Sunday, November 10, 2013

Week 10 Blog Reflection


Amber Hanson

Week 10 Blog Reflection

This week was more about me learning from others. As I am not too much of a gamer myself (yes I play games, but not too often).  I learned about a few websites however, that I hadn’t known before. in fact it was a website I learned from a person I interviewed, it’s called www.boardgamegeeks.com.  Now this isn’t necessarily a website that aids in the class, but it is something I learned about that I would like to look more into for my personal life.  I am one of those people who get frustrated while learning new games, especially when there are a lot of rules to it.  This website is one that I can take a look at in which I can learn about the game BEFORE I have to play.  I think by doing this my frustration level will not be met. 

Throughout my research, as well as a reoccurring theme throughout people’s blogs posts was the concept of passion.  Gamers are passionate about the games we play.  This is definitely something that we as teachers and leaders can learn from them.    I found that so many gamers play these games, not for fun, they play because they enjoy the thinking that’s involved, the communication, the hard work.  We can learn from this, by making things enjoyable for our students, as a game, it won’t seem like learning anymore, but rather as fun.  I think the key in finding what actually drive students is to simply ask them! If we ask them and learn more about them as people, we can use what we know to create projects/games and direct or lessons in a way that is engaging and fun whereas the students won’t see it as just ‘learning’, but rather as an enjoyable experience.

I really like how in Courtney’s blog, she pointed out that practice was one lesson we as educators can learn from gamers.  Gamer do it all the time, when they need to redo something, or just want to get better at the game.  This is something that a lot of leaders do and continue to do as a means of improvement. I also agreed with the concept that collaboration in which she talked about, as it is a great skill gamers often are able to exhibit.  They do it constantly in RPG games and the like.  By showing that they can successfully collaborate with another individual (or many) they are likely able to complete a task or goal that would not otherwise be able to be met.  By learning to work together for a common goal they exhibit leader like qualities.  One person can only accomplish so much; if we as teachers can tap into and use this on frequent bases we will become better leaders. 

Week 10 Blog Post #etlead


Amber Hanson
#Etlead
Week 10 Blog Post

Essential Question: What Leadership Lessons Can We Take from Gamers ?

I feel there are a lot of lessons we can learn from gamers. In the article “Get in the Game, you’ll learn something” It talks about how a successful businessman by the name of Mathew Calkins has primarily developed his leadership skills as a direct result of gaming.  Now, in this instance gaming is referred to as a board game, but the general outcome is the same.  Mr. Calkins is quoted to have said that Games force players to choose which part of focus on them “because so much is happening at the same time, you have to identify and track the essential”. This I believe is something extremely useful for teachers to understand.  In games often times the players are given several different variables, and the gamer must sift through what is the important and non-important pieces that will help achieve their overall goal.  This is definitely something we can use to our advantage, as these students who game may have an advantage in sorting through relevant and non-relevant information whether it be in mathematics, or reading. 

Another aspect of leadership in which we can learn from gamers, is the whole concept of providing immediate feedback.  Usually in a game if something when wrong, the game provides some sort of stats, or feedback that the gamer can use to try the quest or round again. As teachers we should use a similar strategy. By providing students with timely feedback on performances they will better be able to connect with the material, and really understand what they did right or wrong.

More often than not, games are broken down into a set of goals that the gamer much achieve in order to receive the ultimate goal (such as, beating the game).  Players are able to focus their energies and brainpower on these individual goals, without being overwhelmed.  If we as teachers set manageable small goals within our own classroom, students will be less stressed and we’ll be able to help them move towards the ultimate goal of mastery.

Another aspect of people who game, in which appeared several times in my research, as well as in my interviews is the concept of happiness.  Often times people choose to game because it makes them happy.  It makes them happy to think, work and feel successful in something. They more readily accept missions and engage in meaningful work with it’s connected to a game they enjoy.

