Why Play and Exploration is Key to Learning New Tools

What is the importance of allowing students time to tinker?  Diane Ackerman, a contemporary American author states, “Play is our brain’s favorite way of learning.”  Purposeful learning can go beyond Project Based Learning and extend to learning opportunities where students can analyze tools that they have already become familiar with. Students can take time to explore other uses of the same tool and allow them to try a tool in a way that was not originally instructed.  At Pine Crest, we offer students in the Lower School time to really choose any technology tool that’s available and see what they can do differently with it. As an instructor, it excites me when they have designed a use that never even occurred to the educator in me. Students can come in the first time and feel concerned they might break a tool.  After time, that same student will begin to ask how to merge two different tools together.

Exploration Time is not completely unstructured.  The students understand that there are expectations.  They must be, ‘actively involved,’ and engaged with a tool.  This idea is similar to when a student looks through shelves in a library.  They may not read every book, but the act of skimming allows for gaining new ideas.  We have times and places built into our school day where the students can be social with their peers.  This is a learning time where we take a look at tools that are offered and work with others who have similar interests.

What are some things to think about when setting up time for exploration at your school?

1. Independence-  First, evaluate the appropriateness of your student tools.  I often ask myself, “Can a student at age X complete this by themselves?  How much adult assistance is required?” Don’t always trust labels on STEM packages.  Manufactures can see trends too. Be wary of how a company tests their products. Recently, I spoke with a company and asked if they based the age range of the tool on classroom use or home use (which is more one on one.)
   
2. Age of Students-During our exploration hours, students must be able to pull out a tool, explore with the tool by themselves, and put away the tool properly.  We find that this starts about half way through 2nd grade. In our elementary setting 3rd, 4th, and 5th graders are welcome all year. Second graders may start in January.  Are there exceptions? Of course! However, we like to discuss on a case by case with the the students, families, or classroom teachers.
   
3. Size & Space-How many students can you manage with a wide variety of tools?  Robotics and technology tools require space for movement. I have found that 20 is manageable in our space given the span of different ages that are included.  However, if the ages and numbers of students were different, I might shorten the number allowed because larger students need more space.
   
4. Safety-What kinds of tools are you allowing during your exploration hours?  Since I allow for a variety of technology related tools such as Osmo, Ozobots, Lego Robotics, Dash Robots, and more there is plenty of choice for safe play.  This is not a time for areas like, ‘take apart,’ which would require more specific small group supervision because of the hand tool usage.
   
5. Set Clear Expectations-Guide families and teachers who are unfamiliar with this type of learning that this is not a ‘class’ in the traditional sense.  As the leader, you are operating as a coach and guiding students towards making good choices in taking it to the next level of learning.
   

Where can I look for ways to encourage exploration in my school?

1. Before school hours-At Pine Crest School we have an early care program for our elementary students.  Look for areas of the day that make it easy for students to use their time well. Time that otherwise they may be in transition.
   
2. Recess Programs-Do you offer students options to visit the library or media center during free periods?  Look to balance the needs of outdoor play with other options. Schedule times when students can explore one or more days a week.
   
3. Aftercare and Extended Day Programs-If your school does not offer structured after school classes on specific topics, reach out to your aftercare counselors to see if they are looking for a supplement to their program.  On professional development days when we still have a few students on campus, at Pine Crest, I’ve offered time to explore and it really gives a change to an all day program.
   
4. Genius Hour or Maker Tables in the Classroom-Offering a few tools for students to explore during a center or rotation.  Tools such as Snap Circuits have pictured instructional booklets which allow younger explorers to build on their own.
   

    Mr. Rogers famously said, “Play gives children a chance to practice what they are learning.”  Here are some benefits observed: First, it highlights both your high and low achievers in technology.  I have students who may be super quiet in class that really come alive when allowed to choose their learning.  It has really allowed me to mentor students and show them other areas they might be interested in on a more individual basis.  Second, this type of inquiry is relaxing. It’s very different when you are searching for yourself then when you have a problem that must be analyzed.  Third, girls feel more encouraged to create with technology when there are opportunities for others who have similar interests to have time to get together.

    Play can be serious business.  How many inventions have occurred by an accident because the inventor was trying to do something else.  This is what happens often when you allow students to explore. As the American biologist, Mark Bekoff, once said, “Play is training for the unexpected.”