The Playful Classroom E-Book

Jed Dearybury

• Herausgeber: John Wiley & Sons
• Kategorie: Bildung
• Sprache: Englisch

Seitenzahl: 470

Veröffentlichungsjahr: 2020

Beschreibung

Shows teachers how and why they should bring play into the classroom to make learning meaningful, relevant, and fun. Research studies show that all students--young and old, rich and poor, urban and rural--benefit immensely from classrooms filled with art, creativity, and laughter. Fun, playfulness, creative thinking, and individual expression reinforce positive experiences, which in turn lead to more engaged students, better classroom environments, and successful learning outcomes. Designed for K-12 educators, The Playful Classroom describes how teachers can develop a playful mindset for giving students meaningful, relevant and fun learning experiences. This unique real-world guide provides you with everything you need to incorporate engaging, hands-on lessons and creative activities, regardless of the level and subject you teach. Building on contemporary and seminal works on learning theory and play pedagogy, the authors explain how to inspire your students by bringing play. into your classroom. This clear, user-friendly guide supplies practical strategies and effective solutions for adding the missing ingredients to your classroom culture. Access to the authors' companion website provides videos, learning experiences, and downloadable teaching and learning resources. Packed with relatable humor, proven methods, and valuable insights, this book enables you to: * Provide meaningful experiences that will benefit students both in school and later in life * Combine the principles of PLAY with traditional curricula to encourage creative learning * Promote trust, collaboration, and growth in students * Develop a playful mindset for bringing the arts into every lesson * Foster critical thinking in any school community The Playful Classroom: The Power of Play for All Ages is a must-have resource for K-12 educators, higher education professionals, and readers looking for education-based professional development and training resources.

Leseprobe

Table of Contents

COVER

FOREWORD

ABOUT THE AUTHORS

ACKNOWLEDGMENTS

INTRODUCTION

SECTION 1: The Case for Play

CHAPTER 1: Hey y'all! (yes, all y'all)

Defining PLAY

CHAPTER 2: Play as a Behavior

CHAPTER 3: Play as a Mindset

Imagination

Sociability

Humor

Spontaneity

Wonder

CHAPTER 4: Benefits of PLAY

Brain Benefits

Academic Benefits

Creative Benefits

Social Benefits

The Playful Mindset

CHAPTER 5: Excuses

Excuse 1: It's Not Part of My Standards

Excuse 2: Administrators Won't Allow It

Excuse 3: I Don't Have Time

Excuse 4: Play Isn't on “the Test”

Excuse 5: Life Isn't Always Fun

CHAPTER 6: Reframing PLAY

SECTION 2: Play Inspires Creativity

CHAPTER 7: Friday Afternoons and Monday Mornings

Taking Risks with a Full Toolbox

Creativity Is Not the Degree to Which You Can Create Art

Lookin' with Fresh Eyes

CHAPTER 8: Begin with the Experience

Draw Your Own Lines. Insert Your Own Squiggle.

CHAPTER 9: Variations on Play in the Classroom

CHAPTER 10: Creativity as Discovery and Invention

Careful, Though

Authenticity

Flow

A Question About Flow in Schools

CHAPTER 11: Make Time for What Matters

Intermission: A Story

Plan, Do, Review

A Creativity Disclaimer

Student Choice

“Nothing Worth Doing Is Easy”

CHAPTER 12: Finding Balance

It's OK to Not Have All the Answers

Failure

Play Is for All Ages

Wrapping It Up

SECTION 3: Play Builds Trust

CHAPTER 13: Play Builds Trust

CHAPTER 14: Don't Sit and Get

Benefits of Physical Play

CHAPTER 15: A Story about Trust

CHAPTER 16: Administrators Must Trust …

CHAPTER 17: Teachers Can Trust …

CHAPTER 18: Parents Can Trust …

Newsletters

Positive Phone Calls

Sneak a Peek

Parent Play Days

CHAPTER 19: Students Already Trust …

SECTION 4: Play Builds Relationships

CHAPTER 20: Our Biological Predilection

A Conversation

Hunter‐Gatherers: We're More Alike Than You Think

A Story About Cats

CHAPTER 21: The Impact of the GERM

CHAPTER 22: Love First, Teach Second

Confession

CHAPTER 23: Play Personalities

The Joker

The Kinesthete

The Explorer

The Competitor

The Director

The Collector

The Artist/Creator

The Storyteller

CHAPTER 24: The Theme Park Experience

Smile

Say Their Name

Make Others Feel Important—and Do It Sincerely

CHAPTER 25: Learning with Them, Alongside Them

Fire and Brimstone

Authenticity

The Relationship Epilogue

SECTION 5: Play Builds Community

CHAPTER 26: Relevance and the Four‐Legged Stool

CHAPTER 27: Fostering a Sense of Belonging

Bravery Badges

CHAPTER 28: Getting to Know Students Personally

Play Reveals Thinking

Play Strengthens Social Skills

Play Creates Connections

CHAPTER 29: Supporting Academic Success

Feedback for Growth, Not Grades

Scores and Career Goals

CHAPTER 30: Knowing Students' Names

Greeting Students

Nicknames

Cheering for One Another

CHAPTER 31: Creating Interesting and Applicable Lessons

CHAPTER 32: Beyond the Red School Door

CHAPTER 33: Across the Country, and Around the World

Global School Play Day

Global Read Aloud

Global Maker Day

SECTION 6: Play Nurtures Growth

CHAPTER 34: The Truth About Success

Blubber and a Little Grit

CHAPTER 35: Encourage a Spirit of Growth

CHAPTER 36: Your Brain, an Infomercial

Your Brain Makes an Oops

Wait, So What About Tests? What About Grades?