Lastly, and most importantly is that “gamers believe that there is always a chance of success and that here is something immediately that they personally can do- or even have to do urgently-in order to achieve success”.  Games give people a sense of purpose. It provides an avenue for people to feel successful and feel if they really can make a difference, regardless as to whether it’s in real world, or the virtual one. 

Although I do not game very much personally, I do believe there are a lot of lessons that myself as an educator can learn from gamers.  The main take-away’s I got from the research, as well as the interviews is the importance of feedback, as well as the importance of providing an opportunity for students to feel successful.


Interviewer: Amber
Interviewee: Joe-Teacher in Gambell, AK

1.    Why do you game?

§  It’s Enjoyable, for fun, engages my brain in a way that my normal job or people doesn’t. Keeps my brain in shape and sharp.

2.    How often do you game?

§  Board Games: Online (twice a week a week/2 hours)
                                    In person (twice a week/3 hrs) now, once, 3 hrs
§  Video games: 3 days a week, 2 hours a day.  Before this year it was up to 4 hours a day, 5 days a week.
§  Time depends on setting. In lower 48, play less online because I would play more board games in real life.

3.    Do you prefer games in real life, or online?

§  It’s completely different for me.  In real life board games, it’s for the social aspect. Still a competition, but not as extremely competition because people wouldn’t want to play
§  Video games allow you to play the game, you don’t need to talk to anyone, you can just play.
§  Depends on the mood I’m in

4.    What types of games do you enjoy?

§  Video Games: Role playing games (World of Warcraft, Skyrim) Real time strategy (top down, where you’re controlling a base and units (Warcraft, Starcraft, Invade and Conquer) Grew out of them, they are more a reflex game rather than strategy (how many times can you click the mouse and move your stuff around quick). I don’t care about that as much anymore, I care about strategy.  Simulation games-turn based strategy (Civilzation 5) More Strategy because it’s turned based, it don’t matter how many time you click something.  Instead you do your stuff, then do your turn. You plan your stuff, plan your attack, execute it, execute a strategy for a long period of time.

5.    Do you play any games with family?
           
§  As a kid, both of my grandmothers play card games.  My parents have over a hundred board games, that’s where it really started. Usually it was simple stuff, they didn’t’ get into too much advanced stuff.  They were def an inspiration for it.  Dads had a computer always; I got on his when I was just old enough to see the screen (3 years old).

6.    How do you use technology to play games, like connect with family or friends?

§  I used to a lot more when I was in the lower 48 because of the bandwidth.
§  I used to play a lot of action games, like first person shooters or first person action  with tanks, or planes.  You can’t do it here, the internet is not fast enough.
§  Time zone differences are significantly different, hard to match up times. Died off since I moved here.
§  We used to get home, maybe eat dinner and then be on for a few hours a night.
             
§  Socialize mostly through gaming.  When we got together we would do stuff in person. It was our way to connect, we would also be done with games, and someone would be like ‘hey, I’ve got something going on and we would talk about it then, or even a lull in the game.

7.    What types of games did you enjoy playing with family and friends?

§  Family: Brother, great summer where we played WOW together. We had computers together and we would play together and go on Raids together. I’ll always remember that summer because it was one of those times that my brother was an adult, he was back from college, we could really connect through it.
§  Same with Diablo 2, also Civ 5 he plays, only sometimes if we’re not busy playing magic the card game, online.  But then again, internet is kind of slow for a turn based game.
§  Friends: World of tanks, War thunder (war planes simulations) Dota 2 (Moba-top down)

I know you play Magic online, How do you play it? Is there an online program you use?
§  Yes, there is an online client that is the same company that created the card game. It’s called Magic the Gathering online.

§  Can buy virtual packs and cards.  same game as card game. but it’s nice online because in person, someone may make a mistake and forget a rule. and not abide by the rules, but online the game wont allow for certain things, as it only plays by the rules.  You go to the card store to socialize, to meet people, to socialize.  You go online to purely play the game.  Because the game is played perfectly.

§  Have played games through Skype with another person.  Right now my fiancé and I play android net runner.   We started playing it in person over the summer, and now we can play it in Skype pretty well. 

