We build lasting connections through play, but the role of play in learning is an idea that continues to meet resistance.
Part of the reason may be tone. We like to learn seriously, intentionally, and academically. This is reflected by a parallel insistence on outcome-based learning systems, where learning objectives are determined, assessments are created in advance, and subsequent instruction is modified based solely on data derived from that assessment. . (See 10 Ways Data Disrupts Education.)
And the whole process itself is based on a mountain of industrialized and depersonalized “learning standards” that, while well-intentioned and designed to ensure a “common body of knowledge,” are It stipulates the conditions. There is always arrogance in prejudging what students will understand as a result of their learning experience. (I just hope Grant Wiggins isn’t reading this.)
As with video games, “play” has unfortunate juvenile connotations. Even though most “professional” adults continue to play, such efforts are often covered up or apologized for with ridiculous terms and explanations. Why apologize for creating your own goals and conditions for interaction?
Three elements that make playing exhilarating
After all, play provides three key ingredients to an engaged mind: agency, motivation, and curiosity. This is not to suggest that you should give your students an iPad, a box of Legos, and every app they want to download and enjoy. However, it suggests some notable changes in how learning occurs.
Charles Darwin’s teacher said that Darwin spent so much time “playing” with insects that he wouldn’t make much of a difference.
But as the video explains, it’s never just a game.
Image source flickr user bobbyjames;A visual exploration of why play is necessary for learning
