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Educational Games, Worksheets, and More for Kids

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Download, print, or work on activities interactively today!

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All About Me and the School Experience

Offers a clever exercise in reading comprehension and writing about personal experiences. Students discuss Clifford's First Day of School, and then create a book about their own first day of school.

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All About Me and the School Experience Offers a clever exercise in reading comprehension and writing about personal experiences. Students discuss Clifford's First Day of School, and then create a book about their own first day of school.

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Lesson planing website

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Teach-This.com provides over 2300 printable ESL activities, worksheets, games and lessons to help you teach all the core skills associated with language learning: speaking, listening, reading, writing, pronunciation, vocabulary and grammar.

As well as PDFs, Teach-This.com also provides an online platform to help teachers share resources with students online and use them interactively. The platform has a variety of uses and can be used either in class or in online teaching situations with classes of varying sizes. In addition to the TeachThis materials, you can also use your own resources on the platform.

On each page of the website, you will find high-quality and professional ESL teaching activities both free and paid. You can use hundreds of our teaching resources for free, without the need to sign up. If you want complete access to all the PDF teaching materials in an unrestricted and editable format, we also offer exclusive online membership packages.

All the sections, subtopics and language points are clearly categorized and levelled with shortcut buttons to direct you quickly and easily to your desired teaching resource. Every teaching activity comes with a detailed description to help you decide which resource will best suit your needs. All of our membership teaching materials are editable and can be easily adapted to students from different countries and cultures. Each resource also comes in user-friendly A4 PDF format with full teacher's notes and answer keys.

The resources we offer can be developed into complete lessons, used to introduce or reinforce language, or used for extra practice or revision. The teaching activities are flexible enough to be easily incorporated into any lesson plan. Our teaching resources cover levels of English from beginner (A1) through to upper-intermediate (B2).

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Fun and engaging ESL activities, games and worksheets in printable PDF format with full teacher's notes and answers for English teachers to use in class.

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Nat geo

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Geo-education -- creating passionate learners | Jennifer Long | TEDxLangleyED

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Design for Change

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Here are some great questions for starting a conversation. There are a lot of random conversation starters to get you started and then conversation questions listed by topic. You can start with the random questions or find a topic that interests you. There's no right place to start, just scroll down to wherever you want and get started!

There are tons of ways to use these questions. I find that the most rewarding way is for everyone to pull up this list of conversation starters on a phone or tablet, and then take turns letting everyone choose a question to ask the group. Remember don't be afraid to delve deeply into the conversation. Answering the specific question isn't the goal, having an interesting conversation is!

The title would have you believe that there are 250 questions, but there are actually more. I'm sure you don't mind a few more questions, right? Dig in and start having some great conversation questions!
This page and the page "Questions to get to know someone" are also available en español as a merged page.
Random Conversation Starters

Here are some conversation starters that span all kinds of topics.

1. What was the last funny video you saw?

Always fun to follow up on the question by watching the video they thought was funny. I'm sure you've got a few funny videos to share as well.

2. What do you do to get rid of stress?

Everyone gets stressed out at times, and everyone deals with it differently. Find out how they deal with it and maybe pick up some extra stress relief tips for you.

3. What is something you are obsessed with?

This is a great question because you can follow up with lots of questions about what they are obsessed with. I guarantee they'll have plenty to talk about when it comes to what they geek out on.

4. What three words best describe you?

Find out how they view themselves, and don't forget to ask follow-up questions about each of the words they chose.

5. What would be your perfect weekend?

See what they are into, and you'll have plenty to talk about. Everyone loves talking about things they love.

6. What's your favorite number? Why?

This one is a little off the wall, but you never know, you might get an interesting answer. Especially by asking, "why?"

7. What are you going to do this weekend?

Very similar to the last one, another oldie but a goodie.

8. What's the most useful thing you own?

Sure, this one is good for a general conversation starter, but what is really nice is being able to get some ideas on what works well and is generally awesome to have.

9. What's your favorite way to waste time?

Similar to the perfect weekend question, this question tries to get at what they really enjoy doing so that you can both talk about that.

10. What do you think of tattoos? Do you have any?

If they do have tattoos, there is probably a story behind each one. And if they don't have any, well it's good to know what they think about them.

11. Do you have any pets? What are their names?

Are they an animal person? And how clever are the names they gave their pets?

12. Where did you go last weekend? / What did you do last weekend?

A pretty common conversation starter, but sometimes the best ones are the ones people are used to.

13. What is something popular now that annoys you?

Time to channel some cranky old man vibes. Kids these days, with their stuff and their things and their hair. You know, that type of stuff.

14. What did you do on your last vacation?

Vacation stories! Bad or good, everyone likes talking about their vacation. Just duck out before they start showing you pictures.

15. When was the last time you worked incredibly hard?

Whether it's their job or a personal project, you can see what they put their heart and soul into.

16. Are you very active, or do you prefer to just relax in your free time?

Find out if they are all about the gym or all about the couch. To each their own!

17. What do you do when you hang out with your friends?

See what they like to do when they are social, talk about that activity if you can.

18. Who is your oldest friend? Where did you meet them?

This is a great question because it often leads to some wonderful stories from when they were younger. I mean, who doesn't like reminiscing about the good old days?

19. What's the best / worst thing about your work/school?

Tailor this question to the person you are talking to, whether they work, or they are a student. Also, some people like to let off steam, and some like to keep it positive so you can choose which way you want the question to swing.

20. If you had intro music, what song would it be? Why?

This question can lead to a good conversation about their favorite song or the music they like.

21. What were you really into when you were a kid?

Every kid goes through phases when they are REALLY into one thing. Now you can find out what they obsessed about when they were a kid.

22. If you could have any animal as a pet, what animal would you choose?

This one is fun because a blank check pet choice can lead to some great answers. And you can always transition the conversation into pets they had/have.

23. Have you ever saved an animal's life? How about a person's life?

Who doesn't like listening to or telling a hero story? I'm sure it will lead to an interesting story. Even if it isn't about them, and just about someone they know who saved an animal or person's life.

24. If you opened a business, what kind of business would it be?

This one can really be a huge conversation starter if the person you are talking to is in anyway entrepreneurial. It's always fun to hear and discuss new business ideas. Don't forget to ask for lots of details about their dream business.

Pop culture and entertainment are great topics for conversation, and this question is a good entry point into a larger conversation about what kind of entertainment they like.

26. Are you a very organized person?

Does everything have its place, or does their stuff roam about?

27. Have you ever given a presentation in front of a large group of people? How did it go?

Public speaking is high up there on the biggest fears people have. So, I'm sure if they have, it probably left a big impression.

28. What is the strangest dream you have ever had?

Sure, talking about dreams can be dull, but who knows, if you are talking about the strangest dream they've EVER had, it might be pretty interesting. Or not. Let's see!

29. What is a controversial opinion you have?

So, don't immediately start bashing their opinion if you don't like it. I mean, you asked the question after all. Let them explain why they have the opinion and their reasoning behind it. Not everyone has to have the same opinions as you. And if it's super out there or evil, well it's good to know so you can avoid them in the future.

30. Who in your life brings you the most joy?

An awesome question for keeping it positive, and they'll be talking about someone they love, so it'll be easy to jump into a conversation about whoever that person is and why they are so awesome.

31. Who had the biggest impact on the person you have become?

This one may or may not have the same answer as the previous question, so you might want to choose either this one or the previous one depending on the type of conversation you want to have.

32. What is the most annoying habit someone can have?

Find out what annoys them, chances are it probably annoys you too. Then it's easy to step into a conversation about annoying habits.

33. Where is the most beautiful place you have been?

This one will probably lead to a good travel story. And conversations about travel are always fun.

34. Where do you spend most of your free time/day?

Find out what their day to day looks like. It'll be easy to start up a conversation about anything of the things they do on the regular.

35. Who was your best friend in elementary school?

Time to get nostalgic about how life was when you both were growing up!

36. How often do you stay up past 3 a.m.?

Are they a night owl or an early bird, time to find out! This can easily transition into a conversation about what they like to do in their free time.

37. What's your favorite season? Why?

This question will probably conjure up some wonderful memories linked to your and their favorite season. Have fun reminiscing!

38. Which is more important, having a great car or a great house? Why?

Do they care more about showing off to others or having awesome stuff for themselves? Always good to know! And you can easily transition into a conversation about cars you/they want or dream houses.

39. What animal or insect do you wish humans could eradicate?

Probably going to get a lot of mosquito answers. But depending on where you are and if they have a special hatred for a creature, you might get a different answer. If you get the mosquito answer, you could always talk about the best way to get rid of the evil pokey buzzing things.

40. Where is the most beautiful place near where you live?

Similar to the question about the most beautiful place they've seen but this time it's local! Who knows, you might get a tip on an awesome local spot.

41. What do you bring with you everywhere you go?

Sure, you'll get the normal keys, cellphone, purse/wallet, answers, but you might get to hear about a cool keepsake / lucky charm that means a lot to them.

42. How much time do you spend on the internet? What do you usually do?

Find out what sites they enjoy, chances are you probably enjoy some of the same sites. You can swap good people to follow or suggestions for interesting sites.

43. What is the most disgusting habit some people have?

An earlier question talked about annoying habits; now it's time to get gross with it and find out what disgusts them.

44. Where and when was the most amazing sunset you have ever seen?

This one is another way to get into a good conversation about travel.

45. Which recent news story is the most interesting?

So, I had to make this one a bit vague, but it can lead to an interesting conversation about recent events. And you might just hear about something you didn't know happened. Just make sure to steer clear of politics.

46. Where is the worst place you have been stuck for a long time?

Whether it's at an airport, after a car broke down, or something else, we've all had times where we've had to wait for a seemingly endless amount of time. There is a good chance it'll lead to a good story.

47. If you had to change your name, what would your new name be?

This one is a little creative and fun. They might have to think about it for a bit, or they may have an answer right off. Don't forget to ask them why and what might be a good last name as well.

48. What is something that really annoys you but doesn't bother most people?

Everybody likes sharing and complaining about what annoys them. Now you can find out what weird quirks annoy them.

49. What word or saying from the past do you think should come back?

There are all kinds of words and sayings from the past that have fallen out of use. It can be a lot of fun to dust them off and put them into modern sentences. If you both can't think of any, there are plenty of lists online.

50. How should success be measured? And by that measurement, who is the most successful person you know?

This question can lead to some surprisingly deep answers. A lot of how we view the world is based on what we consider to be worthwhile, and this question tries to get at the heart of that to find out what is most important to the person.

51. What is your guilty pleasure?

Everyone has something they absolutely love but might not be in line with how people view them or how they view themselves.

52. Was there ever an event in your life that defied explanation?

Time to learn about some cool mysteries! This one quite often leads to several good stories.

53. If you could learn the answer to one question about your future, what would the question be?

A fun question that helps you figure out what is important to them.

54. Has anyone ever saved your life?

This one can get quite personal and sometimes tragic. So just a heads up, you might want to save this one for when you know the person well.

55. What benefit do you bring to the group when you hang out with friends?

Every member of a group has their duties. Time to find out what role they play! Plus, you can expand the conversation into what they usually do when they hang out with different groups of friends. And if you want more questions to ask friends, we've got 'em.

56. How often do you curse? And what's your go-to string of curse words?

This question is definitely unique. You'll have to judge the situation and who you are talking to in order to see if this question is a good fit for the situation. It can be fun, though.

57. What trends did you follow when you were younger?

Each generation has its trends. And if you are of a similar age, there is a good chance that you both share some similar trends that you followed.

58. What do you fear is hiding in the dark?

This is a great question to get into a conversation about fears that you both share.

59. What was the best period of your life so far? What do you think will be the best period of your entire life?

Another question that leads to a lot of fond memories and stories to tell, but also lets you know how hopeful of the future they are and what their ideal life would look like.

60. What do you do to improve your mood when you are in a bad mood?

Everyone needs to blow off steam sometimes. With this question, you can see if you share some stress relief techniques.

61. What is the silliest fear you have?

Another one about fear, but this one is more lighthearted. Everyone has fears that they know are irrational.

62. What are some things you want to accomplish before you die?

The classic bucket list question. It's great because it shows you what they want out of life and what is most important to them. And it's easy to split off into a conversation about any of the things they mention.

63. What is the best room in your house? Why?

Are the all about food and the kitchen? Perhaps they prefer to sleep or chill on the sofa? Or maybe there is a special reading nook they have. This is another question that helps get a conversation going about what they do in their downtime.

64. Who is someone popular now that you really like? Why do you like them so much?

This one serves as a great stepping stone into a conversation about celebrities and other people in the limelight.

This one you'll have to be selective with, it's not appropriate for all situations, but you might be able to get the low down on a good spot you didn't know about. Just don't let the conversation stray into their dating life, that can get a bit awkward. And if you need date ideas, we have 200!

66. What smell brings back great memories?

Cookies at Christmas time, the smell of gas on a road trip, the salty air of the ocean. Smell has a strong link to memories and can be a great conversation starter.

67. What's the best pet name you can come up with for a specific type of pet?

Go for funny names, puns make great animal names. And you could tailor it for a pet that they have or would like to get.

68. How often do you help others? Who do you help? How do you help?

This is a great question to see how empathetic and prosocial they are. And can lead to conversations about volunteering or times they've helped others.

69. What are you best at?

With this one, you might learn about a hidden talent, or perhaps a hobby you didn't know about. Both can be the beginning of an excellent conversation.

70. What makes you nervous?

Very similar to the fear one but a little bit broader. It can be something happening in their life right now, something that happens regularly, or something they think is likely to happen in the future.

71. Who is the funniest person you've met?

Not necessarily a comedian, but a friend or family member who always manages to make them laugh. It definitely could spin off into a conversation about comedians, though, which would also be fun.

72. What weird or useless talent do you have?

Wiggling ears, burping the alphabet, farting on command, humans are weird, and we all have some weird and useless talents that are fun to talk about.