8.    Do you think it enhances relationships to be able to have this technology where you can play these types of games with people so far away?
§  100%, like for me, the reason I was able to maintain my relationship with my best friend, it through video games. I had it all through undergrad and into my early adult life; we always had video games to play.  Moving to Gambell has been a detriment.  My other friend from high school, we’ve actually drifted apart because we didn’t have it. Online gaming is awesome.

9.    Do you/have you ever visited wikis blogs or anything like that to help you understand a game?
§  Definitely.  I have two examples. With board games there is a site called boardgamegeeks.com that gives overviews, rules, and clarifications for games. Sometimes if I knew we were going to play a game over the weekend, I’ve totally gone online to look for rules and basic strategies for that. When I was playing wow, I read a couple of blogs and a forum on how to, it’s call mid maxing, where you’re trying to make your character the best it could be and wow used to be a very technical game where people would experiment with the builds, trying to find out what the best gear was, what the best rotation was for when to cast your spells, when to do these things. it was very technical. There was a big difference between those who really knew how to play, and those who were casual gamers.  The only was to do it was to go to those blogs to figure out exactly what to do. There is still a little bit of that, but that game is 9 years old, it’s still online which is incredible, but they’ve dumbed it down for more casual gamers, having to look at blogs Is now less of a necessity and now just extra.

10. Have you ever contributed to any of those blogs that you’ve looked before?
§  Yes. In a couple of the blogs I would upload my build and my damage meter so people could better understand it. a lot of people did this.  I didn’t analyze the data but I did contribute to the data.

11. Aside from looking at rules, can you think of other reasons that you would look for outside help on a game?
§  Cheat codes, walk-through’s on games and also for magic online, there is a podcast that I listen to every week, it’s about 2 hours long and it automatically downloads to my iphone each week and I just listen to it when I have time, and it’s great because all it talks about is strategy.

12. All games that have an end goal, can those be won/completed?
§  Yah.

13. And what’s the secret to playing it?
§  Depends on the game because some of it is reflexes, and other games is strategy.  If you increase the difficulty, you have to outthink the computer; you need to anticipate what they are going to do. And you also need to look at what your peers are doing and adjust your strategy to match the things that are working.

14. Do you think it’s easy to complete a game by yourself, or with others?

§  Others.

15. Why?

§  Because a computer could do many things, but it can only do what it’s programmed to do. And the more people who try to do against the computer game, they are going to discover what exactly the program is programmed to do, so it just takes several attempts to beat it.  And so the more people who do that and talk about it, the more likely we can discover the secret to beating it.

16. What encourages you to continue playing?

§  Often times a challenge in a game is a good thing. I don’t want to  just be like ‘oh here’s a wall, click x, oh here’s a wall, click x, like that’ s stupid.  But if you have different types of challenges, the game makes you think ‘how am I going to solve this?’ like I said before, it really stimulates my mind and my problem solving, however, some games you’ll get up against this barrier and you’re like ‘I’ve tried these 10 different things and I can’t get passed it.’ and even though I know I can just Google it, I just think ‘this is stupid’ and some games I just get frustrated with.  If I think a game is poorly designed, like ‘this doesn’t make sense to me’ then I will quit it.

17. How often do you read the rules or directions before you play a game?

§  Board games-Always, I always read them.
§  Video games-Often have a built in tutorial and depending on the genre I may or may not even do that. If it’s a first person shooter, I may just hop in because they are the same.  I kind of stopped reading rulebooks for games a long time ago, because controls for many video games have been standardized, which is another reason why you can just hope into it.

References:

(2013). Can the lessons we learn from gamers help us to solve world problems? In Debate Wise. From http://debatewise.org/debates/1781-can-the-lessons-we-learn-from-gamers-help-us-to-solve-world-problems/

Buchanan, L. (2013). Get in the game and you’ll learn something. In inc. From http://www.inc.com/magazine/201306/leigh-buchanan/games-and-leadership.html

Shertz, M. (2013). What can we learn from gaming? In Philly Teacher. From http://philly-teacher.blogspot.com/2011/02/what-can-we-learn-from-gaming.html

Thomas, D., & Seely Brown, J. (2011). A new culture of learning cultivating the imagination for a world of constant change.


