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Center for Playful Inquiry by Susan Harris Mackay

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Center for Playful Inquiry by Susan Harris Mackay

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Cheryl and Jill think this site looks great! Worth a look...

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I like the idea of students having an influence over their environment when they play. The more that students can contribute within their setting and community, the more they will be able to self-regulate and manage and therefore feel empowered and motivated. (Jill)

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https://isbillund.com/academics/pedagogy-of-play/

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1. Home

2. Academics

3. Pedagogy of Play

About

Much is known about the importance of play in children's development, yet little research has explored what it might mean to put play at the heart of schooling. In 2015, the Pedagogy of Play (PoP) research project began exploring just that.

Paradoxes

Perhaps the simplest way to understand PoP is through these paradoxes of playful learning. ISB is a school and, therefore, must be safe and orderly. At the same time, we want our students - and teachers - to take risks, make messes, and get lost in the moment. How to put more PLAY in SCHOOL: that is the driving question behind PoP.

Indicators

At ISB, we want learning to be playful. But how do we know when we're succeeding? One of the first developments to come out of PoP was the "indicators of playful learning," a graphic overview of what we're hoping to see (and feel) in the classroom. It's the basis for almost everything we do.

Practices

If the indicators are the what of playful learning, then the practices are the how. Developed through years of research and experimentation, these are practical strategies for promoting playful learning in schools. Check out our What if booklet for inspiration and examples of how we're putting these practices into action at ISB.

Empower learners to lead their own learning (see how we do it)

Build a culture of collaborative learning

Promote experimentation and risk taking

Encourage imaginative thinking

Welcome all emotions generated through play (see how we do it)

Teacher toolbox

These tools for playful practitioners have been created by ISB teachers. We also use a variety of other tools for reflection, documentation, and discussion, created by our friends at Project Zero. You can find them here.

Pictures of Practice

These case studies offer in-depth illustrations of what a pedagogy of play looks like in action, from the classroom to the playground, to school-wide rituals, and the adult learning community.

Blog

Popatplay is a mental playground (aka blog) administered by Project Zero, highlighting some of the current thinking around the Pedagogy of Play project. As the blog grows, you'll find posts written by Project Zero researchers, ISB staff and teachers, and researchers and teachers at some of the other schools collaborating with PoP, for example in South Africa.

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Pedagogy of Play - PoP - International School of Billund

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Home Academics Pedagogy of Play Much is known about the importance of play in children's development, yet little research has explored what it might mean to put play at the heart of schooling. In 2015, the Pedagogy of Play (PoP) research project began exploring just that.

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I think that we need to think more about this idea of what energizes students and relate this to what they are inquiring into, what they are playing with, how they are learning and then how happy they are in different atmospheres. A playful approach should be closely linked to SEL. I think also that play leads to more play and more play leads to curiosity and so on ..... it becomes a positive cycle of choice, wonder and 'delight'. (Jill)

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I was hoping to learn more about this term/ idea of Natural Digital. I now have a new thing to look deeper into. If anyone already has a little more insight on this I'd love to chat. (Brian)

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The discussion about assessments seemed to make a point around trying to make assessments more "playful". I thought that could be an interesting conversation to have in our teams.

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I found there to be so many connections between a playful approach, and the concept of 'more than 1 way', and initiatives that ISB are currently promoting and learning about - such as UDL. The 'what is play?' question that G1 are exploring just got bigger for me. (Jill)

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The farmer tending to his/her plants resonated with me - we should not be comparing kids but assessing what their unique needs are and therefore what WE need to do now and next. What experiences and what atmosphere do we need to offer that will help that 'plant' to grow in their own way. Mindset shift.... (Jill)

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Assessment is about influencing circumstances to look at growth. Teachers not preachers. Am I the right person to give help? should I add to the environment? should I call in another student?

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Pedagogy of listening is a concept that I would like to learn more about and strengthen.

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From the blurb I was hoping to get more out of this presentation than I got. BUT....due to this and my need for an answer I went on an online search that I found VERY rewarding. I want to know how we move from ISBs current pedagogy to one based on inquiry and play. What steps do we take first? We need to go through a big change....but how do we do this in small increments?

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If play is to 'contaminate' then this calls for greater integration between subject areas, greater purpose and planning and greater connectivity of the different elements of learning. (Jill)