73. What are some strange beliefs that some people have?

Be careful with this one, because they may end up labeling one of your beliefs as strange. Just be ready not to take their answer too personally.

74. Who would be the worst person to be stuck in an elevator with? How about the best person to be stuck in an elevator with?

Hypothetical questions can be a blast to talk about. And this is a fun one to ponder.

75. What was the best birthday wish or gift you've ever received?

Hopefully, everyone has had a super thoughtful birthday wish or gift given to them. It's a perfect question to get in a conversation about past birthdays.

For more random questions try our random questions to ask friends.

TV Conversation Starters

With so much great TV out there, it's a great way to jump into a conversation.

76. What's the best sitcom past or present?

Chances are you probably binge-watched it as well, so it's a great way to talk about a shared interest.

77. What's the best show currently on TV?

Get ready for a lively debate, this is a golden age of TV, and everyone has their favorites.

78. What will be the future of TV shows?

There has been such a shakeup in the TV show marketplace that who knows what is coming next and where TV is headed. There is much speculation to be done!

79. How often do you binge watch shows?

They have, you have, we all have. But the real question is which ones and how often? Is it the same old show or something new each time? Perhaps you'll even find your next binge-worthy show.

80. What cartoons did you watch as a child?

Even if you or the person you are talking to didn't grow up in the age of Saturday morning cartoons, you both probably still have some beloved childhood cartoons.

81. What's the funniest TV series you have seen?

Perfect for starting a conversation about a show you both are into, and if you haven't watched the show they mention, you now have a new show to check out!

82. Which TV show do you want your life to be like?

I think secretly everyone wants to inhabit one of their favorite shows. Or maybe it's just me. Just don't forget to ask them why and get lots of details.

83. How have TV shows changed over the years?

Depending on how old the person you are talking with is, this might be a rich vein of conversation. Boy howdy has TV changed a lot over the years.

84. If you could bring back one TV show that was canceled, which one would you bring back?

We all have that one show that was so good we can't believe it got canceled *cough* Firefly *cough*. Find out what show they fell in love with.

85. What do you think about game shows? Do you have a favorite one?

While they have fallen a bit out of favor, whoever you are talking to probably has a special love for at least one game show.

86. What's the most underrated or overrated TV show?

Whichever way they choose to answer will probably lead to a pretty interesting conversation about the merits and failures of several TV shows.

87. What do you think about reality TV? Why do you think it's so popular?

Love it or hate it, reality TV is huge. Now you can have a conversation about why it's so popular. If you are looking for a simpler, more direct question, you can try the next one.

88. Do you like reality TV shows? Why or why not? If so, which ones?

Very similar to the previous one but a little narrower. I definitely wouldn't ask both of these, but either one will probably get you a good conversation going.

Movie Conversation Starters

Everyone loves a good movie, so why not make it a conversation topic!

89. What is the most overrated movie?

But if you ask this question, don't get offended because they start hating on a movie you love. Ask them why, and just remember everyone is entitled to their own opinion.

90. What's your favorite genre of movie?

Pretty typical conversations starter, but a great jumping-off point for a discussion about their favorite movies.

91. Which do you prefer? Books or movies?

Feel free to transition this one into books made from movies, movies adapted from books, or just a general conversation about books or movies.

92. What movie scene choked you up the most?

We've all got that scene that consistently chokes us up. Find out what movie brings a tear to their eye or which movie brings on a full sobbing fit.

93. Do you like documentaries? Why / why not?

Perfect for starting a great conversation about the best and worst documentaries you've both seen.

94. What's the worst movie you have seen recently?

There is definitely no shortage of bad movies to pick from, so I'm sure they'll be able to think of at least a couple of really bad movies. You can also transition into a conversation about what makes a movie bad and what tropes you hate in movies.

95. What's the strangest movie you have ever seen?

There are some BIZARRE movies out there. I'm sure you've seen a few, but if you haven't, treat yourself. There is nothing quite like a movie so strange and terrible that it's entertaining on a whole new level.

96. Do you like horror movies? Why or why not?

It's weird, but people seem to either really like horror movies, or they are just not into them. There don't seem to be a lot of people on the fence that can take them or leave them.

97. When was the last time you went to a movie theater?

You can use this question to start up a conversation about the movie they saw, the local theater, or movie theaters in general.

98. What was the last movie you watched? How was it?

Maybe you saw it too, or maybe you'll get a good recommendation for a movie you wouldn't normally consider.

99. Do movies have the same power as books to change the world?

This one is kind of a heavy one, so you might not want to drop it to start a conversation with someone you just met. Or maybe that's your jam, you do you.

100. Do you prefer to watch movies in the theater or in the comfort of your own home?

Big screen and big sound vs. comfort and convenience. Either way, I think we can agree, movies are pretty awesome.

Book Conversation Starters

Here are some conversation starters for the book lovers out there.

101. What was the last book you read?

A good question to see what kind of books they are into. And if they really liked the book, well now you've got a good recommendation.

102. What was your favorite book as a child?

This can either be one when they were really young or when they were young adults. It's another question to draw out some fond memories.

103. Do you prefer physical books or ebooks?

They both have their good points and drawbacks, and often people have a definite preference.

104. What is the longest book you've read?

This one isn't a competition. But it is great for finding good books. If they finished the whole thing, it must have been good!

105. What book genres do you like to read?

It's funny how even people who read a lot of books usually lean heavily in the direction of two or three genres.

106. How fast do you read?

Again, not a competition. No bragging. Just a fun question for folks who love books.

107. How often do you go to the library?

This question is perfect for starting a conversation about how libraries are changing and your local library. Did you know some libraries are starting to loan tools and cooking supplies as well as books? Very cool.

108. What book has influenced you the most?

Whether they read it recently or long ago, there is probably one book that has stuck with them over the years.

109. Do you prefer fiction or nonfiction books?

Don't forget to ask why they prefer one over the other and get some recommendations for their choice.

110. What book has changed one of your long-held opinions?

Books have the power to shape and change how we view the world. Usually for the better.

111. What book has had the biggest effect on the modern world?

This is another one of those questions that can get quite deep and philosophical quite quickly. So, make sure to take stock of the situation before busting this one out.

112. What was the worst book you had to read for school? How about the best book you had to read for school?

We all had to read lots of books for school, and you both probably read some of the same books. You might have come away with very similar or very different opinions of the books, either way it can lead to a good conversation.

113. Do you think people read more or fewer books now than 50 years ago?

Sure, the knee jerk reaction is to say definitely people read more in the past. But with the spread of so many screens, I'm not so sure.

114. Now that indie publishing has become easier, have books gotten better or worse?

Or perhaps stayed the same, one thing is for sure, there are a ton more books out there.

Music Conversation Starters

Time to pump the jam! And by pump the jam, I mean ask conversation questions about music.

115. What was the last song you listened to?

Have they been playing a new favorite on repeat, reminiscing, or just trying something new?

116. What is your favorite movie soundtrack?

Definitely some great soundtracks out there and of course, some really horrible ones as well. Feel free to transition into a conversation about movies or game soundtracks or whatever.

117. Do you like classical music?

This is another space where some people are really into it, and some people hate it.

118. What song always puts you in a good mood?

Which song is their feel-good go to? Feel free to steal it. Everyone needs more feel-good music in their life.

119. What's the best way to discover new music?

There is a ton to talk about here with all the new music platforms; it's never been easier to get music, whether it's easier to find good new music is debatable.

120. How has technology changed the music industry?

This is a really broad topic with a lot of avenues to follow and can really lead to some excellent conversations.

121. Are there any songs that always bring a tear to your eye?

Whether it triggers a bittersweet memory or is just a sad song, most folks have a song that chokes them up a bit.

122. What bands or types of music do you listen to when you exercise?

I can almost guarantee if they are into exercise, they have a particular type of music that works for them. And lots of types that definitely don't.

123. Which do you prefer, popular music or relatively unknown music?

No judgment, lots of people get uptight about what music people should or should not like. But hey it's not your ears. Come to this question with an open mind.

124. Do you like going to concerts? Why or why not? What was the last concert you went to?

There are people who think concerts are alright, and those who REALLY love concerts. This can easily lead to a good conversation about concerts they've been to.

125. Who was the first band or musician you were really into? Do you still like them?

So, this will probably pull up some cheesy music memories, and that's always fun. We all have some cheesy music in our past and present, embrace it.

126. Records, tapes, CDs, MP3s, streaming. Which did you grow up with? What is good and bad about each?

Yeah, this one is going to vary greatly depending on the age of the person you are talking to. Just don't get all elitist about your preferred method of getting music to your ears, it's not a good look.

App Conversation Starters

We've all got a ton on our phone, why not have a conversation about apps?

127. What are the three best apps on your phone?

App recommendation time! Go find you some awesome new apps.

128. What is the most useful app on your phone?

Similar to the last but a bit more specific, and although it might not be one of their favorites, it's one that they can't live without.

129. What do app makers do that really annoys you?

The ads? The microtransactions? Bait and switch tactics? There are some really annoying and shady things about apps that annoy a lot of people.

130. How many apps do you have on your phone?

I'm willing to bet they have no idea, and you probably don't either. Heck, even I don't. Now you can count them up and compare. And probably be surprised at how many apps you have on your phone.

131. What's the most frustrating app you have tried?

Whether it be a malfunctioning app or a really frustrating game, there are plenty of apps that get rage deleted. And you might even learn about some that you want to avoid.

132. What's the most addictive game on your phone you have played?

We've all been there. Sure, you know you should quit, but it's just so good! Looking for another addicting game? Try some of our conversation games like never have I ever, 21 questions game, truth or dare, or our would you rather questions.

133. Which app seemed like magic the first time you used it?

With all the tech around us, we often forget how cool it really is. I'm sure there were apps you tried in the past, and you were just dumbfounded with how amazing they were.

134. What is the strangest app you have heard of or tried?

Oh, there are some weird ones out there. Now you can swap stories of bizarre apps. And if you don't know of any, just Google them and be amazed.

135. What're the best and worst things about the marketplace where you get your apps?

While probably not the most thrilling conversation starter, whoever you are talking about probably has a bit to say about where they get their apps.

136. Which app has helped society the most? Which one has hurt society the most?

This one can get into a really deep conversation about technology and society. Or not. It depends on how the conversation flows. Either way I'm sure you'll be able to get into a good conversation with this one.

137. An app mysteriously appears on your phone that does something amazing. What does it do?

Everyone loves a good hypothetical. So, what does your mysterious/magical app do?

Phone Conversation Starters

We've all got a phone, so we've all got something in common to talk about.

138. How often do you check your phone?

Answers will vary, wildly. Some people hate checking their phone, some do it compulsively.

139. Do you text more or call more? Why?

While there are outliers, the answer to this one will depend a LOT on age. And probably they have strong opinions about their preference, which always makes for a good conversation. As long as you don't start arguing with them.

140. What will phones be like in 10 years?

Pure speculation, but why not? Speculation is fun, and who knows, you or the person you are talking to might be right with your guesses.

141. What do you wish your phone could do?

They are getting better and better, but are they getting better in the way you want them to? What features would you like to see in the next round of phones?

142. Do you always have to have the latest phone?

There are basically three camps. The early adopter camp, the "it ain't broke, don't fix it" camp, and the "I hate new technology" camp. Find out which one they are in.

143. What is the most annoying thing about your phone?

Phones, it's often a love-hate relationship. Now you can both complain about your phones. Together!

144. How do you feel if you accidentally leave your phone at home?

For some people, they get REALLY anxious without their phone, and for some it's just a minor inconvenience.

145. What kind of case do you have for your phone? Why did you choose it?

This is another one that people sometimes get really passionate about, and some don't. It might lead to a good conversation, or they might just say, "I don't know, I just liked how it looked."

146. What was your first smartphone? How did you feel when you got it?

Whether young or old. You'll always remember your first.

147. Do you experience phantom vibration? (Feeling your phone vibrate even though it didn't.)

This one goes along with the compulsive checking of phones. But I think it's a pretty common phenomenon.

Sports Conversation Starters

Sports! There's a reason it's one of the most popular conversation topics.

148. What sports do you like to watch?

Try to find one that you both have in common, or you both follow. Once you find it, the rest of the conversation will flow naturally.

149. Who are some of your favorite athletes?

If you are into sports, you have favorite athletes. Find out who their favorite athletes are and why they like them.

150. Which sports do you like to play

This may be very similar to which sports they like to watch, or it could be a completely different list. Either way, talking about something the person is passionate about is always a great way to have a good conversation.

151. What is the hardest sport to excel at?

This one is pretty debatable. The case could be made for plenty of sports. Give this question a go and see if you both agree.

152. Who are the 3 greatest athletes of all time?

Another one that you can debate a lot about. Probably easiest to pick a sport to narrow it down first, though.

153. How much time do you spend watching sports in a week?

This one probably depends a lot on their favorite sport, and the season it's played in. Or they might just be super into sports. Or they might not like sports. But if they don't like sports, then why are you talking to them about sports?

154. Do athletes deserve the high salaries they receive? Why or why not?

This one can be a little contentious at times. But it should lead to a lively conversation no matter what side of the coin they fall on.

155. What defines a sport? Is fishing a sport? How about video game tournaments?

This one can lead to an excellent conversation because everyone has an opinion, and all the opinions are on a sliding scale. There is definitely a limit on what someone will consider a sport.

156. Do you play in any fantasy sports leagues? If so, how into fantasy sports are you?

There a lot of people who are REALLY into fantasy sports. If the person you are talking to is into it, they are more than happy to have a conversation about their team.

157. Why do you think sports are common across almost all cultures present and past?

This is a little deeper than the normal sports question. But it can lead to an interesting conversation about human nature with a bit of a sports spin.

158. Do you play sports video games? Which ones? Is playing the video game or playing the sport more fun? Why?

If they like sports, there is a good chance they play some kind of video game involving sports. Even if it is just an app on their phone.