Sunday, November 3, 2013

Week 8 Blog reflections #Etlead


Amber Hanson
Week 8 Blog reflections

1. What new resources, curated resources, or ideas did you share this week?

One new resource I shared this week was Cornell Notes.  I shared this resource with Tracey after I read her blog this week where she discussed how she’s seen and how she’s used Socratic discussions within her classroom.  In the past, in one of my high school courses I was taught how to participate in a Socratic Seminar.  My teacher at the time used Cornell notes as method of note taking, as well as question asking. We were encouraged to pull out main ideas and to ask questions about the topic on the left hand side of the paper.  We questioned our readings, we questioned everything!  From there we would come prepared for our Socratic Seminar with our notes, ready to discuss and ask questions.  This was a really great class and I honestly felt like I learned so much about inquiry, as well as note taking.  We felt safe in asking questions, and didn’t feel judge by others with the direction that the discussion went to.  In these seminars one would be encouraged to ask a question, and then at least 3 individuals were encouraged to respond back to the original question, either asking more questions that were related, or giving providing evidence towards it’s answer.  In addition to using the original Cornell notes questions we constructed, we were also taking notes of the discussion, where we were encouraged to ask even more questions! 

What did you intend these new resources, curated resources, or ideas to do in terms of impacting others' learning? 

I intended this resource I shared to help in having students come prepared for discussion, as well as give them an outline to discuss and ask questions. By using this note taking strategy the educator can assure that students are discussing the content while still engaging in a meaningful inquiry process.

What would you do differently next week?

Honestly I would like to make sure I actually am able to turn in my work on time (before the Sunday due date)!

Week 8 Blog #Etlead


Amber Hanson
Week 8 Blog #Etlead


Essential Question:
What are the importance of inquiry and questioning in your discipline? How do/can you nurture student passion in your classroom?

Before I begin expressing the importance of inquiry within my own classroom, let me define the word “inquiry” and it’s place in education today.  According to the article “Inquiry Based Learning”, inquiry is defined as "a seeking for truth, information, or knowledge -- seeking information by questioning”. Unfortunately in today’s classroom, the act of inquiry is often inhibited by the strong emphasis on fact learning due to the increase pressure of academic state standards. As students progress through grade levels the focus shifts from students asking questions, to merely listening and repeating the expected answer.  As educators it’s important for us to realize that memorizing these facts is not the most important skill in today’s’ world.  The work is constantly changing. If we focus on what is “known” we begin to miss so much.   

“The figure below illustrates why trying to transmit "what we know," even if it were possible, is counterproductive in the long run. This is why schools must change from a focus on "what we know" to an emphasis on "how we come to know." 

Illustration developed by Joe Exline
This chart illustrates that while knowledge is constantly increasing, so is the boundary of the unknown.”

In The New Culture of Learning the author explains that the traditional means of learning was through the transferring of knowledge from one person to another known as “Explicit Knowledge”.  But if we limit ourselves to such knowledge, we are missing the bigger picture.  It is through Tacit Knowledge, in which we engage in personal experience and experimentation, which is non transferable that we begin to grow. It is something that cannot be taught, but still learned.

"Tell me and I forget, show me and I remember, involve me and I understand."

We’ve all heard this quote before, and most of us would have to agree with it. Throughout our childhood, as well as adulthood we’ve been in a situation where someone is attempting to teach us something.  Whether it is the rules to a board game, or learning how to drive, the quote still applies.  Simply learning something by reading it, is not enough to commit it to memory (I wish it was that simple!), observation only may make a mark in our memory, but does nothing in terms of imprinting on our personal experiences.  But, if we are involved in the phenomenon, we are more likely to not only remember what was said, what was observed, but also what was experienced. 

