At Dynseo, our mission has always been to put technology at the service of human potential. We firmly believe that digital tools, when well thought out, can become powerful allies for education professionals. It is in this spirit that we developed our COCO PENSE and COCO BOUGE programs, a suite of educational applications designed for primary education. However, we know that a tool, no matter how effective, only reveals its full value when accompanied by a vision and a method.
This article aims to be a starting guide, a helping hand for you, primary school teachers, who are looking to integrate COCO into your classroom routine. It is not just about showing you how to use an application, but about sharing with you a philosophy: that of teaching that adapts to each child, that values both intellectual concentration and movement, and that gives you the keys to better understand and support all your students, including those who present specific learning challenges. Join us to discover how COCO can become a new color on your educational palette.
Before diving into the practical aspects of implementation in the classroom, it is essential to understand the DNA of our program. COCO is not just a simple digital workbook. We envisioned it as a true learning companion, an ecosystem that stimulates the mind while recognizing the fundamental need to move in order to learn well. It is the fusion of two complementary approaches: COCO PENSE and COCO BOUGE.
H3 COCO PENSE: cognitive stimulation through play
The heart of COCO PENSE lies in a library of over 30 educational games, designed in collaboration with health professionals (neuropsychologists, speech therapists, occupational therapists). Each game targets specific cognitive functions that are the pillars of all school learning. We are not talking here about simple conjugation review exercises or multiplication tables. We go deeper, working on the foundations.
The games are organized around major skill families:
- Memory: memory games for sequences, positions, pairs.
- Attention and concentration: activities requiring filtering distractions, staying focused on a task.
- Executive functions: planning, mental flexibility, problem-solving.
- Language: vocabulary games, verbal logic, comprehension.
- Visual-spatial awareness: puzzles, spatial orientation, shape perception.
The approach is decidedly playful. The graphics are colorful and engaging, the universe is populated with endearing characters, and progress is made in the form of challenges and rewards. The goal is for the student not to perceive the activity as work, but as a stimulating play moment. It is by taking pleasure that learning takes root sustainably. You can explore the diversity of these games on our dedicated page for COCO PENSE and COCO BOUGE: https://www.dynseo.com/version-coco/.
H3 COCO BOUGE: the importance of movement for learning
We are convinced that a healthy mind works better in an active body. Neuroscience confirms this: movement improves blood circulation to the brain, promotes neurogenesis, and helps regulate attention. That is why we created COCO BOUGE. It is a series of short videos of physical activities (yoga, dance, mime, relaxation) designed to be done in class, in just a few minutes.
These "active breaks" are much more than just a release valve. They are a full-fledged pedagogical strategy. Used before a demanding lesson, they prepare the brain for concentration. Practiced after a long period of sitting work, they help release tension and recharge attention batteries. They are a wonderful tool for managing group energy and for helping students with a high need for movement to better regulate themselves.
H3 A playful and personalized approach
The strength of the COCO ecosystem lies in its adaptability. The application integrates algorithms that automatically adjust the difficulty level of the games based on each student's performance. A child who succeeds easily will be offered more complex challenges, while a struggling student will be supported with more accessible levels, allowing them to build their confidence without ever being discouraged by failure.
This personalization is a direct response to the heterogeneity of your classes. COCO becomes an assistant that helps you offer each student a path adapted to their pace, thus freeing up your time for more individualized support for those who need it most.
Laying the groundwork: steps before deployment in the classroom
Like planting a garden, good soil preparation is key to an abundant harvest. Integrating COCO into your classroom requires a small phase of reflection and preparation beforehand to ensure smooth and effective implementation.
H3 The technical aspect: equipment and installation
Rest assured, we designed COCO to be as accessible as possible. The application works on most digital devices found in schools: tablets (iPad, Android), computers (via a web browser), and interactive whiteboards (IWB).
Before you start, you just need to check a few points:
- The equipment: Do you have a sufficient number of tablets or computers for the usage you envision (workshops, individual use)?
- The Internet connection: A stable Wi-Fi connection is necessary for the initial launch and data synchronization. Many games can then work offline.
- Account creation: Through your teacher space, creating profiles for each student is simple and quick. You can organize them by class or group.
Our support team is of course available to guide you through these initial steps and answer all your technical questions.
H3 Defining your educational objectives
This is the most important step. COCO is not an end in itself; it is a means to serve your educational intentions. Take a moment to ask yourself: "Why do I want to use COCO? What do I hope to achieve?".
Here are some points for reflection:
- Differentiation: Do you want to use COCO to offer personalized activities to fast learners as well as to those who need more time?
- Remediation: Do you want to target specific skills (e.g., working memory) for a small group of students?
- Autonomy: Is the goal to develop your students' ability to work independently on a given task?
- Class management: Are you considering using COCO BOUGE as a ritual to channel the group's energy at key moments of the day?
- Motivation: Are you looking for a way to re-motivate certain students in their learning through a more playful approach?
Defining one or two main objectives will help you integrate COCO coherently and relevantly into your schedule.
H3 Communication with families
A new tool in the classroom can raise questions from parents. We encourage you to communicate proactively. Briefly explain to them what COCO is, emphasizing its educational aspect and its goal of cognitive stimulation. Specify that it is not just a "video game" but a program designed with experts. This transparency helps create buy-in and makes parents partners in your approach.
Integrating COCO into your teaching routine: strategies and concrete examples
Once the preparation is complete, it is time to bring COCO to life in the classroom. The tool is flexible and can adapt to many configurations. Let’s look at some usage scenarios together.
H3 In autonomous workshops: promoting autonomy and differentiation
This is the most common usage. While you lead a guided group activity (for example, a reading workshop), another group of students can work independently on the tablets with COCO PENSE.
