Chapter 7: Knowing, Making and Playing
Quote: “In that regard, our understanding comes not through a linear progression, in which each step confirms that you are on the right path. Rather, it arises through approaching the problem from many angles and ultimately seeing its logic only at the end. Riddles make sense only retroactively.” I choose this quote not only to represent chapter 7, but I think it sums up a great deal what this book is about. Each chapter I have been looking for more of a “how-to” approach to the new culture of learning only now to realize it is exactly like a riddle. It is all about moving forward without really knowing the path other than having an open mind and ability to look at it through different perspectives. Only at the end (or I would even argue only at the point in which we can adjust our own teaching/learning) will it make sense. Question: “Since many of the places we now look for information do not carry the institutional warrants that have traditionally been used as markers for accuracy or truth, learning to navigate through and evaluate them- an expanded notion of literacy-is now critically important. We need to learn to read in a whole new way.” This. This quote is my statement and question all in one. What does this look like? Connection: “Accordingly, learning by doing can provide a unique and personal set of insights into the ways and means for creating something in the world.” I have always found the more I am able to do the process (what ever that is) the more I am able to learn. I cannot expect others to do something if I myself am not trying to do it as well. Epiphany: “What we do in play may best express the sense of becoming. Whatever one accomplishes through play, the activity is never about achieving a particular goal, even if a game has a defined endpoint or end state. It is always about finding the next challenge or becoming more fully immersed in the state of play.” I read this quote and immediately grabbed my highlighter. It is not about the goal...it is about finding the next challenge ...or fully immersed in a state of play. I love this! The more we can be in a state of play while learning the more learning will take shape without having to force it. The more our students can be playing the more they will be learning through the process of playing. Chapter 8: Hanging Out, Messing Around, and Geeking Out Quote: “The richness of experience and social agency produced by hanging out and the sense of embodiment and personal agency produces what we think is the ultimate goal of indwelling; learning.” This chapter while one that I really enjoyed was a bit more challenging to find that one quote that I felt represented the chapter. I wanted to find something that took what the author was trying to express in one sentence and pick that and although this quote did that I felt it did much more than that. Everything that we want as teachers for our students is “learning.” When we have the perfect combo of social and personal agency the next logical step will be geeking out. Our students will take their own learning and push themselves to be the “directors” of their education. Question: As a teacher that works in a title 1 school I am always questioning “but what about the students who do not have access to internet after school?” Yes, there are public libraries, yes their parents probably have smartphones but at the end of the day a majority of students do not have access to that technology even if there are resources close by. Connection: I think by the number of hours I have spent researching Minecraft I have moved from social playing to geeking out! I am still playing but I am pushing myself to learn more even though no one is telling me what I need to learn next. Epiphany: This past year I have been trying to connect parents with websites to help their child at home. While this is great information I failed to teach the parent the skill of learning from the internet. I cannot expect them to take flight on their own if I keep giving them fish! I need to create more space at school for them to play- and not for me to talk at them! I am already trying to come up with different ways for us to hold our ELAC meetings to revolve around “playing.” Chapter 9: The New Culture of Learning for a World of Constant Change Quote: “Only when we care about experimentation, play and questions more than efficiency, outcomes and answers do we have a space that is truly open to the imagination. And where imaginations play, learning happens.” I had several parts of this chapter highlighted thinking they were going to by my main quote until I reached the very end. I felt this quote summed up beautifully this chapter--and the point of “A New Culture of Learning.” Question: I have loved this book but I still question how do we track academic progress? I completely understand and support the theory of play/creating/imagination but the Type A in me still needs to track data. Is that wrong of me? Connection: I believe my connection and my epiphany go hand and hand with the subject of this chapter. I still am not quite sure about Minecraft but I am learning about learning-how I learn, and how my children learn. Yet- I haven’t set out to “teach” them anything. Epiphany: As someone just starting Minecraft I can easily say that my epiphany this week would be seeing how much gaming can teach us. Before this class I was one that thought gaming sucked your brain away to mush or that it was overtly violent. I know, I know...shame on me! I can look at gaming with a whole new light now. Works Cited Thomas, D., & Brown, J. (2011). A new culture of learning: Cultivating the imagination for a world of constant change. Lexington, Ky.: [CreateSpace?].
8 Comments
Kelly,
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Lexie
7/8/2015 02:44:18 pm
Kelly,
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Andrea Jacobs
7/11/2015 02:08:45 am
I completely agree with you and Lexie. How do we move forward and implement some of these abstract concepts we learned about in this book? This was one of my questions throughout my reflections as well. Lexie's sentence states it perfectly "There is no arguing that students need more room for problem solving, exploration and play but there must be some sort of framework for implementation." Now that we are motivated to try these new approaches, where do we go from here?
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Wow!
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It seems, time and time again, after reading or watching insightful and great advice to make changes in the education system, I, too, wonder how evaluations fit in. The tools and games we could use with our students are abundant and the time limited, as well as the support of admin and parents limited. So how do we move forward? As long as we are willing to challenge ourselves the success is there no matter the outcome. I'm glad you are continuing to keep an open mind, it is very difficult for many others to do so, ones with such strong opinions and merely the lack of creativity in themselves. When someone is introduced to change enough times, I'm sure they will eventually question their ways. Think of the concept of recycling, and composting, and even racial & sexual diversities. People who hold on to stigma, will eventually be "educated" and realize that there is better and more important things to hold on to. Your post is very inspiring and well thought out, thanks for sharing!
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Kristin
8/3/2015 02:16:27 pm
HI Kelly,
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David Ruiz
8/4/2015 04:08:18 am
Kelly,
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Lili Greenlaw
8/13/2015 07:16:18 am
Regarding your question: "How do we track academic progress?"
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