Personally I believe that inquiry based learning is extremely important throughout all content areas in which I teach.  Although I will say, Science is the area most prevalent for this method of teaching. Part of the reason that inquiry based learning is used so often within my classroom, is based upon discovering my own students passions.  After doing some interests surveys in the beginning of the year I learned that a large chunk of my students were interested in the area of life science.  In the village in which I work it appears that the culture relies a lot on what the land and sea provide for them.  As a result, my students are often more engaged and excited when it comes to learning about specific plants and animals that relate to what we are learning about. 

I have found that if I nurture my student’s passion in life science, behavior problems go down and learning goes up.  Students that are passionate about what we are learning provides for a more dynamic and exciting environment.  As a result I feel that an inquiry based approach in which students are encourage to ask questions and investigate what they are interested in, can really flourish.  I feel that in the content of science, I allow for a lot more leeway in terms of the direction in which our lessons go, students hold the reigns and this is often what drives us as we progress through each unit.  I only hope that through these experiences I will begin to become more comfortable with this approach to learning in other content areas.

References
Briggs, S. (May 24, 2013). 25 Ways to institute passion based learning in the classroom. In infomedED. http://www.opencolleges.edu.au/informed/features/25-ways-to-institute-passion-based-learning-in-the-classroom/
Collier, C., Johnson, J., Nyberg, L., Lockwood, V. (2013). Learning science through inquiry. In AnnenBerg Learning. http://www.learner.org/workshops/inquiry/resources/faq.html
Exline, J. (2004). Inquiry Based Learning. In Concept to Classroom. http://www.thirteen.org/edonline/concept2class/inquiry/
Thomas, D., & Brown, J. S. (2011). A new culture of learning: cultivating the imagination for a world of constant change.



Sunday, October 20, 2013

Blog 7 Reflection #Etlead


Amber Hanson
Blog 7 Reflection
#Etlead

            I would like to think I have contributed in the learning of others through the reading of my blog, or as a result of my blog responses…but I don’t have any concrete evidence.  I can however, share some of the ideas that I contributed with others on their blogs.  While reading this week’s blog by Margot, she expressed her frustration with figuring out how to grade a project that has been completed in a collective, commutative environment.  Although I don’t express expertise on this matter, I did share how I grade these types of projects within my classroom. Typically the project has several parts to it, in which students will divide up the work.  Students do the research about the topic together, and then using creative efforts, attempt to fulfill their portion of the project.  From there they will need to put the project together and decide on the method.  Once students have worked together for their presentation, they present.  After this student will then ‘grade’ each other on their contributions to the project.  This score given by each group member plays a role in a portion of his or her percentage. 
            Although I’m sure this isn’t the best method, it’s one that I use at the moment, if anyone else has any other ideas on how to do this, please share with me.  You can also share it with Margot if you want to, at her blog: http://margome45.wordpress.com/
            In addition to sharing this idea with Margot, I contributed and extended upon Christine’s blog.  She expressed that in order for a person to take part and contribute to a collective learning environment; they must actually be interested in the topic. The example I used that demonstrated the importance of interest to the success of a collective learning environment was when we were all reading “Teach like a Pirate”. I felt the energy that other members were putting into their blogs.  People were excited to talk about the book; they were excited to share their ideas, success stories and failures.  I was excited to express my own opinions with others and was eager to hear what others were sharing.  But, as we finished the book, I feel the interest and engagement throughout our blogs began to diminish.

Blog 7 Thoughts about "learning in the collective" #ETLEAD


Amber Hanson
Blog 7
#ETLEAD

Essential Question:
What are your thoughts about “learning in the collective”?


