Effectiveness in Creating Progressions as an Educator

Led by Iggy Perillo

 

 

 

How do we define ourselves in our industry? Educator? Facilitator? Guide? All of the above?

Goal: Work on that facet of our world where we are an educator.

 

We are ALWAYS an educator...

  • Traditionally the role of an educator/education has been two things:

    • Teaching social norms + repetition (Alfred North Whitehead)

    • Cramming knowledge as much knowledge as possible into someone’s head

    • Not what us as educators and facilitators strive for or believe how education should be

  • Educators/facilitators/guides in our industry are the game players!

    • Teaching cooperation, management, connection, and fairness through play

    • The lesson/knowledge comes from the underlying values within the game

Are we teaching community building? Fun?

  • No... teaching communication and appropriate interaction, respect, trust, etc…

  • What are the actual values you’re teaching as an educator while you’re playing games?

  • Understanding values

Blooms Taxonomy: Levels of Learning

  • Knowledge/Facts

  • Understand

  • Apply

  • Analyze

  • Evaluate

  • Create

Progressions

  • The second part of being an educator is setting up your sequence/progression

  • The beauty of a progression is participants know where they are going next and gives them tools for what to expect

Types of Progressions:

  • Big... Small: What are we doing as a group... what am I doing as an individual

  • Small... Big: What am I doing as an individual that affects what we are doing as a group?

  • Passive aggressive attitudes... Trust

  • Competitive... cooperative

  • Apathetic... supportive

  • Closed off... vulnerable/authenticity

  • Comfortable... brave

  • Chaos... structure/efficiency

Progression is the MAP that connects things along the way...

  • From where you are to the outcome

  • The map gives students a sense of timing and helps give you flow and stay on track

  • Engaging at a human level

Do... Reflect... Repeat

  • Experiential cycling and teaching students to take that over in their own lives

  • Building progression is about being very intentional with those questions we ask. Understanding what they did and what skills they used and learned.

Sequence vs. Progression

  • Sequence: what is each activity/challenge/initiative that I’m going to do?

  • Progression: What are reflective questions to get to each goal/skill

 

 - Breakout and plan progressions -

 

What am I teaching?

  • Whose goals? Whose mission? Whose values?

  • What is the progression/map to get there?

  • How do I connect steps to get there? How do I share that map with the group?

  • How do I share/empower students to get themselves there?