I do agree with Pink’s stance on the importance of play in learning and creating. Play lets us relax and feel comfortable in our surroundings and with our peers. I have been particularly fortunate that I am able to include play as part of my regular day-to-day curriculum, particularly in the Leadership classes. We have been playing games for team-building, but also to get to difficult concepts. Although I believe that our students must learn to sit and listen (too much of the world functions in this “lecture” mode for them not to be proficient listeners and sit-stillers), using play allows me to build up their ability to sit and listen, their capacity to work quietly and consistently, their repertory of skills for dealing with a range of situations. Corporations use play to build their teams, to engender cohesiveness, to enhance their vision. I use play in the same way – to build the leadership capacity of our students – so when they arrive in the workplace and in the marketplace, they are prepared, they are confident, they stand out as leaders. Our school is ready to have the conversation. Some among us are ready to embrace the theories and some have been living in the R-directed thinking conceptual age waiting for the rest of us to show up. Whether society is ready or not, it is the reality that we must move toward. Pink’s ideas and theories are additive. We still need to be skilled in math, science, reading and writing. Adopting and embracing the R-directed-thinking ways will only make us better. Those who adapt/accept/understand/employ the new ways will only have an advantage. For me, reading A Whole New Mind, and sharing the discussions and experiences with my peers and colleagues, has given me permission to do in a focused, directed, and methodical way what I think I was doing intuitively but without backup. Now, I am more deliberately empathetic. I am more specifically meta-cognitive – I break things down for my students. I make things explicit so they are not left wondering what just happened or why something happened. Whether I am moving into a chronological age/phase in my life, or whether it was always important to me, Pink’s idea of MEANING is also significant in my teaching practice. I never was one to feel it was my responsibility to motivate others – but I didn’t have the words to explain what I really meant/felt. For me, we each must come to our own meaning – and in order to “motivate” others, we must first show them that what they care about is what we care about – or at least that we understand they have things in their lives that they care about, even if these things do not match up with what we hold as important for us. Nonetheless, if we cannot reach our students – if we cannot make them stop long enough to hear us – in the end we will not be able to teach them.
I agree with the importance that play for learning should be fun and creative. Teachers often want students to regurgitate facts and stifle individuality. Students want to learn in a fun way and it is our job as educators to allow this opportunity. When students learn through play, they do not even realize that they are learning. That is when true learning is taking place. I have a lesson where students have to work in a team to build a free standing structure made out of straws. They have to work together to make sure the structute is strong and tall. The structure serves as a metaphor for how their essays should be constructed. The teams have a fun time building their structures, yet at the same they are learning about how an essay needs to have a good foundation and plenty of details. The essays are better organized with more vivid descriptions after this activity. The students learn and do not even realize it until the activity is over. Schools need to be ready to embrace the future and the skills needed to be productive members of society. In an age where assembly and factory work are few, students need to be astute communicators with the ability to use technology. It is the responsibility of the schools, the teachers, the parents, and the community to ensure that this can happen. If not, then the United States will continue to loose jobs to outsourcing in other countries. We need to produce individuals who can compete in a global market. Posted by Doris Barrionuevo 10/03/10
I am in complete agreement with Pink. After all, as the old adage says, "that which is learned in fun is not soon forgotten." I've made a conscious effort to learn about my students' interests. By continuing to do so, I can incorporate activities into my teaching that they will find enjoyable.
Our school is definitely ready to embrace Pink’s theories; I have a strong sense that the majority already has. Society is ready too. In fact, Pink may hold the answer to improving our country’s educational system. Refusing to make such changes will be detrimental to both students and teachers.
Accordingly, I have made changes within my own classroom, but changes are still necessary within our school system. While we must assess our students’ learning, the testing pressures our students experience are the exact opposite of the way Pink expects them to learn. Because of all the testing, the fun is lost. By changing our assessment methods, we can move toward a system Pink would be proud of while making our students problem solvers who will succeed despite any challenges.
The use of play as a teaching/learning tool certainly has a place in the science classroom. Play may include critical thinking activities, simulations which compare and contrast difficult concepts and those that remove the stress associated with performing complex scientific activities. As an example, I teach ionic bonding through the use of square dancing. The students think square dancing is hilarious and quickly lose sight of the fact that they are learning a science concept which most feel is very difficult. Comparing the grades of those students with those who did not dance indicates a greater level of understanding and mastery. "Now the hydrogen ions move right in and they spin around with electron spinnnnnn! Spin those electrons!"
I complete agree with Pink's theory on the importance of play in learning. This strategy is one that I have personally seen work before my eyes. The difference in response from the students between a lecture class and an interactive "fun" environment while still educational is immense. I have actually used common games in the class such as charades, four corners, guess who, jeopardy among many more and they have been very successful.
The more I teach the more I notice how diversity is crucial to a lesson. When using innovative lessons that include games, the students respond to the lessons better and even participate more in the class. I am definitely taking a extra step in my lesson planning to incorporate these types of lessons.
I believe our school is absolutely ready for this move. The cooperation of our teachers, plus the success stories we hear about in the meeting when using games has definitely moved our instruction to a higher level. A level I think is more approachable to the students. Because we must always adhere to the learning needs of our students, doing anything we can in order for them to learn is our goal. If educational games prove success, then I feel we should include it in our classes. If we don’t, I believe we will be committing a disservice to the students.
Implementing instructional games in a class curriculum might have its challenges such as more intense planning, but if the results prove success, I am all for it!