“Learning in the collective” sounds like a fantastic idea, especially within the virtual classroom setting.  But, in order for this to be successful, the participants have to be able to contribute in one way or another.  A collection cannot and should not be forced.  Honestly, I’m putting this out there, and I’m sure I could get scorned at for it….but I feel that the ‘collective’ that surrounds this very own class feels very forced.  I real a lot this class’s blogs, but It is very few that I feel inclined to comment on.  I do, none-the-less…as it’s a requirement for our class…but it is not meaningful to myself, nor to the original poster.  Honestly, I don’t always have ‘links’ to share, most the time I don’t at all.  Not something of use at least.  I find myself struggling to figure out what to so to peoples blogs other than ‘good job’ or ‘I agree’.  Most of the time my responses are positive, but I don’t’ actually have anything useful to contribute.  I am at loss.  It may be because I don’t actually have a sincere buy in for the class, for which I apologize.  I guess I haven’t really caught something that has ‘interested’ me enough to feel the needs to interact with.

            My personal opinion of this current collective environment in which we are immersed in at this particular moment won’t and does not hinder my opinion on the effectiveness off other collective environment however.  Honestly, from what I’ve learned by reading “A New Culture of Reading” I can see a ton of benefits on learning from a collective.  The key to success, I believe, is a person’s personal interest in the topic.  If someone is not interested in the actual conversation, the new environment will not be beneficial to either party. As mentioned in A New Culture of Learning, “In a collective, there is no sense of a core or center. People are free to move in and out of the group at various times for various reasons, and their participation may vary based on topic, interest, experience, or need” ( ).  In addition to the interest level of the participants, being able to contribute also has a lot to do with person’s experiences.  In my situation, I feel that I have far less experience than several of my peers. I’ve only been in the classroom a few years, and feel that I am no expert in any area. I love the ideas I read from other people, but I find that I generally don’t have any new ideas to contribute.  Perhaps I haven’t found my actual creative niche.  Now, I’m not saying I’m not the creative type (David Burgess would be upset if he read that!). I just don’t know if my interest has been sparked enough. I find that I have less interest in other people’s posts if I am struggling with my own.  Perhaps I would have a much different opinion on this course and it’s collective environment If it was the only class in which I was taking.  (I am also taking a research course that is centered around the idea of a collective environment as well).

            Honestly, I’m not sure how I would survive without the collective environment in which surrounds our course.  But I feel that this tends to be very one sided for me.  I love the ideas that others give to me on problems in which I am having.  But like I said, I feel that I am not contributing as much as I “should” or am “expected” to.  My mind is blank, I am not full of all these awesome resources that others are. I especially don’t have a set of technological resources that can be beneficially. Often times the tech resources that I may recommend to other people, are ones in which I’ve never actually experienced for myself.  Generally it’s my attempt at doing a quick research on what might be related to another person’s current difficulties.  I have far more ideas to idea that could work in the classroom that is not tech based, but with the pressures at adding more technology, I am always so hesitant to suggest. 


References
Gan, Y., & Zhu, Z. (2007). A Learning Framework for Knowledge Building and Collective Wisdom Advancement in Virtual Learning Communities. Educational Technology & Society, 10 (1), 206-226.

Khoo, E., Forret, M., & Cowie, B. (2009). Developing an online learning community: A model for enhancing lecturer and student learning experiences. In Same places, different spaces. Proceedings ascilite Auckland 2009. http://www.ascilite.org.au/conferences/auckland09/procs/khoo
.pdf

Thomas, D., & Brown, J. S. (2011). A new culture of learning: cultivating the imagination for a world of constant change.



Wednesday, October 16, 2013

Week 6 Blog #ETLEAD


Amber Hanson
Week 6 Blog
#Etlead

Essential Question: What does play have to do with embracing change and how does this impact you as a professional?