159. Which sport is the most exciting to watch? Which is the most boring to watch?

Oh yeah, everyone has an opinion about this one.

Restaurant Conversation Starters

Nearly everyone enjoys going out to eat at a restaurant. So, here are some questions to help you have a conversation about restaurants!

160. What restaurant do you eat at most?

Which one is their go-to restaurant? This will probably tell you a lot about what types of restaurants they like.

161. What's the worst fast food restaurant?

A lot of fast food is pretty terrible, so which is the worst?

162. What is the best restaurant in your area?

It may be their local go-to restaurant, or it might be one that they only eat at for special occasions.

163. What is the fanciest restaurant you have eaten at?

The sky is the limit, and so this one will probably lead to a good story. You can also branch off into a conversation about ridiculously expensive foods or things in general.

164. What kind of interior do you like a restaurant to have?

Bright and modern, dim and cozy, more like a bar, lots of kitsch? Restaurant décor comes in almost as many flavors as food. So, what do you and they like the most? Or the least?

165. What is the worst restaurant you have ever eaten at?

We've all got one, and they are always entertaining to hear about.

166. If you opened a restaurant, what kind of food would you serve?

This is another one that a lot of people have thought about. For some reason opening a restaurant appeals to a lot of people and so you'll probably get an interesting answer for this one.

167. What is the strangest themed restaurant you have heard of?

If you haven't heard of strangely themed restaurants, boy howdy are you in for a roller coaster. Just Google it, people go buck wild with restaurant themes.

168. Would you eat at a restaurant that was really dirty if the food was amazing?

How close to the food poisoning sun do you want to fly, Icarus?

169. What is the most disgusting thing you have heard happened at a restaurant?

This one piggybacks on to the last question. We've all heard horror stories. Now it's your turn share yours and to hear theirs.

170. What was your favorite restaurant when you were a child?

I find that a lot of people have really strong favorites when it comes to this period in their life.

Travel Conversation Starters

Whether it is near or far, everyone loves a good vacation.

171. Where would you like to travel next?

Most people have a spot they have their eyes and heart on. Find out where it is, maybe you've been and can give them some tips.

172. What is the longest plane trip you have taken?

Who doesn't love long plane trips? Everyone! Everyone hates long plane rides. So, find out about their horror stories and share your own.

173. What's the best way to travel? (Plane, car, train, etc.)

This one probably varies a lot, depending on what country you are in. But usually people have a favorite they like to talk about.

174. Where is the most relaxing place you have been?

Are they more of a beach and chill or a cabin and chill kind of person? Find out with this question.

175. Do you prefer traveling alone or with a group?

They both have their benefits and drawbacks. And almost everyone has a preference. Plus, it's a great starting point to talk about previous trips they've taken.

176. What do you think of tour group packages?

This one is somewhat similar to the last one but a little more specific. If you've already covered a lot of tour group ground with the last question, feel free to skip this one.

177. Do you prefer to go off the beaten path when you travel?

Whether it's literally going off the beaten path like when they are hiking, or just the figurative beaten path like a guidebook, you can use this question to find out how adventurous they like to be.

178. What was the most overhyped place you've traveled to?

If you've traveled to any popular destinations, you may have come across this. So much hype. But a big letdown once you get there.

179. Have you traveled to any different countries? Which ones?

Depending on what country you are both from the answers to this question vary a lot. Are you in the US? You might find most people haven't left the country or have just been to one or two other countries. Asking in Europe? You'll probably get a ton of travel stories about different countries.

180. Where is the most awe-inspiring place you have been?

This is great for getting new travel ideas for yourself. And if you've been there, you can talk about your experience too.

181. What's the best thing about traveling? How about the worst thing?

Again, this will vary a lot based on who you are talking to and how they travel. But chances are they have pretty strong feelings about both questions.

182. What is the worst hotel you have stayed at? How about the best hotel?

So many bad hotels out there. Get ready for some horror stories about gross stuff. Or you know, a tip about a sweet hotel you can try. It depends on how the conversation goes.

183. How do you think traveling to a lot of different countries changes a person?

Someone once said you are the same person you were 5 years ago except for the places you've been, the people you've met, and the books you've read. So, what do you think travel does to someone?

184. Talk about some of the interesting people you have met while traveling.

Oh, this one leads to rich veins of great stories. I'm sure you have a lot of stories about interesting characters you've met, and they probably do too.

185. What do you think of staycations? (Vacationing and seeing tourist attractions where you live.)

Some people love them, and some don't see the point. Either way, there is plenty to talk about!

186. Where do you get your recommendations for what to do and where to stay when you travel?

Is it from fellow travelers, guidebooks, the internet, social media, or a combination?

Technology Conversation Starters

Tech, some hate it, and some love it, but even those who love it probably have a love/hate thing going on with it. Either way, it makes for some great conversation questions!

187. What is your favorite piece of technology that you own?

Let's start it out positive and see what kind of tech they rely on.

188. What piece of technology is really frustrating to use?

And now, let's look at the dark side of tech when it just doesn't work the way we want it to. Probably a lot more to talk about in this question than the previous one.

189. What was the best invention of the last 50 years?

Lots of good answers to this one. You both will probably come up with quite a few contenders. And it can be fun to debate the merits of each.

190. Does technology simplify life or make it more complicated?

This one sometimes leads to an interesting conversation about tech and modern life, but if the person lands hard on one side or the other usually there isn't much more to talk about.

191. Will technology save the human race or destroy it?

So, this is a pretty heavy question that you don't want to drop in casual conversation. It's better left for conversations with people you know quite well, or folks who you know are into this type of question.

192. Which emerging technology are you most excited about?

There is a lot of promising tech fields that seem like they are just on the horizon. So which ones are you looking forward to? And perhaps which make you a little uneasy?

193. What sci-fi movie or book would you like the future to be like?

So many futures to choose from. Especially if you or the person you are talking to is a sci-fi fan. Everything from dystopian utopias to utopian dystopias.

194. What do you think the next big technological advance will be?

This is similar to the emerging technologies question, but this one isn't about playing favorites, but about which will arrive first.

195. What technology from a science fiction movie would you most like to have?

Even if you don't like sci-fi movies, you've probably craved a gadget that featured in a movie or book. This can lead to a fun spin-off conversation about gadgets.

196. What problems will technology solve in the next 5 years? What problems will it create?

Everybody likes making predictions about the future, it's one of the human race's defining features. And another common human behavior is fear about the future. Probably why many people are always making dire predictions that never come to pass.

197. What piece of technology would look like magic or a miracle to people in medieval Europe?

What awesome revolutionary invention would get you executed with a quickness back in the day?

198. Can you think of any technology that has only made the world worse? How about a piece of technology that has only made the world better?

Probably you both can think of quite a few from each category. And probably plenty of tech that has made the world better and worse at the same time.

Clothes / Fashion Conversation Starters

Conversation questions about clothes are always in fashion.

199. What is your favorite shirt?

Whether it's for comfort, style, or just an exceptionally clever or funny t-shirt, everyone has a favorite.

200. Does fashion help society in any way?

This is a bit philosophical but can be a fun one to discuss. If the person seems into deeper conversations, you could give this one a go.

201. What old trend is coming back these days?

It seems that fashion always pulls from the past. Whether it's coloring, types of clothes, or just the general style of a past decade. So, which past fashion trends are they pulling from currently?

202. What is a fashion trend you are really glad went away?

This can be the start of a fun conversation about the ridiculous fashions that have come and gone in recent decades.

203. What is the most comfortable piece of clothing you own?

It might be their favorite t-shirt, or perhaps some comfy pajamas. Either way there is bound to be something that they love relaxing in.

204. What is the most embarrassing piece of clothing you own?

This is always a fun one, we all have some embarrassing pieces of clothing lurking in our closet that we either secretly love or just haven't gotten around to tossing out.

205. How do clothes change how the opposite sex views a person?

Another one that can lead to some deeper conversations about society or might just stay superficial. Just make sure you are in the right social situation to ask this one.

206. Do you care about fashion? What style of clothes do you usually wear?

Some people care a lot about fashion, some don't, and some care a lot but pretend that they don't. Which one are they?

207. If you didn't care at all what people thought of you, what clothes would you wear?

It might be what they are currently wearing, or it might be something totally different. It all depends on how well their ideal clothing matches current trends. It's always fun, though, if the person is into cosplay or period clothing.

208. What is the best pair of shoes you have ever owned? Why were they so good?

Comfortable shoes that look good are a rare find. You might just get some good tips on a new pair of kicks.

209. Who do you think has the biggest impact on fashion trends: actors and actresses, musicians, fashion designers, or consumers?

This sounds like a question from a fashion textbook, but it can actually often lead to some thoughtful answers and a good conversation.

Goals Conversation Starters

Let's talk about goooooooooaaaaaaaaals!

210. What personal goals do you have?

Some people are a little cagey about their personal goals, and some are pretty open to sharing them. Just don't make this one the first question you ask a person. Best to get to know them a bit better before popping this one.

211. What are your goals for the next two years?

Similar to the last one, but this one is a little more specific and deals with midterm goals rather than long term goals.

212. How have your goals changed over your life?

Oh, I guarantee your and their goals have changed quite a bit from 10 or 20 years ago. It's always fun to talk about goals from the past.

213. How much do you plan for the future?

The answers to this one vary a lot from person to person. And it's a great one to find out if they are spur of the moment or more methodical.

214. How do you plan to make the world a better place?

Some people have a solid plan, some don't care, and some, it seems, are actively trying to make the world a worse place. Find out where on the spectrum the person you are talking lands.

215. What are some goals you have already achieved?

This one is pleasant because they get to talk about their successes. And even if they are humble, they probably still enjoy having their successes recognized.

216. What do you hope to achieve in your professional life?

Switching over from personal goals, now it's time for a conversation about professional goals.

217. Have your parents influenced what goals you have?

For some, it might be a positive influence; for others the pressures might have pushed them in the opposite direction. Either way, this is a pretty personal question so make sure you know the person pretty well before asking them this question.

218. Do you usually achieve the goals you set? Why or why not?

Again, kind of personal, and can often lead to some bummer conversations, so be wary of this one. Make sure you know the person before asking this one.

219. What is the best way to stay motivated and complete goals?

Moving on from personal questions and kind of bummer questions, this one is looking more on the bright side of life. And you might get some good suggestions to help you achieve your own goals.

220. What are some goals you have failed to accomplish?

Whoops back into negative territory, while it can lead to a good conversation, just be cognizant of how the conversation might turn with this question.

221. What is the craziest, most outrageous thing you want to achieve?

This one is always a fun one to ask. Sometimes the person has to think a while, and sometimes they already have it lined up. But however long it takes them to answer, the answer is usually a really good one.

222. When do you want to retire? What do you want to do when you retire?

I like this question because it gets to the point of what they really want to be doing. Not what they have to be doing. You can find out a lot about a person by learning what they want to do when they aren't obligated to be doing anything in particular.

Seasons Conversation Starters

There is a time for everything. A time to sow and a time to reap. And a time to discuss seasons!

223. Do you prefer summer or winter activities?

Fun in the sun or ummm.. furlough in the snow? There is probably a better rhyme than that, but for now, furlough will have to do. So, which is their jam, snow skiing or water skiing?

224. What do you like to do in the spring?

Whether it's hiking or just sitting on the porch, the dawn of spring is always a pleasant time of year.

225. Did your family take seasonal vacations?

Don't forget to follow up by asking where they would go if they answer yes to this one. Not everyone was lucky enough to be able to take vacations when they were younger, but if they were it's always fun to hear about them.

226. Which do you prefer, fall or spring?

Both are pretty amazing, and both have some really good things going for them. But probably you and the person you are talking with have a strong preference one way or the other.

227. Which season are you most active in?

Because the seasons are so different depending on where you live, the answers to this one vary a lot from region to region. See if you and the person you are talking to agree.

228. What's the most refreshing thing on a hot summer day?

Whether it's a dip in the pool, a glass of fresh lemonade, an ice-cold beer, or something else entirely, it's always fun to talk about the things that make us go "Ahhhhh."

229. What's the best thing to do on a cold winter day?

Indoors or out? Fun or warming? Lots of different ways you could go with this conversation starter.

230. Where is the nicest place you have been to in fall?

The leaves changing, the crisp air, there is something so invigorating about fall. I'm sure you have a favorite place, even if it is just a bench in a nice park.

231. What is your favorite thing to eat or drink in winter?

So much warm and delicious things to eat and drink in winter, it's pretty hard to decide. Don't feel like you have to choose just one!

232. Is it better to live where there are four seasons or where one season takes up most of the year?

I imagine this one depends on where you live. Lots of people want what they don't have. So, my guess is that if where you live has four seasons you probably want to live somewhere with a long summer. But feel free to test out my hypothesis with this question!

Holiday Conversation Starters

Time to celebrate with some holiday conversations!

233. What is the biggest holiday for your family?

Whether holidays usually end up being a big disaster or not, there is probably at least one holiday where their family goes all out.

234. What is your favorite holiday?

Whether it's a traditional one or a newer one, everyone has a favorite. Don't forget to ask them why it's their favorite, as well.

235. What holidays have been over-commercialized?

"All of them" is a totally viable answer, but this is a good steppingstone into talking about the topic in general as well as some of the newer holidays that seem to be popping up.

236. Do you wish there were more or fewer holidays? Why?

So, there are a TON of "holidays" out there. But there could always be more, or different ones, or less. Or even better yet more holidays where you can take off from work or school. Those are always fun.

237. What do you know about the history of some holidays?

The traditional holidays have some buck wild history to them. We've got some trivia pages on the site that go into some of the history behind a few popular holidays. You can find the links to those pages below.

238. What kinds of food do you usually eat on your favorite holiday?

It wouldn't be a holiday without food! And every holiday tends to have its own flavors. So, find out what is traditional for them and their family and see how it compares to your traditions.

