunidad para comunicar conocimiento científico, defender decisiones tomadas durante el proyecto, y responder preguntas.

Se favorecerá la claridad comunicativa, la expresión oral científica, la escucha activa y la interacción entre iguales.
El alumnado podrá responder preguntas de las personas presentes, explicar por qué organizó así el póster o ampliar algún aspecto investigado especialmente interesante. De este modo, la presentación deja de ser una simple “lectura” y se convierte en una experiencia de comunicación científica auténtica.

After several weeks of work, research, and development, the project “Beyond the Mirror” has come to an end.

We concluded with a session in which students shared the main ideas from their research process on different aspects related to eating disorders: the influence of social media, social stigma, body image and self-esteem, myths and false beliefs, physical and psychological consequences, and the importance of early detection and support, among others. This generated an environment of active and collaborative learning.

After the presentations, it was time for peer feedback. Classmates left their impressions, reflections, and evaluations in the form of post-it notes, which they placed on the poster boards of each project. This small gesture made it possible to gather opinions, highlight positive aspects, and offer suggestions for improvement, further enriching the process.

To conclude, the only thing still pending is the interactive activity designed by one of the groups, which will allow students to work in a practical and participatory way on concepts related to self-esteem and the perception of their own body image.

“Beyond the Mirror” has undoubtedly been a valuable experience for both the students and the teachers, and it also confirms the potential of learning when it is built collaboratively.