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Add to basket. Be the first to write a review About this product. All listings for this product Buy it now Buy it now. But play has been used productively in secondary schools.

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For example, secondary teacher, kenny73 , told me on Twitter his class used sand trays and water to encourage students to simulate coastal actions. He said: "I was very clear that I wasn't looking for a definitive answer to anything, but I did want students to observe and record their findings before trying to link to actual coastal landscapes. The freedom allowed students to just try things their own way, experiment and probably make some different conclusions from mine, but some similar ones which they will ultimately keep from a memorable lesson.

There are so many pieces and links we can pick up from this in future lessons, even if the learning was messy, with a different structure and an unusual way to explore the new topic.

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To read more of Don's views and ideas, visit his blog here. The US researcher Sternberg argues that as children move through school, they quickly learn how the system works and suppress their spontaneous creativity. This doesn't happen, however, at home, on digital platforms or out with their friends where they are often highly creative. Some teachers, in seeking to achieve prescribed targets, which they are pressured to do, also curb their creativity, avoid taking risks and leading explorations in learning. But it needn't be that way.

A key issue in my view is being convinced that play and creativity have an important role in education, and that as professionals we have a responsibility to nurture these. The world is changing and is more uncertain than ever before. Surely creativity is a critical component in enabling us to cope, to find pleasure, and to use our imaginative and innovative powers. These are key resources in a knowledge-driven economy and, as educators, we must take up the mantle and educate for tomorrow.

For an approach that fosters playful sharing of ideas, Teresa recommends The Helicopter Technique, developed by the team at MakeBelieve Arts in London.

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Play in education is still an important pedagogical tool for some educators. I would like to voice a word of caution, however. By declaring play as a child's 'right', which should be somehow protected from adult interference, and that children in school should be free to lead the learning in whatever direction they desire, we leave ourselves open to attack of lack of rigour and professional responsibility.

I prefer to see play, and by extension the use of dramatic inquiry, as a well researched and effective pedagogical tool that develops children's learning where other more traditional, direct instruction and open discovery methods are less useful. Nevertheless, they still have an important role in teaching and learning. Being a teacher is a practical occupation, where using the most effective methods we have available is paramount, and we should resist pressure to restrict our options by those who are fighting ideological battles. Tim edits and writes for mantleoftheexpert. Surely, at its heart, if learning is fun and memorable, and you actually learn through it, that is the best kind of learning there is.

Learn differently to think differently. Encourage students to question and develop their own ideas. There is nothing wrong with learning through play. Teachers must have the confidence to teach our students in this way and to develop this vital teaching and learning strategy. Governments come and go. In 25 years time, I want students to remember my lessons and what they learned. I bet in 25 years time they won't be able to tell me who the education secretary was. But they will remember that time when they were human punctuation marks or sang to learn key vocabulary.

Or ran up and down the playground to learn tenses, or when they put a book character on trial in the conference room, judge wig and all.

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And that is why we should learn through play and continue to develop this vital pedagogy, despite any changes coming our way. Sian shares her ideas for best practice and creative lesson plans with teachers on her blog. This is the process our practitioners go through before entering a child's play. You are then making an informed decision as to how and if you should enter the play. Through this supportive climate for learning, the children and adults have genuine shared control.

The adult highly values the child's active learning and they become authentic play partners with the child, following their interests. I feel two of the most important things that play can develop in the class are interest and motivation. If we can encourage these, then the children are on board and contributing to their own learning. Here's an example that might interest the maths department. I use the 'times table Macarena' to teach counting in twos, fives, 10s etc.

Eight steps to becoming a more creative teacher

I play the Macarena and make sure the children know the moves. Here in Spain that isn't an issue in fact they correct me. How humiliating. Once we're warmed-up, I write the answers to the table I want them to learn and practise on the board three, six, nine, I then show them how to sing the numbers in time with the movements of the song. Conveniently, there are 12 movements. Once we get the hang of it, I start rubbing a few of the answers off the board so the children have to remember them. I usually end the session by promising that we can do it again tomorrow. But only if they know the numbers.