{"id":90913,"date":"2024-03-12T06:57:35","date_gmt":"2024-03-12T10:57:35","guid":{"rendered":"https:\/\/danielschristian.com\/learning-ecosystems\/?p=90913"},"modified":"2024-03-12T07:18:10","modified_gmt":"2024-03-12T11:18:10","slug":"opinion-its-okay-to-play-how-play-theory-can-revitalize-u-s-education-samstag-other-items-re-pedagogy-within-k12","status":"publish","type":"post","link":"http:\/\/danielschristian.com\/learning-ecosystems\/2024\/03\/12\/opinion-its-okay-to-play-how-play-theory-can-revitalize-u-s-education-samstag-other-items-re-pedagogy-within-k12\/","title":{"rendered":"[Opinion] It\u2019s okay to play: How \u2018play theory\u2019 can revitalize U.S. education [Samstag] + other items re: pedagogy within K12"},"content":{"rendered":"<p><a href=\"https:\/\/www.edutopia.org\/article\/teaching-brainstorming-skills-special-education\/\" target=\"_blank\" rel=\"noopener\"><strong>Guiding Students in Special Education to Generate Ideas for Writing<\/strong><\/a> &#8212; from edutopia.org by\u00a0Erin Houghton<br \/>\n<em>When students are stuck, breaking the brainstorming stage down into separate steps can help them get started writing.<\/em><\/p>\n<p style=\"padding-left: 40px;\">Students who first generate ideas about a topic\u2014access what they know about it\u2014more easily write their outlines and drafts for the bigger-picture assignment. For Sally, brainstorming was too overwhelming as an initial step, so we started off by naming\u00a0examples. I gave Sally a topic\u2014name ways characters in\u00a0Charlotte\u2019s Web\u00a0helped one another\u2014she named examples of things\u00a0(characters),\u00a0and we generated a list of ways\u00a0those characters helped one another.<\/p>\n<div>\n<p id=\"h-implementing-brainstorming-as-skill-building\" class=\"wp-block-heading section-heading\" style=\"padding-left: 40px;\"><strong>IMPLEMENTING BRAINSTORMING AS SKILL BUILDING<\/strong><br \/>\nThis \u201cnaming\u201d strategy is easy to implement with individual students or in groups. These are steps to get you started.<\/p>\n<\/div>\n<div style=\"padding-left: 40px;\">\n<p>Step 1. Introduce the student to the exercise.<br \/>\nStep 2. Select a topic for practice.<br \/>\n&#8230;<\/p>\n<\/div>\n<hr \/>\n<p><a href=\"https:\/\/hechingerreport.org\/its-okay-to-play-how-play-theory-can-revitalize-u-s-education\/\" target=\"_blank\" rel=\"noopener\"><strong>[Opinion] It\u2019s okay to play: How \u2018play theory\u2019 can revitalize U.S. education<\/strong><\/a> &#8212; from hechingerreport.org by Tyler Samstag<br \/>\n<em>City planners are recognizing that play and learning are intertwined and turning public spaces into opportunities for active learning<\/em><\/p>\n<p style=\"padding-left: 40px;\">When we\u2019re young, playing and learning are inseparable.<\/p>\n<p style=\"padding-left: 40px;\">Simple games like peekaboo and hide-and-seek help us learn crucial lessons about time, anticipation and cause and effect. We discover words, numbers, colors and sounds through toys, puzzles, storybooks and cartoons. Everywhere we turn, there\u2019s something fun to do and something new to learn.<\/p>\n<p style=\"padding-left: 40px;\">Then, somewhere around early elementary school, learning and play officially become separated for life.<\/p>\n<p style=\"padding-left: 40px;\">Suddenly, learning becomes a task that only takes place in proper classrooms with the help of textbooks, homework and tests. Meanwhile, play becomes a distraction that we\u2019re only allowed to indulge in during our free time, often by earning it as a reward for studying. As a result, students tend to grow up feeling as if learning is a stressful chore while playing is a reward.<\/p>\n<blockquote><p><span style=\"color: #ff6600;\"><strong>Similar interactive learning experiences are popping up in urban areas from California to the East Coast, with equally promising results: art, games and music are being incorporated into green spaces, public parks, transportation stations, laundromats and more.