I found that some of my students would lose interest during the process of projects. I would like to know how to maintain passion even when makers have obstacles, especially for teens and children. Passion is the inner motivation and sometimes can be the strong one.
Ansiosa por todos mas não posso negar que o “Play” será o meu queridinho, sempre fui apaixonada nesse mundo. Quero me aprofundar ainda mais e poder compartilhar essas experiências com o maior número de professores. Desta forma conseguirei atingir o maior número de alunos e quem sabe, mudar um pouquinho o formato de educação existente no Brasil.
I want to understand what play is. Or at least find a useful definition of it hehe
I’ve been thinking about this for a while, and continually frustrated by how we define play. For example, Johan Huizinga author of Homo Ludens defines it as:
It is an activity connected with no material interest, and no profit can be gained by it. It proceeds within its own proper boundaries of time and space according to fixed rules and in an orderly manner.
But every part of this has exceptions!
an activity connected with no material interest → sports are played for money all the time
within its own proper boundaries of time and space → puns and other word play happen spontaneously and without bound
according to fixed rules and in an orderly manner → creative play is rarely orderly
I would love to know how other people attempt to define play!
Because this relates to my daily life as a coding instructor where I teach several students who are learning programming. I also want to develop their ideas and collaborate their ideas to become a joint project.
This is also related to developing their soft skills during this covid 19 pandemic
Yeah I definitely feel what you’re saying about grading :/ It’s tough that grades have become so standard, even in situtations where they do more harm than good.
But I wonder if there’s a way that the grading system could become part of the play. Eg most play is based on rules (board games, video games, sports games) and a rubric/grading system is kind of like a set of rules. Maybe there is a way to encourage thinking of it that way, and then playing in/around the “rules” of the class.
I am interested in Peers. I believe this plays a more important role in the Covid19 background. I found my girl became more positive and active with peers. And for me, as an adult, I always look for ways to work with others and to have friends who have the same vision to solve problems together. I believe in the magic of Peers.
How to define play - I don´t have an answer, but it´s an excellent question because it´s complicated and makes you think . . . And if one thinks in Swedish, Finnish and English, it gets even more complex and interesting. Play is spela in Swedish and pelata in Finnish when we think of playing a game, but leka in Swedish and leikkiä in Finnish otherwise. (Actually, that is also a third word in Finnish: for playing an instrument the word is soittaa.)
In my opinion creative play is leka in Swedish (there might be rules, but you have created them yourself).
PS. I think in Swedish, Finnish and English because I´m a Finland-Swede i.e. a Finnish citizen with mothertongue Swedish.
I fell this too, like I see the power of working together, but I come from a mindset of mostly working on my own, and that feels hardwired… As you say, I guess one has to create opportunities for that to emerge, more than imposing it, also because there are many ways of collaborating!!
I hate grading so much that it’s the one and very thing I would remove from my job if I could. In my case too, I teach students who are suposed (and most are) engaged in what they are doing already (I’m a music teacher), and grading seems to do more harm than good.
I don’t have answers, but would be glad to read what others think of this topic.
Me encantaron las dos lecturas de la semana. Yo considero que la pasión es de dónde parte todo y también creo que es lo más difícil de conseguir en los demás. Es decir, podemos crear proyectos y que nuestros alumnos los hagan, podemos guiarlos a que trabajen con sus pares a través de juegos, ¿pero la pasión? esa motivación no es tan fácil de conseguir promoverla en los demás, ni si quiera en los compañeros de trabajo, en otros profesores. Eso me gustaría mejorar, cómo puedo inyectar pasión a mis alumnos y compañeros, cómo puedo mejorar esa parte.
I’d love help from my peers on thinking about Peers with my student projects. Is the process for students learning about peers similar to the creative process? Can we jumpstart students’ peer collaboration by providing certain experiences or having particular reflection prompts ready? How is it different with pairs, trios, quartets, etc.? How is building an integrated knowledge community best facilitated when students or small groups are all engaged in different projects? So many questions!
Particularly, in the IB MYP Design we work by projects, making products base on our passions, collaborating with peers, but the PLAY, is something that strongly now resonates with me, because among all of the IB requirements we must meet, we cannot forget that Design must be an inspirer and playful subjects for students. So I am eager to know the ways in which I can implement this foundation of Creative Learning!
Hi dodekagonia! (love the name and your profile pic btw)
Thank you so much for the reply :D I love using etymology to explore “philosophical” questions like this. It is so cool to hear that in Swedish and Finnish there is a separation between game playing and creative playing.
How do you think this separation is normally applied? Like if some play has rules is it spela and if it doesn’t it is leka? Can leka ever become spela? I’m very curious!
I am excited about projects. While project is a broad term, what comes to mind is all of the new, abnormal, non-traditional, and unique influences and perspectives of such due to the Covid pandemic, beginning in 2020. Covid has allowed, oddly enough, new ways of thinking. New ways of doing business and performing. New partnerships and cross-collaboration between uncommon contributors. So, I am excited about how life has changed and will continue to do so with data, creative learning, etc., being at the forefront of such via projects. Today’s environment of risk-taking, experimenting, and entrepreneurialism, due to Covid, allows for audacious work/projects to be done if willing.
I have just returned from a weekend soccer club trip to Wembley with a group of 14 years. My son brought the game Cards Against Humanity which the boys (no girls in the squads, unfortunately) played in the hotel in the evening. It was interesting to watch how they got on together, interacting in a way they don’t normally get to do when training. They changed the rules of the game to suit their circumstances. They were highly adaptable and it was clear that peer interaction influenced how they played the game.
If we are passionate about something, we can achieve incredible things, like we never imagined.
The passion motivates us to overcome challenges, block out negative vibes around us, be single minded and focused about achieving the end objective. Then we have the joy of achieving the end objective. It’s a good combination. If we are passionate about what we do, we will never do another day’s work.