Learning Thresholds?

The Power of Our Words

CHAPTER 37: Creating a Culture of Growth Through Play

Modeling Inquiry with a WISH

Playful Communication and Collaboration

Multiple Playful Paths

Accessible Play

Playful Curricular Integration

The Language of Playful Teaching

Play Is Valued as a Way to Assess Learning

CHAPTER 38: A Lesson of Play: Nurturing Growth for an Administrator

The Playful Mindset

SECTION 7: Get Out There and Play!

CHAPTER 39: The Playful Mindset

The Playful Mindset

CHAPTER 40: Look for Playful Moments (Awareness)

Challenge #1 Bravery Badges

Challenge #2: Determine the Play Personality Types in My Class. Use That Information to Invite Comfortable Play for All

Challenge #3 Celebrate the Random

Challenge #4 Follow and Interact with Playful Educators Online

CHAPTER 41: Time, Space, Opportunity (Intentionality)

Challenge #5 Gather Ye Rosebuds, Errr … Tools for Play

Challenge #6 Rethink the Rules with Game Adaptations

Challenge #7 Take a Walk “Art”side

Challenge #8 Musical Chair Mashup

CHAPTER 42: Play, Mess Up, Learn, Repeat (Process)

Challenge #9 Breakout EDU

Challenge #10 Play‐Doh Elephant Challenge

Challenge #11 Card House Challenge

Challenge #12 Awesome Squiggles/Virtual Valentines/Gingerbread Communities

CHAPTER 43: The More We Play, the More Playful We Become (Habit)

Challenge #13 Reflect on the Language in Your Classroom

Challenge #14 Sculpt and Scoot!!!!

Challenge #15 How Did You Play to Learn Today?

Challenge #16 Play History Analysis

CHAPTER 44: Play Makes You Happy. Happy People Play. (Results)

Challenge #17 Host a Tiny Art Show

Challenge #18 Tape Art Museum

Challenge #19 Destination Learning

Challenge #20 Make a Mark

CHAPTER 45: Get Out There and Play

APPENDIX A: Southernisms and Their Meanings

Introduction

Section 1

Section 2

Section 3

Section 4

Section 5

Section 6

Section 7

APPENDIX B: The Playful Classroom Teacher's Reading Guide

REFERENCES

INDEX

END USER LICENSE AGREEMENT

List of Illustrations

Chapter 3

FIGURE 3.1 Sustainable development goals.

Chapter 5

FIGURE 5.1 Link to the Profile of the South Carolina graduate.

Chapter 14

FIGURE 14.1 Children's book on growth mindset by @ROKinTheClass and @MonicaD...

Chapter 37

FIGURE 37.1 Open middle radical challenge (Kaplinsky, 2019).

FIGURE 37.2 Practice working with radical expressions.

FIGURE 37.3 The impact of praise on performance after a failure (MindsetWork...

FIGURE 37.4 3D Notetaking from @mrmatera's class.

Guide

Cover

Table of Contents

Begin Reading

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“It has been said that teachers affect eternity, having no idea where exactly their influence stops. If you are a teacher or a parent or simply a human being, read The Playful Classroom. And watch your influence, not only with the children around you, but with the adults, too, ripple toward eternity. Prepare to be inspired!”

Dr. Anthony DeBenedet, Medical doctor and author of Playful Intelligence

“Jed Dearybury and Julie Jones take readers on a fun, engaging, and creative journey into the pedagogy of play! This must‐read resource is perfect for all ages of learners and provides a wealth of ideas teachers can turn key straight away. Fantastic!”

Dyane Smokorowski, 2013 Kansas Teacher of the Year, 2019 National Teacher Hall of Fame Inductee

“The Playful Classroom is essential for every educator. During a time where education reform is a MUST, this book helps educators place value back to the relationship between the student and the educator as well as being creative and flexible throughout the learning process. I have gifted all my teachers with this FABULOUS book!”

Ann Marie Taylor, Executive Director, Horse Creek Elementary Aiken, South Carolina, 2008 SC Teacher of the Year

“With practical and readily applicable classroom strategies, Jed and Julie invite us into the wonderful world of play through laughter and creativity! I laughed a lot and learned even more. From early learning through secondary education, all educators can find golden nuggets throughout this text!”

Dr. Jemelleh Coes, EDU Professor, UGA, 2014 Georgia Teacher of the Year

“Playful learning isn't a reward. It's required! If you want deep, satisfied, inquisitive learning, the ideas inside The Playful Classroom will inspire and equip you.”