When I first read our Essential question for the week, a poem I heard long ago came into mind.  It was one I read about 7 years ago in a pre-school classroom that I was observing.  In fact, it was one of the first classrooms I observed while beginning my trek to becoming an educator myself.  It really helped put the term ‘playing’ into perspective, at least in terms on how we see children play.  The poem is as follows:


Just Playing
When I am building in the block room,
Please don’t say I’m “Just Playing.”
For, you see, I’m learning as I play,
About balance and shapes.
Who knows, I may be an architect someday.
When I am getting all dressed up,
Setting the table, caring for the babies,
Don’t get the idea I’m “Just Playing.”
For, you see, I’m learning as I play.
I’m expressing myself and being creative.
I may be an artist or an inventor someday.
When you see me sitting in a chair
“Reading” to an imaginary audience,
Please don’t laugh and think I’m “Just Playing.”
For, you see, I’m learning as I play.
I may be a teacher someday.
When you see me combing the bushes for bugs,
Or packing my pockets with choice things I find,
Don’t pass it off as “Just Play.”
For, you see, I’m learning as I play.
I may be a scientist someday.
When you see me engrossed in a puzzle or some
“plaything” at my school,
Please don’t feel that time is wasted in “Play.”
For, you see, I’m learning as I play.
I’m learning to solve problems and concentrate.
I may be in business some day.
When you see me cooking or tasting foods,
Please don’t think that because I enjoy it, it is “Just Play.”
For, you see, I’m learning as I play.
I’m learning to follow directions and see differences.
I may be a cook someday.
When you see me learning to skip, hop, run, and move my body,
Please don’t say I’m “Just Playing.”
For, you see, I’m learning as I play.
I’m learning how my body works.
I may be a doctor, nurse, or athlete someday.
When you ask me what I’ve done at school today,
And I say, I “Just played.”
Please don’t misunderstand me.
For, you see, I’m learning as I play.
I’m learning to enjoy and be successful at my work,
I’m preparing for tomorrow.
Today, I am a child and my work is play.

Anita Wadley

My first teaching job was as an ECE teacher out here in Gambell, AK.  At this age (3 and 4 year olds) children spend a lot of time at ‘learning labs’ in which they explore, manipulate and create things.  Each lab was explicitly designed to foster student’s designed to learn and explore.  At a young age we encourage children to play, we encourage them to learn about the world around them.  We encourage them to develop their own opinions, to build upon what they already know about the world and to make meaning of everything around them. 

So what happens, as we grow older?  Sadly, the term ‘play’ dramatically loses it’s positive connotation, and is often referred to as a waste of time, or an excuse for being lazy.  “Play is traditionally viewed as applying only to young children. Play seems to be something you have to give up when you grow up” (Rieber, 1996).  But what people don’t seem to realize, is that without play, we are stifling ourselves.  We are preventing ourselves from exploring new concepts, from embracing change and building upon what we already know.  In the article Why Play Matters for Both Kids and Adults, the authors express that “play isn’t a luxury—it’s a necessity. Play is as important to our physical and mental health as getting enough sleep, eating well, and exercising” (    )

By allowing time for ourselves as adults to play, to learn, we are allowing ourselves to continually be open for change.  We are opening ourselves to the idea that thoughts, views, and concepts are not static.  We are admitting that we really don’t know everything there is to know about everything.  By playing and experiencing new concepts for ourselves we are allowing ourselves to learn in a fun and meaningful way.  Why should we play?  What can we benefit from play as adults? Play has several lifelong benefits.  Play has to ability to:
1.     connect us to others
2.     foster creativity, flexibility, and learning
3.     be used as an antidote to loneliness, isolation, anxiety, and depression
4.     teach us perseverance
5.     make us happy
6.     help us develop and improve social skills

“We don’t stop playing because we grow old; we grow old because we stop playing.” – George Bernard Shaw




References
Kemp, G., Smith, M., DeKoven, B., Segal, J. (2013). Play Creativity, and Livelong Learning: Why Play matters for Both Kids and Adults from HelpGuide.  Retreived from http://www.helpguide.org/life/creative_play_fun_games.htm

Rieber, L. P. (1996). Seriously considering play: Designing interactive learning environments based on the blending of microworlds, simulations, and games.
Educational Technology Research & Development, 44(2), 43-58

Thomas, D., & Brown, J. S. (2011). A new culture of learning: cultivating the imagination for a world of constant change.