PD follow-up
ReplyDeleteI do agree with Pink’s stance on the importance of play in learning and creating. Play lets us relax and feel comfortable in our surroundings and with our peers. I have been particularly fortunate that I am able to include play as part of my regular day-to-day curriculum, particularly in the Leadership classes. We have been playing games for team-building, but also to get to difficult concepts. Although I believe that our students must learn to sit and listen (too much of the world functions in this “lecture” mode for them not to be proficient listeners and sit-stillers), using play allows me to build up their ability to sit and listen, their capacity to work quietly and consistently, their repertory of skills for dealing with a range of situations.
Corporations use play to build their teams, to engender cohesiveness, to enhance their vision. I use play in the same way – to build the leadership capacity of our students – so when they arrive in the workplace and in the marketplace, they are prepared, they are confident, they stand out as leaders.
Our school is ready to have the conversation. Some among us are ready to embrace the theories and some have been living in the R-directed thinking conceptual age waiting for the rest of us to show up. Whether society is ready or not, it is the reality that we must move toward. Pink’s ideas and theories are additive. We still need to be skilled in math, science, reading and writing. Adopting and embracing the R-directed-thinking ways will only make us better. Those who adapt/accept/understand/employ the new ways will only have an advantage.
For me, reading A Whole New Mind, and sharing the discussions and experiences with my peers and colleagues, has given me permission to do in a focused, directed, and methodical way what I think I was doing intuitively but without backup. Now, I am more deliberately empathetic. I am more specifically meta-cognitive – I break things down for my students. I make things explicit so they are not left wondering what just happened or why something happened.
Whether I am moving into a chronological age/phase in my life, or whether it was always important to me, Pink’s idea of MEANING is also significant in my teaching practice. I never was one to feel it was my responsibility to motivate others – but I didn’t have the words to explain what I really meant/felt. For me, we each must come to our own meaning – and in order to “motivate” others, we must first show them that what they care about is what we care about – or at least that we understand they have things in their lives that they care about, even if these things do not match up with what we hold as important for us. Nonetheless, if we cannot reach our students – if we cannot make them stop long enough to hear us – in the end we will not be able to teach them.
I agree with the importance that play for learning should be fun and creative. Teachers often want students to regurgitate facts and stifle individuality. Students want to learn in a fun way and it is our job as educators to allow this opportunity. When students learn through play, they do not even realize that they are learning. That is when true learning is taking place. I have a lesson where students have to work in a team to build a free standing structure made out of straws. They have to work together to make sure the structute is strong and tall. The structure serves as a metaphor for how their essays should be constructed. The teams have a fun time building their structures, yet at the same they are learning about how an essay needs to have a good foundation and plenty of details. The essays are better organized with more vivid descriptions after this activity. The students learn and do not even realize it until the activity is over.
ReplyDeleteSchools need to be ready to embrace the future and the skills needed to be productive members of society. In an age where assembly and factory work are few, students need to be astute communicators with the ability to use technology. It is the responsibility of the schools, the teachers, the parents, and the community to ensure that this can happen. If not, then the United States will continue to loose jobs to outsourcing in other countries. We need to produce individuals who can compete in a global market.
Posted by Doris Barrionuevo 10/03/10
I am in complete agreement with Pink. After all, as the old adage says, "that which is learned in fun is not soon forgotten." I've made a conscious effort to learn about my students' interests. By continuing to do so, I can incorporate activities into my teaching that they will find enjoyable.
ReplyDeleteOur school is definitely ready to embrace Pink’s theories; I have a strong sense that the majority already has. Society is ready too. In fact, Pink may hold the answer to improving our country’s educational system. Refusing to make such changes will be detrimental to both students and teachers.
Accordingly, I have made changes within my own classroom, but changes are still necessary within our school system. While we must assess our students’ learning, the testing pressures our students experience are the exact opposite of the way Pink expects them to learn. Because of all the testing, the fun is lost. By changing our assessment methods, we can move toward a system Pink would be proud of while making our students problem solvers who will succeed despite any challenges.
The use of play as a teaching/learning tool certainly has a place in the science classroom. Play may include critical thinking activities, simulations which compare and contrast difficult concepts and those that remove the stress associated with performing complex scientific activities. As an example, I teach ionic bonding through the use of square dancing. The students think square dancing is hilarious and quickly lose sight of the fact that they are learning a science concept which most feel is very difficult. Comparing the grades of those students with those who did not dance indicates a greater level of understanding and mastery. "Now the hydrogen ions move right in and they spin around with electron spinnnnnn! Spin those electrons!"
ReplyDeleteHi,
ReplyDeleteYou've an extremely good blog. Most of the people tend not to comprehend what mind power can do to one's accomplishment.
I complete agree with Pink's theory on the importance of play in learning. This strategy is one that I have personally seen work before my eyes. The difference in response from the students between a lecture class and an interactive "fun" environment while still educational is immense. I have actually used common games in the class such as charades, four corners, guess who, jeopardy among many more and they have been very successful.
ReplyDeleteThe more I teach the more I notice how diversity is crucial to a lesson. When using innovative lessons that include games, the students respond to the lessons better and even participate more in the class. I am definitely taking a extra step in my lesson planning to incorporate these types of lessons.
I believe our school is absolutely ready for this move. The cooperation of our teachers, plus the success stories we hear about in the meeting when using games has definitely moved our instruction to a higher level. A level I think is more approachable to the students. Because we must always adhere to the learning needs of our students, doing anything we can in order for them to learn is our goal. If educational games prove success, then I feel we should include it in our classes. If we don’t, I believe we will be committing a disservice to the students.
Implementing instructional games in a class curriculum might have its challenges such as more intense planning, but if the results prove success, I am all for it!