Matt Miller, Author, Ditch That Textbook, Don't Ditch That Tech, and Ditch That Homework

“Fittingly, The Playful Classroom finds ways to help teachers elevate learning and boost engagement, while also creating a sense of joy and whimsy for readers. Dearybury and Jones provide educators with the practical strategies and excellent examples they need to infuse the critical element of play into any classroom.”

Mike Soskil, Author Teaching in the Fourth Industrial Revolution: Standing at the Precipice, Top 10 finalist for the Global Teacher Prize, 2017

The Playful Classroom

THE POWER OF PLAY FOR ALL AGES

Jed Dearybury

Julie Jones, PhD

Copyright © 2020 by John Wiley & Sons, Inc. All rights reserved.

Published by Jossey‐BassA Wiley Brand111 River Street, Hoboken NJ 07030www.josseybass.com

No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, scanning, or otherwise, except as permitted under Section 107 or 108 of the 1976 United States Copyright Act, without either the prior written permission of the publisher, or authorization through payment of the appropriate per‐copy fee to the Copyright Clearance Center, Inc., 222 Rosewood Drive, Danvers, MA 01923, 978‐750‐8400, fax 978‐646‐8600, or on the Web at www.copyright.com. Requests to the publisher for permission should be addressed to the Permissions Department, John Wiley & Sons, Inc., 111 River Street, Hoboken, NJ 07030, 201‐748‐6011, fax 201‐748‐6008, or online at www.wiley.com/go/permissions.

Limit of Liability/Disclaimer of Warranty: While the publisher and author have used their best efforts in preparing this book, they make no representations or warranties with respect to the accuracy or completeness of the contents of this book and specifically disclaim any implied warranties of merchantability or fitness for a particular purpose. No warranty may be created or extended by sales representatives or written sales materials. The advice and strategies contained herein may not be suitable for your situation. You should consult with a professional where appropriate. Neither the publisher nor author shall be liable for any loss of profit or any other commercial damages, including but not limited to special, incidental, consequential, or other damages. Readers should be aware that Internet Web sites offered as citations and/or sources for further information may have changed or disappeared between the time this was written and when it is read.

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Wiley also publishes its books in a variety of electronic formats and by print‐on‐demand. Some material included with standard print versions of this book may not be included in e‐books or in print‐on‐demand. For more information about Wiley products, visit www.wiley.com.

Library of Congress Cataloging‐in‐Publication Data

Names: Dearybury, Jed, 1978‐ author. | Jones, Julie, 1977‐ author.

Title: The playful classroom : the power of play for all ages / Jed Dearybury, Julie Jones.

Description: Hoboken, NJ : Wiley, 2020. | Includes index.

Identifiers: LCCN 2020010794 (print) | LCCN 2020010795 (ebook) | ISBN 9781119674399 (paperback) | ISBN 9781119674467 (adobe pdf) | ISBN 9781119674481 (epub)

Subjects: LCSH: Play. | Child development. | Classroom environment.

Classification: LCC LB1137 .D43 2020 (print) | LCC LB1137 (ebook) | DDC 649/.5—dc23

LC record available at https://lccn.loc.gov/2020010794

LC ebook record available at https://lccn.loc.gov/2020010795

Cover Artwork & Design: New York Times bestselling author Peter H. Reynolds

First Edition

To our students—past, present, and future.

ABOUT THE AUTHORS

Jed Dearybury began his education career in 2001. During his 13‐year early childhood classroom tenure, Jed received numerous awards. He was featured in GQ Magazine as Male Leader of the Year, met President Obama as the South Carolina winner of the Presidential Award for Excellence in Math and Science Teaching, and was named as a top 5 finalist for South Carolina Teacher of the Year. Since 2015, he has been leading professional development across the country, as well as training the next generation of educators through his work in higher ed. As of August 2019, he is the Director of Creativity and Innovation at http://mrdearybury.com LLC. His mission: Equip, Encourage, Empower the teaching profession using creativity, laughter, and hands‐on fun! Connect with him online, Twitter @mrdearybury or www.mrdearybury.com.

Since starting her career in 1999, Dr. Julie Jones has had an exceptional journey in education. Previously, she has taught 4th, 5th, 7th, 8th, and 9–12 grades in both general and special education, as well as higher ed at the University of South Carolina Upstate. Currently, she is the Director of Student Teaching and Director of Early Childhood in Converse College's School of Education and Graduate Studies. She maintains an active research agenda with interests including instructional technology and pedagogy, always with a mix of creativity and play. She is the editor of the Teacher Education Journal of South Carolina, and past‐president of the South Carolina Association of Teacher Educators. Follow her on Twitter @JuliePJones, and view her full curriculum vitae at www.juliepjones.com.

ACKNOWLEDGMENTS

First of all, we must thank the coffee and the tea. Without thy substance, we shan't have accomplished much. The scones and pimento cheese biscuits, especially Friday's flavor—you know who you are. And, that one day at Bond Street Wines where Jeff House provided complimentary midday inspiration. For that, we are grateful.

