In a development mentality, there are larger components than earnings.
contributed by Maria Wissinger
Let’s face it: our students play games. Many of them.
It’s easy to denigrate games and say that they’re the cause of shorter attention spans and behavior problems, but for better or worse, games aren’t going anywhere. As educators, we have an opportunity to be part of a movement that has caught the attention of our students. By incorporating games and using the language of games in the classroom, we can transform student thinking so that the resilient behaviors exhibited when playing a game are transferred to the learning process.
In a growth mentality, there are bigger factors than earnings. Progress and growth are recognized as valuable in the learning process. This ties in directly with our students’ relationship with games. Of course, you generally play games to win, but more often than not, gaming is about playing. You enjoy the experience of the game, and then there is a result. With that in mind, it’s not that big of a jump from a sandbox game (like Minecraft) to sandbox art class. Yes, the end product is important, but getting there is also important. In each class, educators hope that students will appreciate the content, but also the actual learning and thinking process. We can inspire enthusiasm for learning by adopting a game mentality.
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When it comes to a game, children already expect a learning curve. They know they have to learn the rules in order to play. Whether it’s kickball on the playground or in a video game, there are rules about what you can and can’t do. This translates directly to any educational concept where the required knowledge is required. Once they understand the binding rules, they can draw a molecule. Once they understand a pentatonic scale, they can use it to improvise a song.
We can bridge this gap by incorporating games that allow for the practice of pedagogical concepts such as B. word games or logic puzzles. Students literally can play with the concept and enjoying yourself. In this supportive, low-stakes environment, students can feel free to take intellectual risks because it’s just a game. This takes the intimidation out of studying and makes them curious about what’s next. Another option is to recognize achievements as if the students just won a game or completed a level. Be creative when it comes to marking when they’ve mastered the songs for the concert or successfully completed the complex experiment.
The challenges of a fixed mindset
For a student trapped in a rigid mindset, every school assignment either keeps them on track or derails their dreams. A fixed mindset says, “If I score a ____ on this test, then I am _____.” This is limiting but can be avoided in one word – still. It’s an important word in the vocabulary of someone with a growth mentality. The word implies that the person will eventually complete the task with effort or has the knowledge required for the situation.
See also 25 ways to help students develop a growth mentality
Games give students a chance to practice speaking still. I didn’t find the treasure still. I didn’t win a round still. They play and learn, and setback is natural and not “failure.” Another game could start soon. The wonderful thing about games is that they teach life lessons. While playing any Play teaches children that they will win some and lose some. Even if they do everything right, it may not work out. Maybe they need to try again. That’s just part of the game and (spoiler alert!) part of living as a human on Earth.
However, it is difficult for students to persevere when they get a bad grade or see themselves repeatedly failing to meet a unit’s goals. This presents a unique opportunity for educators to embrace the mindset of games. An experienced player never gives up after losing the first level. They take what they have learned and try again at the same level. Once a player has played enough, they become proficient, complete their tasks and ready for the next level. We can use this game language to talk about reaching benchmarks or other goals. If a student isn’t ready to “level up” with a concept, they know they can try again with more information or a different strategy. Regardless of the language used, a game mentality can help students move forward in the face of adversity.
See also How gamification uncovers the nuances of learning
The real beauty of a game is that the outcome is like a growth mentality never Firmly. Someone else could win every time. A strategy may not always work. But each round offers an opportunity to get closer to the end goal. In this relaxed environment, students can learn how to laugh away at a bad turn and later cheer on their classmates. When the time comes, they will know how to shake off a bad grade, get back to their studies, and help others do the same.
Continue to play!
Mary Wissinger is an author, educator and creativity coach Chin Up heat open. She is currently on the team of Awesome gamesa company that creates science-based tabletop games that are kid-tested and educator-approved; Image attribution Flickr users Woodleywonderworks and Sharonmollerus