239. If you had to get rid of a holiday, which would you get rid of? Why?

There are definitely some holidays that could use a bit of pruning, rebranding, or just be outright replaced. Looking at you, Columbus Day. With this question you can find out which holidays they aren't a fan of.

240. Does having a day off for a holiday increase or decrease productivity at work?

Sure, you might think that with a day off, productivity might decrease, but happy employees do tend to get more done. So, does it even out? Now you both can weigh in and decide together.

241. If some of the lesser-known holidays were commercialized, what would the commercialization look like?

If you can't think of some of the lesser-known holidays, you can check out this page. So many unofficial and official holidays. So many.

242. If you could make a holiday, what would it be like? What traditions would it have? What would people eat on your holiday?

This one is really fun, especially if the person you are talking to is in any way creative. There are basically endless amounts of crazy holidays you could come up with.

Education Conversation Starters

Sharpen your pencils. It's time for an education conversation.

243. What do you think of online education?

Whether it be online courses for schools, Khan Academy, or tutorials on YouTube there is lots of education happening online. If the person you are talking to is into education this is a rich vein for conversations.

244. What do you think of standardized tests?

Love them or hate them, they are an entrenched part of the school system. You could talk about possible improvements, how effective or ineffective they are, and if there are any viable alternatives.

245. Are bigger or smaller schools better?

Most people will agree that small class sizes are better. But how about the whole school? What are the pros and cons of a small or a big school?

246. Is teaching a skill that can be taught?

Are good teachers born, or are they created? Are there any inherent traits that might make a person more likely to be a good teacher? This one is a good pool of possible conversations to dive into.

247. What will the future of education be?

Who doesn't love some fortune-telling? See if your idea of the future of education matches up with their prediction. What would be the best outcome? What is the most likely outcome?

248. What do you think of homeschooling?

Homeschooling is becoming more and more popular. And with anything, it has pros and cons. Whether you are for or against, it's a great topic for those who are interested in education.

249. How can governments make education more efficient?

Because if there is one thing I've learned, it's that people are totally happy with the public-school system and there is no room for improvement.

250. How has the education you received changed your life?

And if you don't think it's changed your life in any way, just imagine having no education, and you can see the impact of education.

251. How can technology improve education? Can it hurt education?

As with anything involved with technology, the use of technology in the classroom is hotly debated. Most want more, some want less. What kind of technology would you like to see put into the classroom, and is there any you would want to be taken out?

252. What or who has taught you most of the information you use regularly?

Is it school, friends, family, the internet? We pull information from lots of sources. Which do you think is the best source for good information?

253. What are some good and bad things about the education system in your country?

This kind of brings all the previous questions together in a big whopper of a question. Get ready for a long conversation with this question.

Food Conversation Starters

Whether they are a foodie or not, everyone has to eat, and that makes it a great topic to have a conversation about.

254. What is your favorite cuisine or type of food?

Everyone has a favorite type of food, whether it be international or local. And even if it is international cuisine, there is probably a local spin to it. This question transitions nicely into what their favorite foods are.

255. What foods do you absolutely hate?

Everyone has foods they can't stand. And they usually like talking about why they hate them so much!

256. What do you think of buffets?

With this one, you might have to consider how the person might take it. If they are a little on the heavier side, they might think you are making a comment about their weight. Just a heads up, so you don't offend anyone accidentally.

257. When was the last time you had a food fight?

Who doesn't love a good food fight? Well, I guess anyone who doesn't want food on their clothes... or anyone who doesn't like wasting food... but still they can be fun.

258. What food looks disgusting but tastes delicious?

There are so many foods out there that are like this. My guess is that you can think of a couple off the top of your head, and I bet whoever you are talking to can as well!

259. What do you get every time you go grocery shopping?

We all have that one snack or treat that we just can't get enough of. And who knows you might just find your next favorite snack by asking this question.

260. If your life was a meal, what would kind of meal would it be?

Definitely a weird one. But it can be fun depending on how creative you both get with it. The fun is in the explanation of why it would be that kind of meal.

261. What would you want your last meal to be if you were on death row?

What's the perfect meal to go out on?

262. What food do you know you shouldn't eat but can't stop yourself?

Don't worry, I think we all do. And probably the person you are talking to has one as well.

263. Do you like spicy food? Why or why not? What is the spiciest thing you have ever eaten?

And have you seen some of the videos of people eating spicy food or peppers? Whew, some of those look really painful, especially when they wipe tears away, and it gets in their eyes. Ouch.

264. Does the government have a place in regulating food? To what extent should government regulate food?

This can definitely get political, so fair warning you may want to avoid this one if you don't want to get into a conversation about politics and regulation.

265. When people make mistakes about food (especially foreign food), do you feel the need to correct them?

Some people like to know when they get something wrong, and some definitely don't. Are you one of the people that gets annoyed when someone corrects you about food, or do you appreciate being corrected?

Weird Conversation Starters

Bring your creativity; you are going to need it.

266. If your mind were an island, what would it look like?

Whoa, dude, we are all like islands unto ourselves.

267. What flavor of ice cream do you wish existed?

So many flavor possibilities. I want spicy ice cream. I know it's probably out there; I just haven't run across it yet.

268. If you had a personal mascot, what would your mascot be?

Animal, ethnic stereotype, or something more abstract?

269. If you were a king/queen, what would your throne look like?

Just remember it can be any shape, size, and be made out of any combination of things.

270. Time freezes for everyone but you for one day. What do you do?

Time to find out what kind of person they really are!

271. You have to relive one day of your life forever. Which day do you choose?

Welcome to Groundhog Day, but now you get to pick. Also, there is no way out, infinite loop, but you can do whatever you want on each day.

272. What does your own personal hell look like? How about your own personal heaven?

Put your Dante hat on and get to creating!

273. You find a remote that can rewind, fast forward, stop, and start time. What do you do with it?

Yeah, I know there was a lame movie about this. But it is still a pretty cool hypothetical.

274. If you could call up anyone in the world and have a one-hour conversation, who would you call?

You could learn something from them by asking questions, you could try to convince them to do something or not do something, or you could just try to befriend them.

275. The world has become infested with rabid dogs with the intelligence of a 5-year-old, where do you hole up to survive the "a-pup-calypse"?

I'm not sure if this has been made into a really cheesy horror film, but if it hasn't, it should be.

276. A portal to another world opens in front of you. You don't know how long it will stay open or if you'll be able to get back after you go through. What do you do?

You don't know if what's on the other side is bad or good, but you'll need to make a choice relatively quickly.

Even more questions

Sure 276 questions is a lot, but how about more than 1,000 extra questions!

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More than 250 conversation starters for your enjoyment. A huge list of conversation starter questions organized into different topics.

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Direitos autorais
Projética projetica@uel.br

Este obra está licenciado com uma Licença Creative Commons Atribuição-NãoComercial 4.0 Internacional.

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Gamificação e Storytelling na aprendizagem

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O que Storytelling tem a ver com Gamificação

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Qual é o caminho da gamificação nos próximos dez anos? | Sebrae MS

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educação a distância; aprendizagem; mídias sociais; gamificação.

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Potencialidades das mídias sociais e da gamificação na educação a distância | Bissolotti | RENOTE

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GAMIFICAÇÃO: JANE MCGONIGAL - JOGAR POR UM MUNDO MELHOR

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TEDx Caixa - Gamificação: Como Engajar Pessoas e Aumentar a Produtividade Através da Diversão

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Learn how to start and run a Makerspace | Hands on STEM Education

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We help schools and libraries start and run makerspaces. Free resources, makerspace projects, makerspace ideas & tips. Project based STEM learning

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I began my journey as an international educator in Peace Corps Thailand, where my interest in cultivating world citizens peaked. I continued my teaching career at the International School of Aruba where I have taught both secondary mathematics and third...

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I began my journey as an international educator in Peace Corps Thailand, where my interest in cultivating world citizens peaked. I continued my teaching career at the International School of Aruba where I have taught both secondary mathematics and third...

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Edited by Paulo Blikstein, Sylvia Libow Martinez, Heather Allen Pang, and Kevin Jarrett

Meaningful Making 2 is a second volume of projects and strategies from the Columbia University FabLearn Fellows. This diverse group of leading K-12 educators teach in Fab Labs, makerspaces, classrooms, libraries, community centers, and museums-all with the goal of making learning more meaningful for every child.

A learning revolution is in the making around the world. Enthusiastic educators are using the new tools and technology of the maker movement to give children authentic learning experiences beyond textbooks and tests. The FabLearn Fellows work at the forefront of this movement in all corners of the globe.

In this book, the FabLearn Fellows share all new inspirational lesson ideas, strategies, and recommended projects across a broad range of age levels. Illustrated with color photos of real student work, the Fellows take you on a tour of the future of learning, where children make sense of the world by making things that matter to them and their communities. To read this book is to rediscover learning as it could be and should be-a joyous, mindful exploration of the world, where the ultimate discovery is the potential of every child.

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Edited by Paulo Blikstein, Sylvia Libow Martinez, Heather Allen Pang, and Kevin Jarrett Meaningful Making 2 is a second volume of projects and strategies from the Columbia University FabLearn Fellows. This diverse group of leading K-12 educators teach in Fab Labs, makerspaces, classrooms, libraries, community centers, and museums-all with the goal of making learning more meaningful for every child.

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"Fizemos uma sensibilização com os educadores, primeiro na escola. Colocamos os educadores com a mão na massa, fazendo alguma coisa. O que a gente trabalhou especificamente foi, primeiro, de fazer eles sentirem a potência de colocar a mão na massa, para explorar vários aspectos da educação. Pode ser com a intenção de aproximar o grupo. Pode ser com a intenção de fazer uma investigação em ciências. Pode ser com uma intenção de contar uma história na aula de português. Dependendo da intenção do educador, o mão na massa pode ser potente se desenhado com aquele olhar", disse Paola.

Diversos projetos foram desenvolvidos pelos estudantes e professores durante as atividades nos Fab Labs, que no caso da unidade do CEU Anhanguera, envolveram professores do fundamental 1 e também de matemática e educação física do fundamental 2, entre outros. A partir desses encontros, surgiram o jogo de dominó feito com a cortadora a laser e a impressora 3D, um jogo africano de matemática que trabalha adição e subtração, chamado Mancala, brinquedos para a brinquedoteca de uma das escolas e troféus e medalhas para serem distribuídos após as competições de educação física. "Em cada situação, adaptamos as oficinas dependendo do interesse das crianças", explica Simone Kubric Lederman, do Instituto Catalisador.

Um professor de matemática que já fazia maquetes dentro da própria escola, descobriu no Fab Lab um espaço onde isso faz muito mais sentido, seja pelo material disponível ou pela possibilidade de reunir diferentes alunos. "Era um professor que já tinha o olhar para tirar a geometria do plano bidimensional e trabalhar o tridimensional. Para ele, o Fab Lab foi uma ampliação e a possibilidade de ter parcerias, pois os técnicos também estão interessados em ajudar", diz Simone. Para mostrar como o trabalho leva um tempo de maturação, a representante do Catalisador conta que uma professora de história que organiza teatro com o 5º ano que não havia visitado o espaço durante as aulas só ficou sabendo de como o espaço pode ajudá-la na devolutiva que o Porvir acompanhou em 27 de outubro. "Deu um clique nela que mostrou que ela poderia ir ao Fab Lab e usar equipamentos que não tinha à disposição na escola para construir um navio negreiro".

Na reunião que aconteceu no Fab Lab do CEU Parque Anhanguera, que fica no mesmo terreno da escola, professores e a coordenação pedagógica da escola discutiram os resultados e possíveis desdobramentos do projeto e foi oferecida mais uma oficina livre, com a participação de 16 alunos. Eles construíram um kit eletrônico chamado Kit Rute para o laboratório. O kit pode ser montado com o aproveitamento de componentes de aparelhos eletrônicos antigos, como leitores de DVDs, joysticks de videogames, rádios, entre outros.

No início da oficina de eletrônica básica, ministrada pelo educador de computação física Josemar Moura, as crianças estavam quietas, mas seus olhos mostravam bastante curiosidade. Ao final do trabalho de três horas, o clima era outro. Todos estavam animados, sorridentes e interessados no aprendizado. "Sempre gostei de tecnologia. Mexer em um circuito e ver o resultado que deu é muito legal. Foi a primeira vez que participei e amei. Vou me inscrever no curso de eletrônica", disse Kyldere Araújo Trindade, 12, aluno do sexto ano do ensino fundamental. A reação foi parecida com a dos colegas. "Foi legal, porque aprendi coisas novas. Mexi em máquinas que não conhecia. O professor de matemática falou que ia ter, e eu falei que queria participar", afirmou Gabriela Ferreira da Silva, 11, outra aluna do sexto ano.

Segundo Josemar, a montagem do kit dá uma sensação de realização nos estudantes ao verem que podem fazer algo funcionar. "No começo, ficam tímidos, depois se engajam e querem continuar a fazer. Além disso, o trabalho aguça a curiosidade, porque eles podem brincar e se desafiar, criando novos componentes com sucata", afirmou.

Ao final do projeto do Instituto Catalisador, que teve o apoio financeiro do Instituto MRV, as coordenadoras irão organizar registros, levantar os números atingidos, produzir um artigo e publicar depoimentos em vídeo sobre a experiência. "Nosso objetivo é que as escolas aproveitem as ideias que apareceram durante o processo de trabalho do projeto e se apropriem disso, desenvolvendo novas atividades que façam sentido para cada uma delas", diz Simone.

De acordo com Simone e Rita Junqueira de Camargo, também integrante do Instituto Catalisador, é possível conferir os resultados do trabalho ao ver que houve engajamento dos participantes, que aconteceram parcerias espontâneas, que eles chegaram a um produto final, a partir de um processo estabelecido por eles, além de exercitarem a tentativa e acerto, a persistência, a formulação de perguntas e a inclusão de todos.