Gratitude to the gang at Little River Coffee Bar, Pharmacy Coffee, Hub City Bookshop, and Downtown Deli and Donuts. Mmm, those muffins. Mmm, that dressing. And we mustn't forget the strawberry tea and free donut on our first trip. Smack ya lips!

We are so inspired for the playful creatives who share their talents and make the world a more beautiful and connected place:

Peter Reynolds, you have long been a hero of ours, but we never dreamed that your artwork would grace the cover of this work. We are so thankful for our connected dots.

Stuart Brown, who dances to the Spider‐Man theme song as if it's an everyday occurrence. Play is in your bones, and we're thrilled to have met you and work with you.

We are so grateful for the educators who inspire us every day. You know who you are because we tell you—every time we see you. We would be remiss if we didn't mention the specific contributions of both Matt Johnson and Gina Ruffcorn here. You two filled our heads with new ideas and challenged our antiquated ones. Dr. Melissa Walker, of @heydaycoaching, thank you for coaching us through the rough bits; Lord knows we love to argue, and you kept us on track in spite of ourselves.

To our family and friends who have supported us in this journey—so much patience, so much love, so many eye‐rolls that we've already forgiven you for.

Also, special thanks to Jackie B for the secret room in which the muse must apparently spend its winter break. Sorry for the smudge; it was chocolate. We swear.

To the Wiley team: thank you for choosing our work and for being just as excited about sharing this message with the world as we are.

INTRODUCTION

Dear Teacher,

Are your ears burnin'? In the deep South, that means someone's been talkin' 'bout ya. It's us. We love y'all! We think you are the bee's knees, the best thing since sliced bread, the butter on the biscuit, and as fine as frog hair! If y'all cain't tell it, we are as Southern as it comes, and there may be a need for a translator as you read our work. Feel free to tweet us if you need help, but we think the context clues will fill you in. If you get stuck, there's a glossary in the back.

Speaking of clues … Do you have any clue how incredible you are for reading this book? You picked it up to strengthen your work, to be stronger for the profession, to be better for your students. You already have a teaching degree, you most likely have spent countless hours in professional development, and now here you are continuing to seek growth as an educator by reading our words. You want to have a playful classroom, where students are fully engaged in authentic hands‐on learning that is meaningful and fun.

We wrote this book because we have a message that will hopefully help you with that growth. We're fired up. We're 'bout to boil over. Not in a mad way of fire and boiling. Don't misunderstand that. What we mean is that we are filled with zeal and excitement about the work we do with students and we want you to be too. Julie says this whole topic really cranks her tractor. That just means she is really excited. We digress. You see, for the true Southerner, we let these little bits of southern speak fly when we're really fired up. Here's the rule: even the rudest thought is forgiven if it's followed by “bless his heart,” even more so if said with a shake of the head.

It is incredible to us that you have chosen this path for your life's work. It's not easy. In fact, it is one of the hardest jobs on the planet, and some of the things we are going to ask of you in this text will make it even harder. We are gonna ask you to dig deep, to challenge yourself, to question yourself (and us), and to focus clearly on the heart of teaching … the children. Without them we have no job, we have no profession, we have no calling.

Many days after school, tears have probably run down your cheeks because you felt defeated. If they haven't yet, don't worry … tears are coming. Both of us have stories where we just sat in our classrooms and fell apart. There were so many tears, you'd think it was comin' a gully washer. Could we do it? Could we reach students? Could we make learning relevant, engaging, and fun? How do we make learning meaningful for our students? How do we connect the content to their lives?

We bet that many days you might have closed the door to your classroom, looked at the walls, and questioned everything you did that day. We did. Many days after that faculty meeting, you have probably been so mad at your admins and coworkers that you felt like quitting. We did. Many days you have likely felt as lonely as a pine tree in a parking lot. We did. Many days your kids have probably run around like chickens with their heads cut off. Ours did. But trust us, the journey is worth it. The calling is stronger than the hardships.

Learning must be meaningful.

Learning must be relevant.

Learning must be fun.

We know that many family members may have tried to talk you out of teaching. Why would you wanna do that?

We know you won't make a lot of money. We made more waiting tables.

We know that you will be looked down on because you don't work a full year like every other profession. OFF EVERY SUMMER!

We know that you may be ridiculed for your career choice. You could do anything you want!

You must ignore those naysayers. Tune them out.

Find something new to listen to.

Listen to the voices of students you've taught and will teach.

Listen to them begging for your attention.

Listen to them crying out for learning that is meaningful and inspiring.

Listen to them needing your love, compassion, and understanding.

When you focus on their voices, there's nothing you won't do to help them. You will want for nothing less in your career than a classroom where learning is relevant, meaningful, and fun.

You won't care about the Negative Nellies who tried to keep you from real teaching.

You won't worry about the days you cussed and cried after school.

You won't worry about how angry you were with your coworkers who don't get it like you do.

Why? Because the voices of students who begged, cried, and needed you will drown them out in your pursuit of creating a playful classroom.

