Why Play-Based Learning Should be Used for all Age Groups from Early Years to Further Education
You may think secondary students are too old for fun and games in class, but elements of play can get all kinds of learners engaged, says Vicki Vincent…
Imagine if you can.
In an ideal world I would welcome learners into my classroom, my own classroom, set out and organised the way that I believe will support learning (and my teaching) the best.
I’d have displays that were relevant to the topic we were currently studying; examples of work would adorn the walls that celebrated, not necessarily the highest marks but definitely the most progress or effort; additional resources would be nearby for any learner who needed them and a stash of stationery would be on hand – although in an ideal world all of my learners would come prepared to lessons.
In an ideal world my learners would sit at their desks with their books out in front of them, their homework tucked neatly in the back ready to hand in. They would smile as I greet them and they would make sure their phones were switched off and put away safely, no distractions in my classroom!
They would engage in discussions, work well with their peers and eagerly, and willingly, get on with their work.
In an ideal world they would take responsibility for their own learning and they would flourish before my very eyes every single lesson.
I don’t teach in an ideal world though. I teach resit GCSE in FE.
My learners (mostly) hate the lesson before it even begins. Most don’t bring a pen and their phones are their life force.
They are good at being passive and most have this down to a fine art.
To these learners English is hard. English is boring. English is pointless.
Imagine ‘failing’ at something and being made to do it again and again, though.
Think for a minute about something you find tricky: curling your hair, baking bread, learning Italian, anything really that has you muttering quietly to yourself in frustration.
Now imagine doing that on repeat. For years.
So I get it, how they feel, it must suck. That doesn’t make my job any easier though.
Something I have learnt this year, perhaps the hard way, has been that teaching to the test doesn’t work.
I’ve used the exam questions as a foundation for my curriculum and it’s been a royal snoozefest.
Too often I’ve been faced with a surly teenager who simply doesn’t care enough to engage their imagination, show empathy or give an opinion, and too often I am spoon feeding students answers or ideas.
The fact that I facilitated this only served to make a rod for my own back. Don’t you just love hindsight?
Don’t get me wrong, I’ve had the odd few ‘ooh’ moments, but all in all I think it’s fair to say it’s been a bit tedious this year and we’re all bored of the sound of my voice.
I have mulled it over and thought about what I can do to make their experience of English more meaningful.
My education roots are in Early Years and I value learning through play. I love being creative and in an ideal world (there it is again) my learners would be too.
I’m not naïve enough to think they are suddenly going to fall in love with the subject just because I throw in a gimmick or two but something has to change, for my sanity as much as their progress.
In order to succeed they have to engage but I want learners who learn more than just the test: I want them to grow as people.
I’ve thought a lot about how I can achieve this and I have begun to map out a curriculum for next year that is inspired by the kind of play-based learning activities I would use in primary school, taking a thematic approach that focuses on the development of their minds along with skills for English.
I realise that they are young adults and ‘play’ may sound inappropriate for them, but the best lessons I have experienced this year have had elements of this within them.
Active learning means that students are less likely to sit passively by, willing the three hours to come to a close, and, hopefully, using topics that they care about will also help to spark a bit of curiosity in them.
As well as working thematically I really want to build closer links with the vocational areas that they come from.
I don’t need to be an all-round subject specialist but I do recognise that I need a better understanding of what they are learning about – again this can only make it easier for me to find things that interest them.
I also feel that subject areas need to understand a little better what the GCSE outcomes are and how they can support the skills needed for the exam in their vocational learning. Win-win right?
With this in mind I’ve imagined lessons based around topics that seem to have sparked a bit of interest this year: crime, animal welfare, social media, monsters (anything gory seems to properly float their boat!) and I’ve thought about how I can use these to open their eyes and their hearts to the world around them.
I’ve imagined giving them roles to play: journalists, victims, explorers and jury members for example, to develop their empathy and awareness of others.
I’ve imagined collaboration with vocational teams to support them to embed the skills that are required for the GCSE.
I’ve imagined setting homework, just small and simple tasks, to develop their independence and I’ve imagined the pride they will take in their work when they know I will accept nothing less than their best.
So I have planned out my lessons and sought out resources and yes, fine tuning will be needed, but it’s there, ready, my imaginings on paper. The lessons I’d like to teach. For the teacher I’d like to be. For the students who don’t like to learn.
Imagine, if you can, how awesome it will be.
Vicki Vincent is a further education English teacher. Check out her blog at feteachertales.wordpress.com and follow her on Twitter at @MissVicki_V.