Para Reynaldo Pereira, professor de educação física da EMEF CEU Parque Anhanguera, a relação da escola com o Fab Lab é muito importante. "Mostra quanto a gente aprende com a interação. Precisamos ter mais espaços como este introduzidos nas escolas para que voltemos a perceber que a nossa relação é de troca mesmo", disse.

A turma do quinto ano do ensino fundamental da professora Elaine Soraia Souza de Oliveira, da mesma escola, criou um jogo de tabuleiro. "Gostei. Foi bem interessante. Na aula, eles dispersam com facilidade. Aqui, ficaram concentrados, se organizaram para fazer o trabalho. Quero voltar para fazermos um outro jogo", afirmou.

A coordenadora pedagógica da EMEF CEU Parque Anhanguera Gabriela Vilhagra afirma acreditar que o uso do Fab Lab irá entrar no dia a dia da escola. "Os projetos são moldados ao longo do ano. Agora, sabendo que o laboratório está lá, a probabilidade de os professores incluírem trabalhos no ano que vem é grande", afirmou. Para ela, o empoderamento do aluno e a socialização são os pontos altos do uso do laboratório. "Até um aluno inquieto, agressivo em sala, se encaixou. Lá, ele sabia o que queria. O fato de estar em um ambiente externo também ajudou."

A rede de Fab Labs Livres SP tem 12 espaços espalhados por São Paulo, mantidos por uma parceria da prefeitura da cidade e do Instituto de Tecnologia Social. Qualquer pessoa a partir de 10 anos de idade pode participar das atividades. "Este projeto ajudou a fazer com que os professores conhecessem o Fab Lab. Agora temos muitos projetos com a escola", disse Vinicius dos Santos, técnico do laboratório. O profissional conta que as crianças que participaram do projeto do Instituto Catalisador se interessaram bastante pelos trabalhos feitos em marcenaria e pelo kit Rute. "Eles adoraram mexer com os componentes eletrônicos", afirmou.

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"Fizemos uma sensibilização com os educadores, primeiro na escola. Colocamos os educadores com a mão na massa, fazendo alguma coisa. O que a gente trabalhou especificamente foi, primeiro, de fazer eles sentirem a potência de colocar a mão na massa, para explorar vários aspectos da educação.

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Thingiverse - Digital Designs for Physical Objects

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Download files and build them with your 3D printer, laser cutter, or CNC. Thingiverse is a universe of things.

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Você ainda vai ser um Maker | Heloísa Neves | TEDxIbmec

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O que você precisa saber para inovar e projetar atividades Maker focada na Educação Integral

Este guia traz ferramentas importantes para pensar atividades Maker que promovam uma Aprendizagem Significativa na sua escola, antes mesmo de se iniciar qualquer investimento em espaço e ferramentas.

Conheça mais sobre Aprendizagem Criativa, e seu potencial em criar significado emocional aos conhecimento e competências.

Entenda como integrar a BNCC de forma fluida e completa, promovendo uma educação integral.

Veja como a Abordagem de Reggio Emilia e Aprendizagem Visível pode enriquecer as atividades.

Conheça nosso guia para projetar uma atividade na sua escola: defina os objetivos, avalie a materialidade, profundidade de significados pessoais e métricas de resultados!

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O que você precisa saber para inovar e projetar atividades Maker focada na Educação Integral Este guia traz ferramentas importantes para pensar atividades Maker que promovam uma Aprendizagem Significativa na sua escola, antes mesmo de se iniciar qualquer investimento em espaço e ferramentas.

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Organização do Trabalho Pedagógico - Pensadores da Educação - Piaget - Gestão Escolar

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Ambiente destinado aos diretores, secretários e funcionários e equipes pedagógicas das escolas e aos técnicos dos núcleos regionais de educação e dos CRTEs.

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Crédito: AFP/Getty Images

Jean Piaget (1896-1980) foi o nome mais influente no campo da educação durante a segunda metade do século 20, a ponto de quase se tornar sinônimo de pedagogia. Não existe, entretanto, um método Piaget, como ele próprio gostava de frisar. Ele nunca atuou como pedagogo. Antes de mais nada, Piaget foi biólogo e dedicou a vida a submeter à observação científica rigorosa o processo de aquisição de conhecimento pelo ser humano, particularmente a criança.

Do estudo das concepções infantis de tempo, espaço, causalidade física, movimento e velocidade, Piaget criou um campo de investigação que denominou epistemologia genética - isto é, uma teoria do conhecimento centrada no desenvolvimento natural da criança. Segundo ele, o pensamento infantil passa por quatro estágios, desde o nascimento até o início da adolescência, quando a capacidade plena de raciocínio é atingida.

"A grande contribuição de Piaget foi estudar o raciocínio lógico-matemático, que é fundamental na escola mas não pode ser ensinado, dependendo de uma estrutura de conhecimento da criança", diz Lino de Macedo, professor do Instituto de Psicologia da Universidade de São Paulo.

As descobertas de Piaget tiveram grande impacto na pedagogia, mas, de certa forma, demonstraram que a transmissão de conhecimentos é uma possibilidade limitada. Por um lado, não se pode fazer uma criança aprender o que ela ainda não tem condições de absorver. Por outro, mesmo tendo essas condições, não vai se interessar a não ser por conteúdos que lhe façam falta em termos cognitivos.

Isso porque, para o cientista suíço, o conhecimento se dá por descobertas que a própria criança faz - um mecanismo que outros pensadores antes dele já haviam intuído, mas que ele submeteu à comprovação na prática. Vem de Piaget a idéia de que o aprendizado é construído pelo aluno e é sua teoria que inaugura a corrente construtivista.

Educar, para Piaget, é "provocar a atividade" - isto é, estimular a procura do conhecimento. "O professor não deve pensar no que a criança é, mas no que ela pode se tornar", diz Lino de Macedo.

Com Piaget, ficou claro que as crianças não raciocinam como os adultos e apenas gradualmente se inserem nas regras, valores e símbolos da maturidade psicológica. Essa inserção se dá mediante dois mecanismos: assimilação e acomodação.

O primeiro consiste em incorporar objetos do mundo exterior a esquemas mentais preexistentes. Por exemplo: a criança que tem a ideia mental de uma ave como animal voador, com penas e asas, ao observar um avestruz vai tentar assimilá-lo a um esquema que não corresponde totalmente ao conhecido. Já a acomodação se refere a modificações dos sistemas de assimilação por influência do mundo externo. Assim, depois de aprender que um avestruz não voa, a criança vai adaptar seu conceito "geral" de ave para incluir as que não voam.

Estágios de desenvolvimento

Um conceito essencial da epistemologia genética é o egocentrismo, que explica o caráter mágico e pré-lógico do raciocínio infantil. A maturação do pensamento rumo ao domínio da lógica consiste num abandono gradual do egocentrismo. Com isso se adquire a noção de responsabilidade individual, indispensável para a autonomia moral da criança.

Segundo Piaget, há quatro estágios básicos do desenvolvimento cognitivo. O primeiro é o estágio sensório-motor, que vai até os 2 anos. Nessa fase, as crianças adquirem a capacidade de administrar seus reflexos básicos para que gerem ações prazerosas ou vantajosas. É um período anterior à linguagem, no qual o bebê desenvolve a percepção de si mesmo e dos objetos a sua volta.

O estágio pré-operacional vai dos 2 aos 7 anos e se caracteriza pelo surgimento da capacidade de dominar a linguagem e a representação do mundo por meio de símbolos. A criança continua egocêntrica e ainda não é capaz, moralmente, de se colocar no lugar de outra pessoa.

O estágio das operações concretas, dos 7 aos 11 ou 12 anos, tem como marca a aquisição da noção de reversibilidade das ações. Surge a lógica nos processos mentais e a habilidade de discriminar os objetos por similaridades e diferenças. A criança já pode dominar conceitos de tempo e número.

Por volta dos 12 anos começa o estágio das operações formais. Essa fase marca a entrada na idade adulta, em termos cognitivos. O adolescente passa a ter o domínio do pensamento lógico e dedutivo, o que o habilita à experimentação mental. Isso implica, entre outras coisas, relacionar conceitos abstratos e raciocinar sobre hipóteses.

Ajudando o desenvolvimento do aluno

Brincadeira de casinha: estímulo aos alunos
na idade da representação.

A obra de Piaget leva à conclusão de que o trabalho de educar crianças não se refere tanto à transmissão de conteúdos quanto a favorecer a atividade mental do aluno. Conhecer sua obra, portanto, pode ajudar o professor a tornar seu trabalho mais eficiente. Algumas escolas planejam as suas atividades de acordo com os estágios do desenvolvimento cognitivo. Nas classes de Educação Infantil com crianças entre 2 e 3 anos, por exemplo, não é difícil perceber que elas estão em plena descoberta da representação.

Começam a brincar de ser outra pessoa, com imitação das atividades vistas em casa e dos personagens das histórias. A escola fará bem em dar vazão a isso promovendo uma ampliação do repertório de referências. Mas é importante lembrar que os modelos teóricos são sempre parciais e que, no caso de Piaget em particular, não existem receitas para a sala de aula.

Biografia

Jean Piaget nasceu em Neuchâtel, Suíça, em 1896. Aos 10 anos publicou seu primeiro artigo científico, sobre um pardal albino. Desde cedo interessado em filosofia, religião e ciência, formou-se em biologia na universidade de Neuchâtel e, aos 23 anos, mudou-se para Zurique, onde começou a trabalhar com o estudo do raciocínio da criança sob a ótica da psicologia experimental.

Em 1924, publicou o primeiro de mais de 50 livros, A Linguagem e o Pensamento na Criança. Antes do fim da década de 1930, já havia ocupado cargos importantes nas principais universidades suíças, além da diretoria do Instituto Jean-Jacques Rousseau, ao lado de seu mestre, Édouard Claparède (1873-1940). Foi também nesse período que acompanhou a infância dos três filhos, uma das grandes fontes do trabalho de observação do que chamou de "ajustamento progressivo do saber".

Até o fim da vida, recebeu títulos honorários de algumas das principais universidades européias e norteamericanas. Morreu em 1980 em Genebra, Suíça.

Para pensar

Os críticos de Piaget costumam dizer que ele deu importância excessiva aos processos individuais e internos de aquisição do aprendizado. Os que afirmam isso em geral contrapõem a obra piagetiana à do pensador bielo-russo Lev Vygotsky (1896-1934).

Para ele, como para Piaget, o aprendizado se dá por interação entre estruturas internas e contextos externos. A diferença é que, segundo Vygotsky, esse aprendizado depende fundamentalmente da influência ativa do meio social, que Piaget tendia a considerar apenas uma "interferência" na construção do conhecimento.

"É preciso lembrar que Piaget queria abordar o conhecimento do ponto de vista de qualquer criança", diz Lino de Macedo em defesa do cientista suíço. Pela sua experiência em sala de aula, que peso o meio social tem nos processos propriamente cognitivos das crianças? Como você pode influir nisso?

Quer saber mais?

Atualidade de Jean Piaget, Emilia Ferreiro, 144 págs., Ed. Artmed, tel. 0800-703-3444 (edição esgotada)
Biologia e Conhecimento, Jean Piaget, 423 págs., Ed. Vozes, tel. (24) 2246-5552, 59,50 reais
Epistemologia Genética, de Jean Piaget, 124 págs., Ed. Martins Fontes, tel. (11) 3241-3677, 25,40 reais
Piaget - O Diálogo com a Criança e o Desenvolvimento do Raciocínio, Maria da Glória Seber, 248 págs., Ed. Scipione, tel. 0800-161-700, 49,90 reais
Por que Piaget?, Lauro de Oliveira Lima, 72 págs., Ed. Vozes, tel. (24) 2246-5552, 16,40 reais

continuar lendo

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Jean Piaget, o biólogo que colocou a aprendizagem no microscópio

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Conheça mais sobre a teoria do biólogo Jean Piaget e entenda de que forma ela contribui para a Educação.

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I turned 37 years old today. People like to point out that I don't really look my age, and so I leverage this to act younger and feel younger than I am. And yet, despite my youthful looks, I've have lived nearly four decades on Earth. And if there's anything notable about the period of 1980-2017, it's not my life, it's the rapid proliferation of personal computing and its profound effects on my generation.

To put this in perspective, I was born in a year that people had just started buying computers for their homes. Having one for a whole family was a luxury, and a mostly unrealized promise of a more enriching future of work and play. Now I live in a world in which supercomputers are in every pocket and purse, where the promise of computing is almost too realized. Living through this change has given me a lived perspective that's not only defined my academic interests, but the course of my personal and professional entire life. It defined who I am and what I've given back to the world through my scholarship.

By no coincidence, 1980 was also the year Seymour Papert published Mindstorms, in which he conveyed a vision for how to leverage the democratization of computing for learning. In a way, Papert's book didn't affect my life at all. It didn't change my schools, it didn't change my education, and up to this point in time, it has barely informed my research. I might have used Logo for an hour in 4th grade. It clearly wasn't memorable enough to have transformed my life. And yet, Mindstorms is a book inherently about my life at school, my life as a professor, and my research on computing education.

The first time I read Mindstorms was in my second year of college. I barely got past the first few chapters. I found it dense, impenetrable, and boring. For a book about powerful ideas in "mind-sized bites," it was a 200-page epic argument woven from threads of mathematics, epistemology, the culture of science and education, and social critique. This was a book written for people with Ph.D.'s, not a 19-year old barely capable of theorizing about herself, let alone learning. It was like the Master Sword in Zelda: powerful and necessary tool for achieving my ultimate quest, but only accessible after first proving my courage and wisdom. I wasn't worthy of it yet. (Sorry for the random Zelda reference, I'm currently absorbed in Breath of the Wild!)

