| What do we Know? Action: What could people do on the basis of this knowledge? Questions for Inquiry: What more do we need to know - in order to clarify what people could do or to revise/refine knowledge? How to Find this out? |
| K—Children naturally engage in play in their learning -Play involves deviating from the direct path from question to answer and requires experimenting, imagining, and having fun A—Adults may take a point of view in learning that embraces curiosity, naiveté, and open-minded exploration -Seek out learning opportunities that are flexibly structured and involve understanding of ideas beyond just acquisition of skill Q—What has other research/experience shown about how to embrace play in learning experiences? F—Ask adults about which learning experiences they have found to be fun (and recall personal examples) -Research examples of successful play in learning settings |
| K—Using play in learning may help relieve tension about “being wrong” or “knowing the answer already.” A—Play can be used at the beginning of a learning situation to help learners become more comfortable with each other and establish a safe, nonjudgmental environment. -Learning situation can be explicitly structured as a forum of encouraging experimentation and even failure. Q—In what ways does collaborative play improve learning? How does play influence the understanding that is sought in learning experiences? F—Describe ways that collaborative play might be used and test in various learning situations. -Review studies of types of play in learning. -Reflect upon and keep a record of new understanding that I gain in the course of play. |
| K—I have not frequently considered how direct actions that I take individually affect the collaborative play of learning. -The actions that I take might actually influence the collaboration of the group in learning - this is not wholly determined by the “teacher” or the interpersonal dynamics of the group. A—Observe actions that I take before, during, and after learning experiences. -Create a specific plan to take action before, during, and after learning. -Develop a learning environment that is student-, rather than teacher-, driven. -In any learning experience, take on the role of “teacher” myself and guide others to engage in collaborative play. Q—How do the individual actions that I take influence the collaborative play of the group? F—Create a plan to take certain types of actions before, during, and after learning. -Seek experiences in everyday life in which no “teacher” is defined and treat them as a “bona fide” learning opportunity. -In my own role as a teacher or student, expose my intentions to play and make my experiments transparent, and observe reactions of myself and others. |
| K—Factors beyond my personal control may influence the success of my learning. -Adults in learning situations may not agree to collaborate or engage in play. A—Set small-scale learning goals for play. -Allow the meaning of “collaborative play” to be understood broadly and include many types of play. QWhat might prevent me from taking planned actions in establishing collaborative play? F—Record and observe how and why planned actions did not get done. -Ask others to review my planned actions and provide explicit support or clarify why my actions may not be realistic. |
| K—Play relates to fun in learning and might be observed through facial expressions, laughter, or direct verbal communication. -Collaborative play means that multiple learners are engaged in the same activity of play. A—Develop fun learning activities that are designed to be inclusive of all learners in a group. -Notice that I am enjoying my learning through metacognitive reflection of my learning while it is happening. Q—What do I need to observe in adult learning situations to determine when collaborative play is actually happening? F—Consider the range of emotions and responses that I express during a learning experience. -Note instances in which adult learners are engaged with each other how their specific actions relate to their ways of communicating/involving others. |
| K—There are organizing groups who already use the notion of play in learning. -Several personal colleagues already express openness for play, including children in my afterschool/preschool and the CCT community. A—Use my own teaching experiences (preschool) and student experiences (CCT program) to seek support and permission in play activities. Q—Who are my potential allies, partners, or assistants in the course of designing, implementing, participating, and observing play? F—Research groups/workshops that seek to provide practice/training in play in learning. -Explicitly define different roles that supporters might take in play - observer, participant, idea-generator, etc. |
| K—Theater principles help people to take on behaviors of other people with foreign/unfamiliar points of view. -Theater principles help people to develop/imagine conceptual realities that are not as obvious to the everyday authentic self (empathy). -Theater involves a type of “game” of agreement between actors to temporarily accept the existence of a common fantasy situation. A—Take theater classes to explore the notions of character, dialogue, and empathy. -Engage in role-play. -Invent ways of perceiving through another’s point of view and try them out during learning. Q—What specific principles of the theater perspective might relate to allowing play to happen? F—Create a Personal Action Plan that utilized theater exercises to prepare me for upcoming collaborative learning situations. -Use theater methodologies to play with ideas or find humor in learning content; employ these during the learning experiences; observe the results. -Discuss and explore options with others already using integrated theater/education concepts. |
| K—Lifelong learning may involve finding specific learning opportunities but also taking an attitude of recognizing long-term learning goals and needs. -Collaborative play may encourage learners to take a long-term view of learning by relieving the “chore” of education. A—Develop a long-term, continuous plan for what learning experiences one wishes to have. -Find ways to focus on the play of learning with others primarily while considering learning outcome of be secondary at times. Q—How does collaborative play support ongoing, lifelong learning? F—Commit to developing a cycle of planning, implementing, and observing in my own learning. -Ask other adult learners to reflect upon their lifelong learning wishes. -Along with allies, develop a learner’s group for developing and experimenting with collaborative learning ideas. |