Develop, implement and communicate new ideas to others effectively
- Create a new invention, see if it works, explain to someone else
- If it doesn’t work, no pressure, now what?
- Help me make this work
- Don’t be afraid of making mistakes
- We need to model how to do this to create their own questions
- Practice asking each other questions
- They’re having a hard time; don’t understand what a question is
- Out of practice with asking questions
- When we ask students to explain their thinking, they change the answer. (Will celebrating the correct answer help our students understand and generate as well as answer questions? Explaining and being explicit about their thinking?)
- Afraid to answer-- don’t want to be wrong
-not just yes or no answer
-requires evidence, multiple sources
-sparks questions in other students and sparks ideas
-based on observations-includes play and exploration
Act on creative ideas to make a tangible and useful contribution to the field in which the innovation will occur
- What’s in my head, I’m making it come alive
- Students exhibit focus, concentration, enthusiasm, and FLOW
- Trying out ideas, prototyping
- Students feel empowered to take action
Work effectively in a climate of ambiguity and changing priorities
- When you’re working in collaboration, you never know where it’s going to go, must be ready for the unknown.
- Kids transition more easily in play situations rather than academic situations.
- Our kids tend to need more structure
- Need to adapt to play in the classroom versus on the playground or video games (play in isolation, consequences, social aspect)
- Need to work on self-regulation in play settings so their work can be more self-chosen and self-directed (structures and rules from the mind of the players)
Below is a diagram illustrating various Types and Aspects of Play, different ways we can define, articulate, and navigate Play in our classrooms.