Mindstorms' inaccessibility is its biggest problem: I can't just give the book to anyone and have them understand its biggest ideas. It's not the right shape or the right size. To understand it, I've had to live the life I lived, earned the Ph.D. I earned, and read what I've read to comprehend its foundations. I can't expect others to do the same.

So this year I decided to re-read it. But my goal wasn't just to understand it, it was to translate it-for my students, my collaborators, and for you, to make its ideas more accessible. To this end, below I present my articulation of Papert's ideas in as simple and accessible a form as I can muster. Tell me if I got it wrong.

"All of us learn by constructing, exploring, or theory building, but most of the theory building on which we cut our teeth resulted in theories we would have to give up later." - Papert, Mindstorms (Chapter 5)

The central premise of Papert's ideas about learning is that we "construct" knowledge. His claim here is not that we literally do this out of bricks, blocks, code, or paper, but that our process of learning as humans is an iterative, cumulative one, not one of "absorbing" knowledge fully formed.

From this follows Papert's central critique of modern education: it assumes that the end product of academic discoveries-say, Newton's F=ma -is something that is meaningfully digestible by human minds. Papert rejects this. In fact, he believed that Newton himself only understood his second law in its mathematical form after a tortured decade with other representations of his ideas. So why would anyone arrive at his same intuition by just encountering its propositional form?

Papert further argued that the very scientists and engineers who depend on Newton's formula also didn't learn it by absorbing it directly into their minds, but rather, they had to develop their own personal understanding of the formula's meaning by building upon their prior knowledge, such as their physical experiences with bicycle riding or playing billiards. You may remember sitting in a physics class doing just this, wracking you mind trying to get an intuitive sense of the math, but only having your eureka moment when you found the right non-mathematical representation of the idea that was deeply linked to something you already understood. Only then could you link you prior knowledge to Newton's formal representation. This is Papert's "construction" of knowledge in action.

That is not to say that Papert believed the formal notations we find in science are not useful, but that they are not useful for learning. Instead Papert proposed that education must make room for the iterative development and improvement of ideas. In that sense, we all converge toward F=ma, only after beginning with many brittle but useful theories about the relationship between mass and acceleration, much like Newton did on his path to discovering it.

A key corollary of Papert's critique of modern education is that by learning academic's formal representations of knowledge, students come to hate learning. Papert believed that learning to memorize and compute F=ma, completely divorced from its meaning in the world and in a person's life, essentially requires teachers to lie to children about its relevance. He lamented that teachers around the world must regularly argue, " This formula is important and valuable to you," when teachers know it is not, and don't even believe it is personally valuable to them. Papert believed that this deception erodes the relationship between teachers and children, and ultimately erodes the trust and respect of educational institutions. (I see this regularly in my daughter's reaction to school and it's excruciating; I hopelessly try to fill the gaps that teachers leave unaddressed, such as why Newton wanted so badly to discover mechanics).

Additionally, Papert was critical of educational institutions resistance to the inevitable need for children to refine their theories of ideas over time. Papert believed that if it is true that people learn by essentially "debugging" their beliefs, school should be a place in which debugging is viewed as essential, encouraged, and supported. Yet, because of the obsession with teaching the knowledge academics view as most correct, students get the idea that there is "right" knowledge and "wrong" knowledge, rather than just useful personal knowledge that is to be improved. Just as the teachers' lie about relevance erodes learning, Papert viewed education's resistance to supporting the iterative construction of knowledge as invalidating the natural process by which children learn.

Papert argued that instead of teaching our most "correct" forms of knowledge to children-Newton's F=ma-we should be crafting representations of those ideas that are more easily linked to children's prior knowledge and more easily appropriated by children to engage their interests. Papert's exploration of this idea was , a programming language designed to develop children's nascent theories about geometry upon their already developed personal experiences of egocentric position, movement, and command. Papert observed that every child has the experience of where they are in space, what it means to move in space, and what it means to tell other people how to move in space. Papert believed that offering children a notation that leveraged this universal knowledge, children would be able to build more robust, intuitive theories of geometry that were more powerful than our mathematical theories of geometry. These theories of geometry would of course be temporary and eventually replaced with better, more formal ones, but Papert believed this more personal construction of knowledge would prevent children from coming to hate geometry. They might even love it.

Logo was essentially a simple imperative programming language that commanded a "turtle" to move and turn in space, drawing lines as it did. In that sense, it was simple. But Papert didn't so much care about what it was as a programming language, but what ideas the programming language contained, and how those ideas helped children form new ideas about geometry.

Papert didn't view Logo as the only powerful representation. To him, it was just an example suitable for geometry and physics, used to illustrate a broader point about how some representations are more powerful than others for learning. He envisioned a world in which there were hundreds of powerful representations spanning all kinds of knowledge, carefully crafted by researchers and educators as personally meaningful, powerful representations serving as entry points into everything humanity has learned.

Papert saw one problem with representations such as the Logo turtle: they were still abstract. You couldn't walk into a classroom, have people command each other to behave like the Logo turtle, and empower each student to explore the world of geometry in personally meaningful ways. Kids would be waiting around, unable to develop their own ideas, watching as those who engaged most deeply had all the fun. It wouldn't scale and it wouldn't be personal, because whatever that turtle was drawing would be socially determined, not personally determined.

With a computer, however, the world defined by the Logo turtle could be simulated not only for each individual student, but also simulated at a much higher fidelity and speed, producing output that a child might find personally meaningful. One could write commands for the turtle and immediately see the effects, rather than having to imagine the effects, or wait for a human to play out the effects on a student's behalf. And one could write their own programs that produced personally relevant output, exploring the world made possible by Logo's big ideas of ego-centric positioning. To Papert, personal computers were therefore the perfect medium in which to engage students with powerful representations:

"Before computers there were very few good points of contact between what is most fundamental and engaging in mathematics and anything firmly planted in everyday life. But the computer -mathematics speak being in the midst of the everyday life of the home, school, and workplace - is able to provide such links. The challenge to education is to find ways to exploit them." - Papert, Mindstorms (Chapter 2)

But it wasn't just computers that Papert viewed as necessary for realizing his vision. It was also computing, and in particular, concrete expressions of systematic procedures, which we now call algorithms. Papert viewed algorithms as descriptions of action in the world and a means for reflecting on action. By encouraging children to write down algorithms as part of their learning, he believed we might help them learn to better reflect concretely on their ideas, accelerating their construction of knowledge.

Because of the power of algorithms, Papert lamented that schools taught so much about numbers but so little about procedures:

"In our culture number is richly represented, systematic procedure is poorly represented" - Papert, Mindstorms (Chapter 7)

He imagined a world in which children learned just as much about algorithmic thinking as they did about numerical thinking, evening coining the widely used phrase "computational thinking," in the hopes that thinking like a computer, combined with more powerful representations for making that thinking explicit, would be a path to better learning of all subjects.

Some of the biggest critics of Papert's ideas were teachers themselves: they could not comprehend a world without curriculum, pedagogy, learning objectives, and assessments.

Papert responded with a vision of education as facilitating bricolage, which is the construction new things out of what is available, namely, the knowledge a child has available:

"But 'teaching without curriculum' does not mean spontaneous, free-form classrooms or simply "leaving the child alone." It means supporting children as they build their own intellectual structures with materials drawn from the surrounding culture. In this model, educational intervention means changing the culture, planting new constructive elements in it and eliminating noxious ones. This is a more ambitious undertaking than introducing a curriculum change..." - Papert, Mindstorms (Chapter 1)

Papert's vision of teachers was therefore not as someone "presenting" knowledge and guiding their "acquisition" toward it, but as someone understanding a child's prior knowledge, intuitively understanding the opportunities to build on top of that knowledge in a manner that results in a deeper understanding of a concept.

Papert went further, arguing that because children must view knowledge as relevant to want to know it, educators must also understand the cultures in which children are embedded:

"Thus we are brought back to seeing the necessity for the educator to be an anthropologist. Educational innovators must be aware that in order to be successful they must be sensitive to what is happening in the surrounding culture and use dynamic cultural trends as a medium to carry their educational interventions." - Papert, Mindstorms (Chapter 8)

This demanded that teachers and education researchers be more than just experts on a subject: it demanded that they be experts on the social worlds in which their children live, so they could make culturally meaningful representations of ideas.

When describing his vision, Papert worried a lot about where all of the powerful representations like Logo's turtle would come from:

"...the essential remaining problem in regard to the future of computers and education: the problem of the supply of people who will develop these [powerful representations]. The problem goes much deeper than a mere short supply of such people... there is a role but no place for them. In current professional definitions physicists think about how to do physics, educators think about how to teach it. There is no recognized place for people whose research is really physics, but physics oriented in directions that will be educationally meaningful."-Papert, Mindstorms (Chapter 8)

Here, Papert is essentially concerned about what institutions would support the work of physics education researchers, as they weren't likely to be recognized as either physicists or education researchers. While this problem has been overcome in some domains (by coincidence, math and physics education are quite mature and have found homes in education, math, and physics), it remains a major issue for most other areas of education. It's a particular issue for my doctoral students who study computing education: will they join CS departments or Education departments or rejected by both?

For the most part, I agree with most of Papert's claims. I agree with his fundamental view of knowledge as constructed. I agree with his view of computers as a powerful medium for creating contexts for constructing knowledge. I also see explicit representations of algorithms as powerful in facilitating reflection on ideas.

That said, I struggle with Papert's utopian vision of education. In a small class, it's not too hard to scale feedback, help, and facilitation, and if Papert's ideas about learning are right, it might even be possible to sustain engagement for most children over long periods of time. These matters of classroom management are not so much of a barrier in principle, but ensuring classes are small enough is a still a monumental resource challenge. More fundamentally, however, Papert's ideas demand breaking the fundamental assumption of school, that children of similar ages learn similar things. It's hard to imagine an educational institution that would actually realize Papert's ideas about learning without violating this constraint, allowing children to follow their interests, learn different things at different paces. I do believe that this would be an ideal context for learning, but Idon't buy that it's feasible. Teachers would have to be virtuosos of many domains and representations, and would have to scale the facilitation of so many diverse student interests. That's a lot of teacher training and a lot of research to build new representations. I'm skeptical that any country would invest in such a wholesale reinvention of learning and I'm uncertain that we could teach teachers to succeed in this model.

Finally, there's a lot that Papert didn't talk about that I also think is critical to learning. Most notably, he really said nothing about the need for explicit instruction and guidance to bootstrap the kind of personal construction of knowledge. I've taught too many children and adults to believe that all people need to learn is a fascinating powerful representation: at some point, Papert had to explain the commands FORWARD, BACK, RIGHT, LEFT, PENUP, PENDOWN, and so on. Children would not have discovered the meaning of these ideas independently without a teacher providing an example, an explanation, and a motivating context. As Kirschner, Sweller, and Clark argued in their article " Why Minimal Guidance During Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching ":

The advantage of guidance begins to recede only when learners have sufficiently high prior knowledge to provide "internal" guidance. Recent developments in instructional research and instructional design models that support guidance during instruction are briefly described. ( Kirschner et al. 2006)

That said, arguing for or against Papert is false dichotomy. I believe that high quality, engaging, and explicit instruction is necessary to bootstrap learning, but that personally relevant exploration is also inevitable and necessary. The grand challenge for any teacher, and any researcher of education, is to envision ways of weaving guidance and exploration together throughout a child's education.

I'm a bit uncertain what Papert would think about the efforts to integrate ideas about algorithms in K-12 education throughout the world. On one side, he might be overjoyed that the idea of every child might learn how to think about "systematic procedures." On the other side, he makes clear in Mindstorms that he was no fan of curriculum, of learning objectives, and of standards. Recent efforts like the CSTA's K-12 Computer Science Standards might seem to him worse than teaching nothing about computing at all, because he might fear it would only create a similar disdain for computing that children find with math and science in school. I have the same fear.

I think the unique challenge for those of us interested in applying Papert's ideas to K-12 education is to think of new CS classes in middle and high school as a constructionist refuge in inherently anti-constructionist institutions. After all, understanding through algorithms is at the heart of computer science, and so a classroom culture build upon that ideal would be authentic to both Papert and to computing. And Papert is partly to thank for that.

Seymour Papert died last year on July 31st, 2016. Whatever you think of his ideas, and however right or wrong they are, they are worth grappling with in our search for a more empowered, enlightened future for humanity.

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Mindstorms: what did Papert argue and what does it mean for learning and education?

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I turned 37 years old today. People like to point out that I don't really look my age, and so I leverage this to act younger and feel younger than I am. And yet, despite my youthful looks, I've have...

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Como a educação mão na massa chega até a sala de aula? - Especial Educação Mão na Massa

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Em podcast, o professor e pesquisador Paulo Blikstein conta o que é educação mão na massa e como escolas podem mudar a forma de ensinar e aprender

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Como a educação mão na massa chega até a sala de aula? - Especial Educação Mão na Massa

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Em podcast, o professor e pesquisador Paulo Blikstein conta o que é educação mão na massa e como escolas podem mudar a forma de ensinar e aprender

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O que é Cultura Maker e qual sua importância na educação?

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“Faça você mesmo” é uma das premissas do século XXI. Entenda, neste artigo, o que é a cultura maker e por que esse movimento é importante para a educação.

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Da gambiarra ao movimento maker: uma nova forma de ser inventor

Acesso à internet e espaços colaborativos mudam relações das pessoas com suas criações

Gabriel Hirabahasi, Luciana Amaral, Luiza Pollo Mazurek, Priscila Mengue, Vitor Tavares e Yuri Alexsander

Muitas das invenções que Leonardo da Vinci pensou, como tanques de guerra blindados e paraquedas, só saíram do papel séculos depois, pelas mãos de outros criadores. Se estivesse vivendo hoje, o italiano provavelmente não teria dificuldade em assinar as novas ideias. Nem ele nem qualquer pessoa que queira fazer os próprios objetos, seja por uma nova opção de consumo ou pelo prazer de ver projetos se tornarem reais. Incentivados, sobretudo, pela expansão da internet e seu poder de compartilhar informações, os agora makers não estão mais isolados, mas reunidos e em movimento.

