What people are saying about Imaginative EducationIt’s great stuff! I was exposed to it through the article in Educational Leadership and I am now reading the book. It makes so much sense! Thank you for your great work! Dave Bell (Texas) When I started to use IE several years ago now, that I tried it out in a few lessons here and there, was amazed at the success and then began to look for other areas and subjects in which I could use the Lesson Planning Frameworks and other aspects of the theory. Pamela Hagen. I am just back home after a great pro-day and still reeling from all that I learned from your workshop. Pamela Walker (Victoria, B.C.) I've been having a great deal of success with IE in the classroom. I taught grade 5 last year using IE-based concepts and had a GREAT year. I'm teaching kindergarten this year and using the concepts again - so far so fabulous! Mary Mulleady, (Teacher, Surrey.) |
Document ActionsTeaching as game playing
last modified
2009-09-14 12:26
Dr. Qingyu Pan gave a talk to the IERG and guests on Feb. 12th. 2009, in which he explored ways in which teaching might draw some useful guidance for engaging students imaginations and emotions by observing some of the central features of how games can be successful. Dr. Qingyu Pan Dr. Pan has been a visiting scholar with IERG since Sept. 2008, and has been exploring IERG ideas, writing, and translating some of our work for use in China. He, and our M.Ed. student Lili Ge have created the chinese section of our web pages. He described his talk in outline as: “Games can be used to inspire children to explore new knowledge effectively, and they can also help to release many student potentials for freely and comprehensively learning about and understanding their world. The purpose of the teaching procedures derived from games--which the talk will describe--is not to show how to make use of games for teaching, but to explore how to re-organize the teaching content and arrange teaching processes in terms of the form of games, which will engage students both physically and psychologically.” Later he notes: “As we know,
a good game in general has a certain system of rules. It is these rules
that not only limit participants’ action, but also enable the actions
meaningful. Games can’t go on without rules . . . lTherefore, what
I concern with is how to organize and regulate students’ learning
activities in accordance with the system of rules of knowledge and skills.
As teaching as story telling is based on conflicts of binary opposite
concepts, the model of teaching as game playing will be organized in
light of the conflicts between understanding rules and applying rules
to resolve questions . . . So, teaching as game playing concerns more
about performing, designing and creativity in learning process; that
is to say, it focus on how to lead students not only to understand but
also to perform the creative “tacit knowledge”, which usually
is based on systems of rules. An article based on Dr. Pan’s presentation will appear in a forthcoming book edited by Krystina Madej, one of IERG’s post-doctoral fellows. It will also be available in Chinese. Dr. Pan is an Associate Professor
at Shandong Normal University, China. He can be contacted about this
paper or other matters concerned with IERG in China at panqingyu007@sina.com. One of Dr. Pan’s intriguing overheads from his talk: “I argue that understanding and performing are two indivisible aspects of the learning process; it is generally applicable in all disciplines that learning includes both understanding and performing. Understanding in fact means to make sense of the astonishing "process of performance” of human intellectual activity in specific areas. On the other hand, performing is essentially the most effective method to exam the volume, depths, and sensitiveness, as well as the creativity of students’ understanding."
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