Wait … “What do you mean playful classroom?” We hear you, you there in the back. We're not talking about a school where recess lasts all day. We don't mean a place where it's all fluff and no meat. The playful classroom is a place where the teacher embraces something beyond the ordinary, mundane, traditional boredom of school to reach students who are desperately crying out for something more.

A place where the learning is more than “activities” to cut, paste, and hang on a bulletin board.

A place where learning is more than worksheets upon worksheets upon worksheets with none of them “growing dendrites.”

A place where learning is never “ugh … back to school” after a long break.

The playful classroom is a place where learning is meaningful, relevant, and fun. Unlike that PD you just attended—you know, the one with the slide show presentation that was read to you—the ideas in this book will equip, encourage, and empower you to make this classroom dream a reality. These cow horns'll hook. This dog'll hunt. We promise.

In order for the PLAYFUL Classroom to become a reality, there are some foundational beliefs that must always matter.

THE CASE FOR

PLAY

. Play designs the future. Trains, planes, and automobiles of today were the kids' cardboard creations of yesterday.

PLAY INSPIRES

CREATIVITY

. Remember when you needed a tent, but had no tent? You found chairs and blankets and made one. You played and solved a problem through critical thinking using the materials you had.

PLAY BUILDS

TRUST

in students, parents, colleagues, administration, and ourselves. If we constantly doubt one another's abilities, motives, judgments, and qualifications, how can we move forward together?

PLAY STRENGTHENS

RELATIONSHIPS

. Our students are humans before they get to us, and they're still humans when they leave. It will do us well to remember that fact more than their test scores, data, and grades.

PLAY CULTIVATES

COMMUNITY

. We live and interact with others—locally, regionally, and globally. Play helps us shape a mindset of advocacy, awareness, sensitivity, and compassion for all.

PLAY NURTURES

GROWTH

. We can always be better. Play helps us to grow.

The core beliefs of the playful classroom transcend the history and future of education. They have always been present and always will. Whether we have a large classroom budget or none at all, we can have a playful classroom. We're here to paint a picture of why. When we understand the why and the what, the how will come naturally.

When we look for playful moments.

When we provide ourselves and students with time, space, and opportunity to play.

When we aren't afraid to play, mess up, learn, repeat.

When we keep in mind that the more we play, the more playful we become.

When we remember that playfulness makes us happy, and happy people play.

We have given you a peek into the fun. Now, pull up a chair, and sit a spell. Good Lord willin' and the creek don't rise, we're fixin' to get you all kinds of fired up!

Y'all play purdy now,Jed and Julie

SECTION 1The Case for Play

Why we must get on the floor with kids, ask questions, be curious; new ideas won't come from regurgitating facts. Play designs the future. Trains, planes, and automobiles of today were the kids' cardboard creations of yesterday.

CHAPTER 1Hey y'all! (yes, all y'all)

Hey y'all. We see you there, wondering how we're going to devote a whole book to those 15–20 minutes of recess. Are you afraid we're going to tell you to get out there on the monkey bars with your students? Well, you should, but that's not the purpose of this book. You see, when I (Julie) started thinking about the concept of play, I did so with a snarky look on my face.

(Yes, she did.)

Give me a little grace, Jed. My children were still in diapers and I was teaching in a very Direct Instruction–based middle school that was praised for high test scores. What did I know about play? Nothing.

Ok, that's a lie. Growing up, play for me was swinging on a metal swingset inside a chain‐link‐fenced yard outside my Papa's plumbing store. Yes, I swang and sang—at the top of my lungs.

Play for me was challenging my Barbies to put on all‐weather gear and climb their Everest—the white crochet blanket hanging off the side of Nana's bed.

Play was hula hoops.

Play was paint and cardboard.

Play was channeling my inner E. B. White on my (new!) Canon typewriter.

Play was roller skating on our indoor/outdoor carpeting of our basement.

Play was my carefully curated collection of the Babysitters Club and Nancy Drew in order, on my shelf, just so.

But, play was always separate from

school

.

Then, along comes my friend, Jed. He's an early childhood educator at heart, but don't go getting all “oh, that's cute” on us. He teaches adults now, and the concepts behind his (now, our) methods are much the same. We're like sweet potatoes and yams when it comes to instruction. We're close—‘bout the same. Not Waffle House–sittin’ close, but the good kind.

So here's how it's going down in this section: First, we're going to crank your tractor on the concept of play. Yeah, get excited. It's happening. Then, for you high‐brow, scientific folks we're going to give you the research behind play, including why kids—not just the littles, but even the teenagers (and us teachers)—should be doing more of it. Then, we're going to take you on a journey, reframing the classroom in a world of play. You'll be more effective as a teacher and as a human. And you'll love it. You'll love it because it's fun and entertaining.

You will love it a bushel and a peck and a hug around the neck!

Kinda like when you get off the “It's a Small World” ride at Disney—you'll be singing this song all day.