O movimento maker já está dentro de salas de aulas, multinacionais, garagens de casas e laboratórios equipados com máquinas de fabricação digital, tornando a lógica do "faça você mesmo" um fenômeno tecnológico e coletivo. Para ser maker, só é preciso compartilhar experiências com quem também quer pôr a mão na massa. Um aquecedor de água feito no Brasil pode ser facilmente reproduzido e recriado pelos japoneses, por exemplo. "É exatamente o que aconteceu com a computação, a comunicação e a web. Agora, está chegando às coisas físicas", defende o autor britânico Chris Anderson, que se tornou um dos principais defensores do movimento com o livro Makers: a Nova Revolução Industrial.

Se com apenas uma impressora 3D caseira conectada ao computador os fazedores podem desenhar e imprimir os brinquedos dos filhos, reunidos em espaços coletivos eles estão criando soluções para problemas maiores. Na África, jovens quenianos criaram incubadoras para hospitais de Nairóbi; nos Estados Unidos - onde a própria Casa Branca recebeu uma feira de makers em 2014 - a aposta é trazer o trabalho manufaturado de volta para a maior economia do mundo.

Nesse contexto, o movimento reúne adeptos não só na internet, mas também em espaços físicos equipados com máquinas de fabricação digital, chamados makerspaces. São lugares que têm o papel de associar a tecnologia ao conhecimento, diz o professor da USP e especialista no assunto, Paulo Eduardo Fonseca. "O movimento desconstrói aquilo dito pelo pensamento moderno de que o fazer é menos importante. Mas há uma grande euforia. Não devemos ficar na superficialidade de fazer apitinho, canequinha." Fonseca foi o responsável por trazer ao Brasil, em 2011, o primeiro makerspace da Fundação Fab, ligada ao Instituto de Tecnologia de Massachusetts (MIT), dos Estados Unidos.

Já são mais de 550 Fab Labs ao redor do mundo, 22 deles em cidades brasileiras como Porto Alegre, Brasília e Recife. São Paulo, entretanto, é a primeira a adotar o movimento maker como política pública por meio da rede Fab Lab Livre SP. Os quatro primeiros laboratórios municipais já estão abertos em fase de testes no Centro, Cidade Tiradentes, Penha e Itaquera. A prefeitura pretende inaugurar outras oito unidades em março de 2016, com investimento total de R$ 8,3 milhões em dois anos.

Na Europa, onde a rede de makers se espalha em países como Inglaterra e Itália, um dos mais antigos Fab Labs é o de Barcelona, na Espanha, aberto em 2007. O diretor do espaço, Tomas Diez, afirma que o movimento não substitui a indústria porque nem tudo pode ser fabricado em casa. O que muda, diz o venezuelano, são as relações de trabalho. "Ele cria empregos, porque as pessoas podem ser mais independentes e começar a fazer objetos com maior valor agregado. Esse é o início de um modelo em que as pessoas decidem sem depender dos que controlam os meios de produção."

Na opinião da arquiteta Heloisa Neves, uma das referências do movimento no Brasil, ele também muda a relação da sociedade com a tecnologia e o consumo. O foco, porém, não deve ser nas máquinas, mas nas pessoas. "A tecnologia somente facilita a criação. A cultura maker vira ao avesso o que aprendemos na escola. Você é o agente que causa."

Qual é o futuro do movimento maker?

O movimento maker pode ser a terceira revolução industrial?

Todo mundo pode ser maker?

Os brasileiros têm vocação para ser maker?

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Acesso à internet e espaços colaborativos mudam relações das pessoas com suas criações Gabriel Hirabahasi, Luciana Amaral, Luiza Pollo Mazurek, Priscila Mengue, Vitor Tavares e Yuri Alexsander Muitas das invenções que Leonardo da Vinci pensou, como tanques de guerra blindados e paraquedas, só saíram do papel séculos depois, pelas mãos de outros criadores.

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Reward Highlight: We'll plant a tree for each digital pledge!

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"Maker" is a feature-length documentary on the Maker Movement and its impact on society, culture and economy in the U.S.

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Specialist in engaging people through design and maker methodologies & promoting mindset changes

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O Criativos da Escola é um programa do Instituto Alana que encoraja crianças e adolescentes a transformarem suas realidades.

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Design Thinking na educação  | Destino Educação - Escolas Inovadoras (EUA)

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Over the past decade there has been a resurgence of interest in making things—as opposed to merely consuming them—and the theme of making has risen to the surface in national and global conversations around economics, entrepreneurship and education. Whether in schools, after-school settings, librari…

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Todo mundo fala sobre tirar uma ideia do papel. Mas e colocar?

* originalmente escrito para o Google Primer https://www.yourprimer.com/

Especialmente nos dias de hoje, é fácil se prender no emaranhado de ideias que surgem e desaparecem em segundos. Muita gente me pergunta: "Como você teve a ideia da sua startup?" . E geralmente a resposta desaponta. Eu digo sempre que um dia, depois de 10 anos no mercado, cansei de ver profissionais e empresas brigando ao invés de negociar. Cansei de ver amigos saírem do mercado criativo por não saberem se vender. E principalmente não aguentava ver mais profissionais reclamando que o mercado não prestava. Eu sabia que a grande maioria não sabia se vender...
Essa resposta desapontava, pois todo mundo espera uma fórmula, uma metodologia ou algo facilmente replicável. Na verdade, a arte de colocar uma ideia no papel é relativamente simples. Leva tempo e observação.
A dificuldade é saber qual ideia você coloca no papel.
Então vamos a uma maneira que uso para colocar as minhas ideias no papel.

1. Por onde começar?
Comece pelo final. Isso mesmo. Não é piada. O final é o resultado da ideia. Como e quem sua ideia vai ajudar. Qual impacto ela vai causar. Qual o resultado prático da sua ideia na vida de uma pessoa, de um grupo de pessoas ou na sociedade.

2. Ajudar os outros = fazer negócio.
As ideias mais incríveis do mundo vieram de indivíduos que desesperadamente tentaram ajudar os outros a resolver um problema. Da lâmpada ao iPhone. Tudo passa por um processo de profunda análise da vida e dos outros. Sempre que alguém tem uma ideia que se destaca, no fundo ele(a) está resolvendo um problema que afeta muitas pessoas.

3. Nunca tenha uma ideia pensando no dinheiro.
Calma. Não é nada sobre socialismo. estamos falando sim de dinheiro. mas dinheiro é consequência de um ciclo de ações. fazer alguém voluntariamente tirar o dinheiro da carteira e te pagar por um serviço é algo extremamente complexo. e ainda no processo, encantar o cliente fazendo com que este compre novamente. é ainda mais difícil. Por isso considere o dinheiro um dos elementos da sua ideia.

4. Como eu sei que tenho uma boa ideia nas mãos?
Não da para saber. Lembre-se que alguém um dia em uma sala de reunião disse: " que tal fazer um filme sobre um tornado cheio de tubarões que comem as pessoas por onde passa?"
Não acredito em brain storming. O que fala mais e melhor, sempre domina o tema. Por isso não deixe os outros falarem que sua ideia não é boa. Eu escutei muito isso com o Trakto. Me disseram várias vezes que minha ideia era ruim. No começo ninguém nem se quer queria escutar a minha ideia. Sabe o que faz uma boa ideia a execução. Por isso não se preocupe em ter uma ideia muito diferente. Ou que todo mundo fala que não vai dar certo. Muitas vezes é um indicador que você está no caminho certo. Agora, respeite pelo menos algumas leis da física.

5. Existe alguma ferramenta para ajudar?
Existem várias. Eu gosto muito e uso muito do MindNode
https://mindnode.com/ . Uso semanalmente para colocar ideias no papel.
Funciona criando pequenos blocos de textos e conectando eles em uma hierarquia.

6. Como escrever uma ideia?
Não tem muito segredo nisso. Esqueça o português correto. não seja chato ao criar. esse é um momento onde precisamos organizar o pensamento em algo prático. Existe uma metodologia muito legal que é o Lean Canvas. Diferente do Business Canvas, o Lean Canvas foca no aspecto da ideia e quem ela atinge diretamente no processo.
Existe uma ferramenta gratuita chamada: https://leanstack.com
Super legal também.

7. Onde pesquiso referências?
Precisa de inspiração para as ideias? Eu sugiro. Viaje. Viaje muito como se não houvessse amanhã. Procure viagens por experiência e por vaidade. Estar numa sociedade diferente faz você repensar toda a sua existência. Não tem dinheiro para viajar? Assista documentários. Ajuda. Mas principalmente faça uma poupança e viaje.

8. Onde encontro sites legais sobre ideias?
Vou passar dois que acho incríveis.
www.Behance.net - o maior museu digital do mundo. Tem muita coisa visual boa para você.
www.Producthunt.com - Uma curadoria de tudo quando é tipo de produto.

9. Devo contar minha ideia para alguém? E se alguém roubar?
Sempre conte suas ideias. Olhe, a chance de alguém "roubar" sua ideia é perto do zero. Imagine que para uma pessoa partir da sua ideia ela tem que primeiro abandonar a dela. segundo. é tudo sobre execução. Você deve sim proteger o resultado do seu trabalho. Mas ideia não tem dono. A não ser patentes, que para mim já se encaixa como resultado de trabalho. Vejo muita gente que chega pra mim pedindo ajuda sobre uma ideia que teve mas não conta a ideia com medo de alguém roubar. Essa é a pior estratégia que você pode ter. Pois alguém pode te abrir uma porta para um próximo passo. pode financiar e pode até construir junto com você.

10. Sonhe como se ninguém estivesse olhando.
Não se amarre a aprovação de alguém. Seja ele o expert que for. Seja sua família, seu melhor amigo ou amiga ou até seu parceiro(a) na vida. Aprenda que uma parte da existência humana é ligada a criatividade. E isso é diretamente ligado a liberdade. Se livre de preconceitos, de vícios sociais e principalmente da opinião do outro. Ideias são como ondas de rádio esperando uma antena para virarem a próxima solução para um problema.

Sou CEO e fundador da Trakto, www.trakto.io uma plataforma de criação de incríveis materiais de marketing digital.
Eu to sempre no Facebook aperriando os outros com minhas histórias: https://www.facebook.com/pauloblob

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Ideação. A arte de colocar ideias no papel

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originalmente escrito para o Google Primer https://www.yourprimer.com/ Especialmente nos dias de hoje, é fácil se prender no emaranhado de ideias que surgem e desaparecem em segundos. Muita gente me pergunta: "Como você teve a ideia da sua startup?" . E geralmente a resposta desaponta.

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abdução; auto-organização; crenças; criatividade; disposições; hábitos; parâmetros de ordem

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Peer to peer? PBL? Big data? A educação está se transformando e muitos termos ainda são estranhos à rotina escolar. Que tal um dicionário que explique esses novos conceitos e ainda mostre como colocá-los em prática?

Baixe o ebook gratuito e entenda as tendências que tomam conta do cenário educacional!

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EBOOK - Pequeno glossário de inovação educacional

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Peer to peer? PBL? Big data? A educação está se transformando e muitos termos ainda são estranhos à rotina escolar. Que tal um dicionário que explique esses novos conceitos e ainda mostre como colocá-los em prática? Baixe o ebook gratuito e entenda as tendências que tomam conta do cenário educacional!

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Steven Johnson - De onde vêm as boas ideias

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O design thinking é um conceito que surgiu dentro da área de design mas que pode ser aplicado em qualquer outra. O significado é justamente o que o termo em inglês propõe: uma maneira de pensar através do design. Ou seja, com criatividade e simplicidade, em busca de múltiplas soluções possíveis e sempre com foco nas pessoas. Muito usado por empresas para criar novos produtos ou estratégias e também para inovar, essa maneira de pensar também se aplica muito bem à área da educação porque propõe acima de tudo, construção e comunicação coletiva com empatia.

A empatia vem do esforço para sintetizar informações e se comunicar com o outro com clareza ao se colocar em seu lugar de entendimento da situação. Diferente de transmitir uma ideia da maneira que te convenha, o Design Thinking propõe um olhar mais cauteloso a partir de uma conexão mais intensa e produtiva.

É uma maneira de organizar ideias em busca de soluções práticas, mas também pode ser uma maneira de transmissão e absorção de determinado conhecimento. Para isso, o Design Thinking faz uso dos elementos visuais para literalmente desenhar a ideia por meio de fluxos, organogramas, símbolos, cores, títulos, entre outros (método chamado de visual thinking).

Uma outra forma de pensar, é a de que o visual thinking te ajuda a contar uma história por meio de desenhos ou elementos visuais. Por isso é que a abordagem além de sintetizar e esclarecer, também é leve e mais divertida.

A organização e ênfase hierárquica desses elementos também ajudam na assimilação das informações de maneira mais rápida.

Lembrando que por mais que seja associado ao desenho, pode (e deve) ser usado por não designers também. No fim, o desenho é só uma ferramenta de auxílio para a transmissão da ideia e não há necessidade de ser complexo. Então, não é feito para ser apenas esteticamente atraente, mas acima de tudo, funcional.

Veja abaixo, um quadro de Design Thinking que traz insights justamente sobre Design Thinking.

Fases do processo de Design Thinking

Apesar da proposta de desenvolvimento da criatividade ser maior do que qualquer fórmula pronta, o design thinking também traz algumas fases com base em níveis.

No quadro abaixo, são trazidas 5 fases da descoberta até o nível de evolução.

Nesse caso, os níveis aplicam-se especialmente para resolução de problemas e busca de soluções.

Design thinking para gestores, professores e alunos

Quando pensamos em transmitir uma mensagem ou conteúdo, especialmente dentro da área da educação, logo nos vem à cabeça a relação de professor-aluno,geralmente sendo o professor um transmissor do conteúdo e o aluno um receptor.

