Author: gamestolearn

Whether you are using a quick exercise like the “Which Thumb?” activity or a longer one like “The Road Game” (I’ll introduce this in a future post) there is a simple and very powerful sequence of actions to be followed that can ensure learning is available at every stage of the process.

This post will briefly introduce each stage in the sequence, explaining the key features of each one. The next post will demonstrate their application to a more complex activity.

The three steps in the sequence are commonly called Briefing, Acton, Debriefing.  Other terms are also used in some contexts, but the ‘language game’ of naming things is a topic for a much later post, so these are the terms I will use here. At the beginning, they occur in the order listed here, however, there are variations which will become evident as you develop your skills and understanding of the process.

BRIEFING

During this stage, you – as the educator/facilitator of learning – are in charge of everything. You know why you are choosing this learning path, you know how it can create knowledge that fits with other work aligned with this activity. and – most obviously – you are in charge of the learning space, everyone else present is waiting for you to tell them what to do.

And you are going to tell them that you are actually not going to do that at all. Instead, you are,, going to invite them to create a learning space while you stand aside from the process and observe. In this briefing stage, you set the scene, introduce the activity, distribute any essential materials, explain the ‘rules of play’ and answer questions cautiously. It is important to be cautious about answering questions since some people may ask questions whose answers – if supplied – could ruin the learning process. Again this comes later with some case studies of do’s and don’ts in this regard.

The briefing must be deliberately ended before moving on. This does not have to be dramatic – but must be concise and absolute. The theme to have in mind is something like this “I am no longer in charge – you are. Enjoy the experience and focus all your attention on what you are doing and what is happening because of that.” You don’t need to say that – just think it, and pass the baton on to the participants/players.

ACTION

Once you have set the scene, and its time to begin, you step – quite literally. you must move away from any point where others may assume you still have the power to direct their actions.

This letting go of power and authority can be intimidating. If you have been an educator and teacher for any length of time, your comfort lies in that sense of knowing what happens next. During the ACTION you do not know and – beyond some guesses – cannot anticipate what will happen. So your task is one of ‘watch, look, and do nothing’. If you do not do this well enough, the next stage may not go well. So your preparation for the action stage must concentrate on understanding the possible sequences you will observe, and focus on remembering those moments where the learning you were hoping to see is unfolding before you. All those moments become the focus for discussion in the third stage, along with all the moments that the participants themselves have observed and experienced as central to their own learning.

The action must also be deliberately terminated. A whistle or a bell or just a loud voice calling “OK – lets’ end this and talk.” Aach activity has a different ending moment. and experts can see it coming while novices may stumble into it. No matter – just be clear the action is over, before introducing the final stage.

DEBRIEFING

This final stage must occur in a setting that is somehow shifted away from the action. If not a different room, then at least a different seating arrangement that cancels out the aciton space in some way. This can be difficult if you are in a cramped space where furniture can’t easily be moved. Sometimes all that can be done is to have everyone stand up (if they have been sitting down) or arrange a short break from the space entirely or simply to pull all the chairs into a circle and position yourself as a member of the circle.

This first introduction to DEBRIEFING provides a three-step semi-linear approach to drawing out the learning, reflections on experiences, sharing of insights into what happened, and how all that can be taken further as individuals reflect on their personal experiences and contributions.

What happened?

It is reasonably simple to recall events and facts from the preceding period of time. So asking everyone to recall, and describe, that provides a simple and fairly smooth entryway into the complexity of what you have been observing. Try to reserve your own perspectives and observations as long as possible. The goal is to enable everyone to speak their own thoughts, not listen to yours. So ask and probe for descriptions that add to everyone’s insights. Encourage exploration of links among events and observations.

What are you feeling?

Emotions drive actions, so once everyone has caught up on the overall perspective of actions, it is time to shift attention to the emotions that are both present, in this moment, and also have been driving behaviours through the action stage. As emotions are recognised and named, there may be a shift in awareness. Excitement, relief, and anticipation may all emerge, along with dismay and disbelief.

Allow everyone time to name their emotions, end ensure that they own them, and do not allow anyone else to deny others’ their feelings.  The shift from emotions to the final question may come quickly or slowly.

What are the parallels with real life that have emerged from all this?

By now a group that has been paying attention to the flow of the conversation will probably be seeing those parallels for themselves. The task in this closing phase of the process is to ensure that everyone is looking to themselves to see how they can use these insights, amend their actions (if this has been a goal), seek further for new insights and enjoy, in retrospect, the adventure of learning in this active, reflective and thought-filled manner.

Sometimes ‘small and quick’ exercises can create learning moments of lasting impact. Try this short exercise when you next want to demonstrate the difficulty of causing people to change their habits or routines.

Explain to the learners that this is a short exercise for exploring aspects of change in a practical way.

Ask everyone to stretch out their arms in front of them, and then bring their hands together, clasp their hands and wait for your next instruction.

Now say “In a moment I am going to give you an instruction, and you must follow it as quickly as you can.”

Pause for a moment then say –

“Raise your arms in the air, and now – quickly bring your hands down and clasp them again – with the other thumb on top.”

Give no other information. Wait for a moment watching their hands come together.  After a few seconds ask

“Has everyone got their ‘other thumb’ on top?”

Most will agree, and you can now ask them how they know it is the ‘other thumb’?

You will get replies like –

“It feels strange/unfamiliar/ awkward?” “I had to check when I clasped my hands which one was on top, and then I changed them.”

There may be other responses, including “I realised I didn’t know which thumb had been on top so I had to go to the start position and then change.”

Invite comment about the sequential moments of action, and then draw attention to the topic of ‘change’ and how this simple motion of ‘changing thumbs’ has brought to mind the likely problems that they may face in bringing change into focus in their own contexts.

The next post will use this activity to work through the normal sequence of actions to successfully apply such an exercise in a learning context.

Much is written about knowledge in academic environments. But not much is written about how to ‘play with’ it. This site aims to change that.

Play is one of the oldest and most powerful aspects of human society. We play to learn as children in varied and informal ways, then gradually shift into more formal modes of learning, and slowly lose touch with the sense of playfulness that has shaped our learning in those early years.

Knowledge is about data, information, facts and knowing.  Academic contexts are often less concerned with the skills that are the companions of these knowledge tools. However, without the skills to apply knowledge, knowing alone, may prove useless.

Playing with knowledge is a powerful way to unite knowledge and skills.  But that gradual loss of the capacity to play makes it difficult to employ it in academic contexts which privilege propositional knowledge – abstraction and concepts – over practical abilities.

However, the workplaces intending to employ graduates from those environments inextricably link knowing and doing, and are thus environments within which learners encounter the complexity of theory infused tasks and are challenged by the siloed nature of their capabilities.  The missing link in this story is the absence of means for learners to  rehearse ways to  integrate their skills and knowledge in environments that are reasonably ‘safe to fail.’

Playing with knowledge is a way to provide such environments, and the goal of this work is to assist educators to acquire the skills, knowledge – and most of all – the courage to combine their expertise in propositional knowledge with ways of developing associated skills.