Defining PLAY

We have all played at some point, hopefully. While our play histories may not be identical because of various socioeconomic, cultural, and societal norms, most of us know what playing feels like. It's those moments where our spirit lets go of time constraints, our minds get lost in the moment, and we seemingly lose ourselves in the experience. There is a name for that, and we will discuss it more in depth in a bit. But, when it gets down to defining play, we get silly headed—especially academic folk. In the halls of academia, from third grade all the way to higher education especially, it seems that the idea of playing while learning/learning while playing has gotten a bad rap. No one seems to be able to agree on anything but its ambiguity.

We had quite the playful moment right in the middle of the Marriott lobby deciding if the correct word there was “wrap” or “rap.” Trust us, neither of us will ever forget which one is the correct word because of the hilarity of the playfulness that transpired. The learning stuck because we played.

Getting this train back on its tracks here … Let's consider these historically academic definitions for play:

Play is a “paradox” because it both

is

and is

not

what it appears to be. —Geoffrey Bateson, biologist (

1955

)

Play is “liminol” or “liminoid” (occupies a space between reality and unreality). —Victor Turner, anthropologist (

1969

)

Play is “amphibolous” (goes in two directions at once). —Michael Spariosu, classical scholar (

1989

)

We could go on, but you get the point. Let's get some things straight. Mama would say, “Let's have a word of prayer.” Play isn't what you're thinking it is. Take a look at the next image. We sketched it for you, but the real worksheet is floating around out there and was recently texted to us from a fellow teacher buddy. Do you see the problem? No? Don't worry, you will soon. In reality, play is so much more than the perception presented here.

When most people hear play, they think of the behavior. They think of monkey bars and swings. Hide and go seek and Red Rover. Red light, green light, and Simon says.

Four square.

Freeze tag.

Mother may I?

A tisket, a tasket.

Sardines.

Pickle.

Yes, they're right. But let's expand this concept: there's play; then there's playful. One describes a behavior, the other a mindset. We're going to talk about both.

Play is throwing a frisbee in the yard (air currents and wind power) or painting what you see (scientific method of observation) or reading for pleasure (imagination and visualization of text). Playfulness is the inclination to smile or laugh during all of these activities. Playfulness is the way we see the world. Playfulness is skipping and frolicking instead of walking. Playfulness is a mindset—an approach to each situation with intentional fun. The playful mindset includes having an awareness of our world, being intentional about our choices, honoring the process until it becomes a habit, and using results as a catalyst for more creativity.

According to our friend Anthony DeBenedet, MD, playfulness is not a radical new form of intelligence. Rather, it's an extension of both intrapersonal and interpersonal intelligences (you know, all that work by Howard Gardner).

(Jed: Do we all know it? I don't … Googlin' now!)

While these two are separate concepts, both are needed and reap maximum benefits. Read on.

CHAPTER 2Play as a Behavior

Let's dive into the first notion: play as a behavior. Yes, children play every day. But it's not just the 20 minutes after lunch when teachers chat on the sidewalk and scan the playground for potential dangers or risk‐taking before injuries occur. That is play. But that's just one kind: free play. We could go off here on how much love we show for our students when we play with them—on the swings, with the football, foot races, etc. But, granny said there's a time and a place for everything; just know that sermon is a comin'. Through free play, children learn to cooperate, follow rules, expand imaginations, strengthen their mind and body, and take failure in stride (Pang, 2016). Games of chance and simple video games are also in this category.

Another kind of play, not so well known, is deep play. The term was made popular by Clifford Geertz (1973), an anthropologist writing about Balinese cockfighting. Cockfighting in Bali is more than free play. In the United States, cockfighting is illegal, mean, and wrong, and we are in no way condoning this practice; however, in Bali it's a show of wealth and social status. It's competition between villages with high symbolic stakes. It's also personal and provides people with a satisfaction that has lasting benefits of the kind free play doesn't.

In her book, Deep Play (2000), Diane Ackerman explains, “Deep play is the ecstatic form of play. In its thrall, all the play elements are visible, but they're taken to intense and transcendent heights. Thus, deep play should really be classified by mood, not activity.” When we are using the phrase deep play, we are really talking about the process—the how of what's going on. What's happening isn't as important as how. Just because we're playing cards doesn't mean we're engaged in deep play, but we could be if we're in the strategizing, competitive zone. Ackerman shares, “Some activities are prone to it: art, religion, risk‐taking, and some sports—especially those that take place in relatively remote, silent, and risky environments, such as scuba diving, parachuting, hang gliding, mountain climbing.”

So, what is the qualifier that separates free play from deep play? Well, there are four. And, only one of them has to be present to consider a behavior deep play.

An experience becomes deep play when it …

… is mentally absorbing, offering challenges and problems to solve.

… offers players a new context for using the same skills as work.

… offers the same satisfaction as work, but different because the rewards are more clear.

… offers a connection to the players' past (childhood memories, home, etc.) (Pang,

2016

).