Porém o Design Thinking estimula não apenas a troca por meio de uma comunicação fácil e coerente, mas também a organização dos seus próprios pensamentos, ideias e planejamentos.

Dentro da escola, ele pode ser usado tanto por gestores, quanto professores ou mesmo alunos, seja em grupos ou individualmente. Afinal, antes de ser uma ferramenta de conexão com os outros, o design thinking também pode ser uma ferramenta de visualização do seu próprio conhecimento.

Se alguém não consegue visualizar e organizar o que sabe, entendendo níveis de importância e prioridade, além de ser capaz de realizar assimilações práticas, dificilmente essa pessoa terá capacidade de transmitir esse conteúdo adiante.

Quem e como pode usar Design Thinking na educação

Gestores:

Gestores podem realizar seu planejamento escolar e desenhar suas principais estratégias através do design thinking. Também podem usá-lo para mediar reuniões com professores, tornando-as mais leves e produtivas. Além disso, ainda é um recurso de formação pedagógica através de treinamentos e oficinas.

Um exemplo é quando você resolve adotar uma nova metodologia de ensino em sua escola. De forma muito simplificada, você poderia desenhar um círculo central que resuma o propósito dessa nova metodologia. Ao desenhar flechas ao redor desse círculo, é possível apontar para pilares que a sustentam. Dentro de cada pilar, também podem haver subitens menores.

Assim os professores poderão entender a essência dessa ideia de forma muito mais rápida.

Professores:

Para os professores, o design thinking pode ser usado antes, durante a após a sala de aula. Antes, durante o seu planejamento que pode ser tanto de aulas em si quanto de sua carreira, se atentando para estudos e habilidades que eles mesmos precisam para evoluir. Durante, para explicar conceitos aos alunos e desenvolver uma aula mais interativa entre eles, inclusive propondo atividades em que os alunos desenvolvam o design thinking em grupos. Após, para entender métodos de avaliação e mensurar melhor os resultados.

Alunos:

Na sala de aula em contato com os professores, os alunos podem se beneficiar de um conteúdo transmitido de maneira mais atraente. Dessa forma, não só irão aprender através do design thinking, mas também irão aprender o design thinking em si e até passar a utilizá-lo. Seja para organizar conhecimentos e estudar ou até para visualizarem outros pontos de suas vidas e resolver problemas em geral.

Para além das expectativas, os alunos também podem ensinar uns aos outros e se ajudarem entre si. Afinal, não há melhor forma de aprender do que ensinar.

De acordo com uma matéria da Descola: "Ao se aplicar o DesignThinking na educação, o estudante é colocado como ator do processo, e não mais como simples receptor de informações. Ele vai analisar o problema, expressar seu ponto de vista, expor suas dificuldades e propor soluções. Tudo isso é feito coletivamente, para que o estudante compartilhe das múltiplas abordagens para um mesmo problema: nenhuma resposta é perfeita, e as melhores soluções surgem quando se reúnem perspectivas aparentemente divergentes. Assim, o Design Thinking promove a colaboração e a empatia."

Hora de testar!

Mudar processos e adaptar novidades à realidade do cotidiano, de início, pode não parecer tarefa fácil. Porém, todos os educadores podem se enxergar como designers, enquanto criadores de novas realidades diante de um "papel em branco" no processo de aprendizagem.

O Design Thinking é uma abordagem extra que pode deixar as aulas não apenas mais eficazes como também mais divertidas!

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Design Thinking na educação: um método de aprender e ensinar com empatia e criatividade

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O design thinking é um conceito que surgiu dentro da área de design mas que pode ser aplicado em qualquer outra. O significado é justamente o que o termo em inglês propõe: uma maneira de pensar através do design. Ou seja, com criatividade e simplicidade, em busca de múltiplas soluções possíveis e sempre com foco nas pessoas.

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Eduardo Barretto

Fablab: A vanguarda da nova revolução industrial, de Fabien Eychenne e Heloisa Neves

O livro, de 2013, reedita e complementa uma edição da obra francesa - de Fabien Eychenne, que em 2011 e 2012 visitou fablabs ao redor do mundo para entender melhor o movimento maker. Ali está uma parcela fiel dos envolvidos nessa cultura, em todos os espectros. As colaborações de Heloisa Neves no livro mostram o primeiro ano da rede Fablab no Brasil. Heloisa é um dos grandes nomes do movimento maker nacional. Ela é diretora executiva do Fab Lab Brazil Network e criadora do We Fab. Atualmente, leciona na Faculdade Insper e finaliza um PhD em inovação maker. O livro é creative commons e está disponível para download aqui.

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Eduardo Barretto O livro, de 2013, reedita e complementa uma edição da obra francesa - de Fabien Eychenne, que em 2011 e 2012 visitou fablabs ao redor do mundo para entender melhor o movimento maker. Ali está uma parcela fiel dos envolvidos nessa cultura, em todos os espectros.

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LESSON PLAN FOR KIDS

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As a curriculum developer, middle school teachers have told us how difficult it can be to teach empathy skills in a way that their students will understand and relate to.

Because of this, they ask if we have any lessons or activities to teach empathy to middle school students.

Our career readiness curriculum touches on empathy in relation to communication and customer service. However, it may not be the best fit for everyone.

Business&ITCenter21 is a full-fledged curriculum designed to teach dozens of career readiness and 21st Century skills, such as digital citizenship, professionalism, critical thinking, and leadership.

But some teachers are only looking for supplemental lesson plans to teach empathy.
To help you best teach empathy to middle schoolers, we've put together a list of seven popular options:

1. Lesson on Developing Empathy from Teaching Tolerance

2. Collection of lessons on teaching empathy from The Teachers Guild

3. Be Fearless, Be Kind: An Empathy Toolkit from Hasbro & Ashoka

4. Empathy Activities from Preventing Bullying

5. 5 Activities for Building Empathy in Your Students from Brookes Publishing Co.

6. Empathy program from Minneapolis Public Schools

7. 4 Proven Strategies for Teaching Empathy from Edutopia

On this page, we'll get into the details of each resource to help you decide which options could work for you and your students.

First, let's talk about why empathy education is important.

Why Do You Need to Teach Empathy to Middle Schoolers?

You may have noticed that people - especially students - spend a lot of time in front of screens these days.

This is problematic for two big reasons:

1. The Internet allows and encourages individuals to be compassionless

2. Too much screen time can damage developing brains

First, with smartphones, tablets, televisions, laptops, smartwatches, and other tech, it's kind of hard to find a time when you're not looking at something connected to the Internet anymore.

This is what researcher Dr. Adrian F. Ward calls "supernormal" in a research study of the same name published through the University of Colorado, Boulder. The new normal includes the transfer of information at breakneck speeds that simply wasn't present in previous generations of humanity.

In essence, the Internet provides an avenue for individuals to change or present themselves via social media, information consumption, public announcements, and more.

That allows individuals to communicate with one another in real-time without the use of vocal tone or face-to-face contact - two key elements in positive conversation - which makes it significantly harder to use empathy when communicating.

(If you'd like an example of this, just look at anyone's Twitter feed or a YouTube video's comment section.)

This means it's possible for students to grow up making snap judgments about someone's statements.

That makes it easier for these behaviors to bleed into interpersonal relationships where someone doesn't behave empathically because they've never had to consider others' feelings in a serious way.

Second, to make matters more interesting, no one really know how Internet-connected devices impacted developing brains until 2012. It's more than just behavior - screens actually change teens' brains.

Dr. Fuchun Lin and Yan Zhou conducted brain scans of adolescents and teens who were considered "addicted" to the Internet. While Internet "addiction" is not widely accepted as an actual addiction, it led Lin and Zhou to some interesting discoveries.

Most notably, teens who were considered "addicted" literally lost some of their brains.

The gray matter of the insula - the part of your brain responsible for empathy - was greatly reduced in individuals who spent excessive amounts of time in front of screens.

Researchers noticed that these same teens exhibited compromised white matter, reduced cortical thickness, impaired cognitive functioning, cravings for screen-related activities, and impaired dopamine function.

Incidentally, many of these symptoms overlap with those of actual long-term drug addicts.
With these two ideas in mind - compassionless conversation and physical brain changes - it's crucial to teach empathy at every level of a student's development.
Now that you're motivated to teach empathy, let's lighten the mood with some empathy lesson plans!

1. Developing Empathy (Teaching Tolerance)

Teaching Tolerance seeks to improve the world by informing today's developing minds about compassion, acceptance, and empathy.

That's why they have a great lesson for middle schoolers called Developing Empathy.

In this lesson plan, students will learn about empathy, practice it with one another, and incorporate empathic ideas like active listening.

They'll learn vocabulary, pair up with partners, and discuss their feelings on different ideas you pitch.

This lesson plan is brief compared to some of the others on our list, but it's a great starting point for students to understand empathy and how to use it.

2. Empathy in Your Classroom (The Teachers Guild)

Empathy in Your Classroom is a collection of lesson ideas from the Teachers Guild, published via Oakland University.

In it, you'll find 11 concepts for empathy lessons complete with grade levels, instructions, and links to learn more.

These lessons have all been developed and refined by the teachers who submitted them to the Teachers Guild, making them excellent starting places if you're teaching empathy for the first time.

Regardless, with such a wide variety of perspectives and ideas, you're sure to find at least one lesson in this document that will fit into your curriculum.

3. Be Fearless, Be Kind: An Empathy Toolkit (Hasbro & Ashoka)

Be Fearless, Be Kind is a collaborative campaign between Hasbro and Ashoka that focuses on the social life aspect of empathy.

In this document, the publishers discuss a variety of helpful resources and measurements that you can use to help students understand empathy at different points.

One of these resources is a scale represented as a staircase that shows how students can practice and build upon empathy as a skill.

Another is a fun chart that lets students pick out how they feel when they're feeling it.

They'll learn about self-control, responsiveness, relationship-building, and how to become what the publishers call a "changemaker."

Essentially, this collaborative project helps students understand empathy from just about every angle.

With this information as your base, you may be able to develop an entire quarter or semester of an empathy curriculum!

4. Empathy Activities (Preventing Bullying)

Empathy Activities from Preventing Bullying shows empathy to students through the lenses of feelings, comparisons, kindness, and helpfulness.

This is ideal for younger students, but it can also be helpful for students struggling with empathy in middle school.

The basic information shown in these activities is so simple that it may come across as common sense.

But that's the point of teaching empathy. What may be common sense to you or someone else could be completely alien to young students who have grown up interacting primarily over the Internet.

The ideal outcome of these activities is to create a bully-free environment in a classroom and, hopefully, a school.

5. 5 Activities for Building Empathy in Your Students (Brookes Publishing Co.)

5 Activities for Building Empathy in Your Students is a collection of empathy-related classroom interactions that give students an understanding of emotions and the actions that can come from those emotions.

By using emotions as the base, these activities piggyback on one another to build empathy-related skills like active listening, showing empathy, understanding someone's feelings, and even the opposite of empathy.

This last activity is unique in that few (if any) other lessons address what empathy doesn't look like.

Brookes Publishing approaches this by talking about:

1. Trying to solve a problem when comforting someone

2. Offering unsolicited advice

3. Dismissing feelings

4. Using sarcasm

When students can avoid exhibiting these four qualities, Brookes Publishing contends that they're much more likely to be conscientious and show empathy to others.

6. Start Empathy: Diversity and Respect (Minneapolis Public Schools)

Start Empathy is a program developed by Minneapolis Public Schools to teach students about understanding, respecting, tolerating, and accepting those who think, act, and look differently than themselves.

The program's second week of instruction focuses on diversity and respect by offering a variety of lessons for students in different grade ranges:

1. K-2

2. 3-5

3. Middle school

4. High school

These lessons are hand-tailored to these grade levels to talk about teasing (kindergarten), gender (3-5), use of the word "gay" (middle school), and group favoritism (high school).

All of the individual lessons come from Teaching Tolerance (Tolerance.org), which is another excellent resource that we've already mentioned in our list.

Still, the way that Minneapolis Public Schools lays out these lessons is helpful for first-time empathy teachers.

If you've ever wondered what you should teach to a specific grade range, this is an excellent document to guide your decision-making.

7. 4 Proven Strategies for Teaching Empathy (Edutopia)

Edutopia has a series of four strategies and behaviors that you can use in the classroom to teach empathy.

These strategies include:

1. Modeling: Being the role model of the classroom for empathy

2. Point of view: Showing how different ideas look from different perspectives

3. Literature: Illustrating point of view through well-known stories

4. Listening: Following the HEAR steps to absorb what someone says

(For reference, the HEAR steps are Halt, Engage, Anticipate, and Replay.)

Altogether, this resource is less concerned with what you teach and more concerned with how you teach it.

The key is to be the role model for empathy in this scenario, empowering you to lead by example and give your students an aspiration for their own empathic behavior.

Start Teaching Empathy and Other Soft Skills

At the end of the day, there is no single "best" resource for teaching empathy to middle school students. It all depends on the needs of you, your course, and your students!

Each item listed in this post can be a great supplement to your curriculum.

However, empathy is just one aspect of communication your middle school students should learn.

If you're looking for resources to teach other communication skills, click below:

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Top 7 Best Empathy Lesson Plans for Middle School

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As a curriculum developer, middle school teachers have told us how difficult it can be to teach empathy skills in a way that their students will understand and relate to. Because of this, they ask if we have any lessons or activities to teach empathy to middle school students.

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Referencias Maker!!

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https://vimeo.com/88799637 Design Thinking significa acreditar que podemos fazer a diferença, desenvolvendo um processo intencional colaborativo para chegar ao novo, a soluções criativas e criar impacto positivo. https://vimeo.com/88799637 Design Thinking significa acreditar que podemos fazer a diferença, desenvolvendo um processo intencional colaborativo para chegar ao novo, a soluções criativas e criar impacto positivo.