Concrete example: In a CE1 class, while you work on text comprehension with 6 students, a group of 6 others is on the COCO workshop. You have given them a simple instruction: "Today, you will do 15 minutes of games in the 'Logic' category." The application takes care of the rest, adapting the level for each child. You can thus fully concentrate on your reading group, knowing that the other students are engaged in a relevant activity at their level.
H3 In large groups: for collective challenges and "active breaks"
COCO can also be a unifying tool. Project the screen of a tablet onto your IWB for collective activities.
Example with COCO PENSE: Start a logic or memory game and have the entire class solve it. Students must debate and argue to find the solution together. It is an excellent exercise in communication and cooperation.
Example with COCO BOUGE: This is the ideal usage in a large group. After the noon recess, to regain calm and concentration, launch a 3-minute relaxation video. Or before a math assessment, propose an energizing 2-minute choreography to oxygenate the brains. These rituals will quickly become moments anticipated by the students.
H3 As a tool for targeted remediation
Have you identified a student who has specific difficulties in spatial awareness? You can create a personalized program on COCO for them by selecting only the games in this category. The student can then work intensively on this skill, at their own pace and in a supportive environment that does not stigmatize them.
H3 Tracking progress: a compass for the teacher
This is where COCO becomes more than just a training tool. Your teacher space gives you access to a detailed dashboard. You can track each student's performance, game by game. You will see the time spent, the success rate, and the evolution in difficulty levels.
This data is a goldmine. It is your compass. It allows you to objectify your observations. You may notice that a student excels in logic games but struggles systematically in attention games. Or that another has fluctuating results, suggesting significant fatigue. This valuable information helps you better understand each child's cognitive profile and adjust your pedagogy accordingly.
Beyond the tool: identifying and supporting students with specific needs
This dashboard brings us to the heart of our overall approach. Because the data provided by COCO often serves as the starting point for a deeper reflection on the needs of certain students.
H3 COCO, an initial revealer of difficulties
The regular use of COCO PENSE can act as a revealer. Persistent and marked difficulties in certain types of games (for example, anything related to working memory, visual-spatial awareness, or processing speed) can be warning signals. Be careful, COCO is not a diagnostic tool. We emphasize this point. Only qualified professionals can diagnose a "DYS" disorder (dyslexia, dyspraxia, dyscalculia, etc.).
However, the application can highlight fragilities and atypical learning profiles that deserve your special attention. It provides you with factual elements to initiate a dialogue with parents, the RASED, or the school psychologist.
H3 Our training "Identifying and supporting DYS disorders"
Observing difficulties is one thing. Knowing what to do about them is another. It is precisely to meet this need that we developed a specific training for primary school teachers: Identifying and supporting DYS disorders in primary school. You can discover the complete program here: https://www.dynseo.com/courses/identifier-et-accompagner-les-troubles-dys-a-lecole-primaire/.
This training, led by experts, gives you the keys to:
- Understand what the different DYS disorders are and how they manifest in the classroom.
- Distinguish a simple temporary difficulty from a structural disorder.
- Implement concrete and effective pedagogical adjustments.
- Adapt your materials, instructions, and assessment methods.
- Use digital tools, including COCO, as compensation levers.
This training is the essential complement to the tool. It gives you the grammar to read and interpret the signals that your students and the COCO application send you.
H3 From identification to action: creating an inclusive environment
The articulation between COCO and our DYS training allows you to close the loop. You use COCO to train and observe. The data helps you identify at-risk profiles. The training gives you the knowledge and strategies to act. You can then return to the COCO tool and use it in an even more targeted way, creating tailored programs for these students while adapting your entire pedagogy to make it more inclusive. It is a virtuous circle in the service of everyone's success.
Going further with COCO: building a learning community
The adventure does not stop once the tool is deployed and mastered. COCO is also a pretext to strengthen ties and build a true educational community around the student.
H3 Sharing experiences among teachers
You are not alone. Other teachers, in your school or elsewhere, use COCO. Do not hesitate to exchange with them about your practices. What is their tip for managing the distribution of tablets? How do they use COCO BOUGE to calm tensions? What is their interpretation of this or that result on the dashboard? These experience shares are immensely valuable, and we encourage the creation of these support networks.
H3 Involving parents in the child's journey
COCO can also be a bridge between school and home. By sharing with parents (during individual meetings, for example) their child's progress on the application, you give them a window into their strengths and cognitive weaknesses. You can concretely explain to them what "working memory" is by showing them the game their child is practicing. This makes your words more tangible and helps parents better understand the educational stakes.
H3 Our commitment to you: support and developments
Finally, know that our team remains by your side throughout your use. We offer responsive technical support, as well as pedagogical assistance. We are attentive to your feedback, ideas, and needs. It is thanks to you that we can evolve COCO to better respond to the realities on the ground. The application is alive: we regularly add new games and features.
In conclusion, implementing COCO in the classroom is much more than a simple digital initiative. It is the adoption of an approach that places the fine knowledge of each student at the center of pedagogy. It is equipping oneself with a flexible tool for differentiation, motivation, and training. But it is also, and perhaps above all, engaging in a process of continuous professional development, learning to better identify and support the students who need it most. We are proud to offer you these tools and we look forward to accompanying you on this wonderful adventure.
The article "Implementing COCO in the classroom: a startup guide for primary teachers" is a valuable resource for teachers looking to integrate digital tools into their pedagogy. To deepen the understanding of essential cognitive skills in students, it is interesting to consult the article on executive functions. This article explores the different executive functions, such as working memory, inhibitory control, and cognitive flexibility, which are crucial for the development of children's academic and social skills. By combining this knowledge with the use of COCO, teachers can better support the overall development of their students.