Read those again. Go ahead. We'll wait. You see that? We have opportunities to have deep play in the classroom every day. All day long. We don't want deep play all day, though; we want a mixture of deep play and free play (also known as rest, or non‐work) in the course of our time with students. The brain needs periods of focus and relaxation (Carey, 2015). It's why authors take time from their work to go on a walk, and scientists stop experimentation to play racquetball. Our brains are like a wave—with a crest and a trough. You can't have one without the other. There is balance. In this balance we find inspiration. With a balance of work, deep play, and rest, our brain can stimulate and sustain creativity. It's why Google intentionally organizes its physical spaces for playful thinking. We may not have the funding in public schools for office putting greens, vintage subway cars, and revolving bookcases. But there are aspects of playful thinking in cultures across the world that we could incorporate. Let's explore some ideas with a little imaginative play:

Imagine if schools adopted the cultural phenomenon known as the

siesta

. The siesta as we know it, originated in Spain and is derived from the Latin

hora sexta

, meaning the sixth hour. Traditionally, the day's hours began at dawn, so the sixth hour would be noon—a great time to recharge via rest. For schooling, siesta could be considered generally resting, be it physically, mentally, or otherwise. Imagine being encouraged to slow down, have conversations, and just be.

Imagine if all educators espoused the Hygge lifestyle popular in Denmark. All spaces would be designed with coziness and comfort in mind. Talk about flexible seating! Classrooms would include couches or puffy chairs for curling up with a good book. Pleasant scents would permeate the hallways, and lighting would be natural and easy on the eyes. Rather than looking at phones while lunching, all students would enjoy their meals with friends, conversation, and eye contact. Oh, and that teacher's lounge? It could actually be used for lounging.

Imagine if we offered recess for 15 minutes every hour. Yes, that's recess and free play at least seven times in a traditional school day. Do you think we're making this up? This is the cultural norm in Finland. Students play outside with a rare teacher interruption for 15 minutes each hour. Some schools in Texas have adopted this structure, and the early results are amazing! We'll talk more about this later, but if you're curious, search the Internet for the LiiNK Project at Texas Christian University.

Do you see what we did there? We took a brain break from the discussion of deep play to be playful and dream. Now, our musical bridge has concluded and we're back. Many of you may be thinking that one 20‐minute recess will provide the balance between deep play and free play. You take the class out, you let them run and wiggle, then you bring them in and get back to work. But that's 20 minutes out of a 6‐ to 7‐hour school day. How many breaks have you taken since starting this book? Have you gotten up to use the bathroom? Did you change positions from sitting at a table to a chair with a soft throw blanket? Have you turned to have a conversation with a friend or significant other? We know you probably want a formula for the classroom—X amount of play + X amount of rest—but, in reality, these two should be combined throughout the day to develop a whole class full of students and teachers with a playful mindset.

CHAPTER 3Play as a Mindset

In Playful Intelligence, DeBenedet identifies five qualities of influence on overall happiness and well‐being: imagination, sociability, humor, spontaneity, and wonder. Through observation, study, and hundreds of interviews, DeBenedet found those who personify these skills seem to live lighter and smarter—bringing enjoyment to their daily lives.

Don't we all want that for our lives?

Don't we want that for our classroom?

Don't we want our students to

imagine

the

wonder

of it all?

As we break these qualities down for you, we hope you reflect like we did: (i) How are we modeling these qualities for our students?, and (ii) How are we encouraging our students to embrace these aspects of playfulness?

Imagination

You might expect imagination to be associated here with artistic or musical expression. DeBenedet did, too, but that's not where he found it showing up in the interviews. In his work, the quality of imagination in healthy adults manifested in the ability to psychologically reframe difficult situations. Not escaping our struggles, but rather viewing them differently—using imagination to problem‐solve and cope. Imagination, when practiced through deep play and daydreaming, increases our capacity for empathy. Empathy. That's the word to focus on here. It's the seed from which positive global change can occur.

Surely you've heard the name Greta Thunberg. She's a 16‐year‐old from Sweden who is lending her voice to the #climatechange efforts. On September 18, 2019, Thunberg spoke to the US Congress urging them to take action. When applauded, she responded, “Please save your praise. We don't want it; don't invite us here to just tell us how inspiring we are without actually doing anything about it, because it doesn't lead to anything” (I want you to take action, 2019).

How many of our students know the varying perspectives on the topic of climate change? It is number 13 of the 17 Sustainable Development Goals (SDGs) (see Figure 3.1): an urgent call to action by the United Nations for cultivating and healing the world in which we live. We could focus our instruction on the (SDGs) every day, and what a wonderful way to provide rich learning experiences—talk about developing empathy!

Imagination is also a quality that helps us transform our mindset. For example, take a moment to Google “the Einstellung Effect.” This study, which focused on identifying solution bias, showed participants solving a problem based on previous experience even when a better solution exists. Their mindsets were fixed based on the experiences they had been provided.

Right now, as you're reading, pause. Think of a clown in your head. You might even want to doodle it in the margin. Does your clown have red hair? See, that's what we're talking about! Think about how McDonald's and Bozo have taught us all that a clown has to have red hair. There are all kinds of cool clown hair color variations, but dog‐it if we aren't fixed on red (no offense, Annie). Once, I was trying to teach a class of first graders how to write a letter. I modeled on the anchor chart:

FIGURE 3.1 Sustainable development goals.