<\/strong><\/span><\/p><\/blockquote>\n<hr \/>\n<p><em><span style=\"color: #993300;\">And on a somewhat related note, also see:<\/span><\/em><\/p>\n<p><iframe loading=\"lazy\" title=\"Embedded post\" src=\"https:\/\/www.linkedin.com\/embed\/feed\/update\/urn:li:share:7173093897072545792\" width=\"504\" height=\"427\" frameborder=\"0\" allowfullscreen=\"allowfullscreen\"><\/iframe><\/p>\n<hr \/>\n<p><span style=\"color: #800000;\"><em>Though meant for higher ed, this is also applicable to the area of pedagogy within K12:<\/em><\/span><\/p>\n<p><a href=\"https:\/\/educationalist.substack.com\/p\/space-to-fail-and-learn\" target=\"_blank\" rel=\"noopener\"><strong>Space to fail. And learn<\/strong><\/a> &#8212; from educationalist.substack.com\u00a0by Alexandra Mihai<br \/>\n<em>I want to use today\u2019s newsletter to talk about how we can help students to own their mistakes and really learn from them, so I\u2019m sharing some thoughts, some learning design ideas and some resources&#8230;<\/em><\/p>\n<p><strong>10 ideas to make failure a learning opportunity<\/strong><\/p>\n<ul>\n<li>Start with yourself:<\/li>\n<li>Admit when you don\u2019t know something<\/li>\n<li>Try to come up with \u201cgoal free problems\u201d<\/li>\n<li>Always dig deeper:<\/li>\n<li>Encourage practice:<\/li>\n<li>&#8230;<\/li>\n<\/ul>\n","protected":false},"excerpt":{"rendered":"<p>Guiding Students in Special Education to Generate Ideas for Writing &#8212; from edutopia.org by\u00a0Erin Houghton When students are stuck, breaking the brainstorming stage down into separate steps can help them get started writing. Students who first generate ideas about a topic\u2014access what they know about it\u2014more easily write their outlines and drafts for the bigger-picture [&hellip;]<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"closed","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_monsterinsights_skip_tracking":false,"footnotes":""},"categories":[823,848,141,533,158,276,46,102,7,838,815,23,256,173,405,66,89,445],"tags":[],"class_list":["post-90913","post","type-post","status-publish","format-standard","hentry","category-credentialing","category-emotion","category-engagement-engaging-students","category-experimentation","category-interaction-design","category-interactivity","category-k-12-related","category-learning","category-learning-ecosystem","category-learning-experience-design","category-microlearning","category-multimedia","category-music","category-pedagogy","category-play","category-student-related","category-teachers","category-youth"],"_links":{"self":[{"href":"http:\/\/danielschristian.com\/learning-ecosystems\/wp-json\/wp\/v2\/posts\/90913","targetHints":{"allow":["GET"]}}],"collection":[{"href":"http:\/\/danielschristian.com\/learning-ecosystems\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"http:\/\/danielschristian.com\/learning-ecosystems\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"http:\/\/danielschristian.com\/learning-ecosystems\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"http:\/\/danielschristian.com\/learning-ecosystems\/wp-json\/wp\/v2\/comments?post=90913"}],"version-history":[{"count":7,"href":"http:\/\/danielschristian.com\/learning-ecosystems\/wp-json\/wp\/v2\/posts\/90913\/revisions"}],"predecessor-version":[{"id":90949,"href":"http:\/\/danielschristian.com\/learning-ecosystems\/wp-json\/wp\/v2\/posts\/90913\/revisions\/90949"}],"wp:attachment":[{"href":"http:\/\/danielschristian.com\/learning-ecosystems\/wp-json\/wp\/v2\/media?parent=90913"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"http:\/\/danielschristian.com\/learning-ecosystems\/wp-json\/wp\/v2\/categories?post=90913"},{"taxonomy":"post_tag","embeddable":true,"href":"http:\/\/danielschristian.com\/learning-ecosystems\/wp-json\/wp\/v2\/tags?post=90913"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}