Dear mama,

             etc. etc. etc. (insert content here)

Love, Jed.

Can y'all guess how many first graders wrote “Love, Jed” at the bottom of their letters?

If we rely too much on our past experiences to solve a problem, we allow these neural connections to strengthen, thus limiting our ability to think creatively. We use our thought‐defaults and get stuck. When we exercise our imaginations, we reframe problems, open our minds, and look at the world in a new way.

Think about the impact of reframing for students. Just the other day, I (Julie) was challenging my students to read like a historian. This was a class of preservice teachers who in less than a year would have a class of their own. Imagine here your middle schoolers, your high schoolers, the faculty at your school. They have much the same learning trajectory. Students in my class have a choice of assignments; they propose ways to showcase their knowledge using the ISTE standards for educators. The student's question went something like this: How do you want us to do X? How long should it be? Do you want images?

These questions come every semester. It's the reframing of educational mindset I have to coach them through. My response? It's not what I want. What do you want to create that will showcase you have this understanding or this skill? Who will benefit from the product you create? These are college students. When they finally do cross the bridge from receiving content passively to acting in the role of leaders—that. That is learning reframed.

How many times do we do it the way it's always been done because it worked one time in the past? We don't know about you, but every class we teach is unique and requires specialized strategies from us as educators. Teachers with a strong imagination are able to recognize opportunities to follow paths to new outcomes instead of relying on the same ol' same ol'.

Sociability

Playful sociability includes the ability to reject a THEM vs. US mentality. Those with the quality of playful sociability see only WE. Those who embody this trait have a strong sense of egalitarianism, built by the approach to social situations with humility and powerlessness. These people have a way of making everyone around them feel valued. They interact with authenticity, seeing others as humans rather than labels. Teachers who personify playful sociability reject stereotypes, loving their students first and teaching them second.

To truly educate, those with the trait of playful sociability block labels and listen to student stories. We must hear them. We must listen. These nuggets of authenticity are clues to their needs. Do they need remediation? Do they need challenge? Do they need the connection of friendship? Do they crave leadership roles? In the medical field, listening is key to diagnosis. In the field of education, listening is key to meeting the needs of our students. In the end, we are all working on the diagnosis of how to be a better human.

In our path to diagnosis, we must beware of the trap of anchoring bias. When we place too much value on initial information (think data, test scores, grades, last year's teacher, first impressions), our brain starts anchoring. Once this occurs, it's hard to adjust our thinking. Don't try to act like y'all don't know about this. Mrs. Smith, the second grade teacher, runs down the hall at the beginning of every year to tell all the third grade teachers about the new batch of “sweethearts” coming up. Sadly, she never has much sweet to say because she just wants to discuss all the ones she didn't like. Y'all … Shut that down. Remember, the goal here is to develop playful classrooms, and doing that starts with strong playful minds. There ain't nothing playful about a gossiping teacher.

Humor

Because we recognize humor as laughter, it is the easiest characteristic of DeBenedet's (2018) playful mindset to spot. However, we have to be careful in our analysis of it, according to E. B. White, not to kill it in the process. Caution: What you're about to read is a little heady.

The area of the brain that controls laughter is the subcortex—the same area that controls breathing and muscle reflexes. The areas of the brain that light up when we experience joy are known as the ventral tegmental area. So, basically we're looking at the bottom and the back of the brain. When we experience joy or laughter, the “pleasure chemical” dopamine pushes from those areas toward the front of the brain (the part responsible for judgment, creativity, and problem solving). Here's the key. Are you ready? Joy, pleasure, creativity, and critical thinking are connected. That's not all. Our brain's connective, dendrite‐firing awesomeness pairs an emotion with each learning experience. Educators have a choice. We have students potentially shut down from frustration (it's just too painful!) or we build strong connections by associating learning with positive emotions (Berridge & Kringelbach, 2015; Jenson, 2005). DeBenedet calls this effect resiliency, one of the main benefits of humor.

Another benefit of humor is human connection. The right kind of humor “says to others that it's safe to explore, play, and nurture a relationship together” (DeBenedet, 2018). Think about the last time you went out with a group of friends. Not just random people, but those who you are close to, comfortable with, and connected to. Those in your inner circle where you don't have to be “on” like when you're at school. Maybe y'all went to dinner at your favorite spot, saw a movie, then had drinks after. All along the way you were cuttin' up. There's no doubt that what you're doing is playing. You may not call it that, because you're grownups, but that's what it is. You most certainly laughed, shared funny stories, and had moments of playful banter. That's exactly what we are talking about here. When we use affiliative humor (the kind that puts others at ease, amuses, and improves relationships), we allow ourselves to drop personal walls and engage openly in conversations (Martin, 2006). We already know that education is first about relationships, so now you can see how humor is an essential element to successful classroom communities. According to our friend, Dr. Lee Hurren, author of Humor in School Is Serious Business (2010), there are seven benefits of laughter:

Decreases stress hormones.

Increases immune cells.

Triggers the release of endorphins.

Can temporarily relieve pain.

Provides a natural workout.