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Terry Elliott

Stuart Brown - Play, Spirit, and Character | On Being - 0 views

  • come up with a philosophy of play
  • I believe in God the Playmate, Maker of every kind of place to play and every kind of playmate, both the visible and invisible.
  • I have to remind them again and again that we are only playing. They cannot fail. But somehow all the expectations to be good, to do it right get in the way of our natural
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  • social pressures and the fear of embarrassment most likely have something to do with it.
  • When I teach I aim to allow students, above all, a safe place to play. The nature of play is to come together with others and experience joy as we discover more about life and the world. What could be more spiritual?
  • Hello ~ As school children in the 1950s, we were sent out to play "on the noon hour" everyday no matter what the weather - and it snowed, rained and scorched. It was the best part of the day even though it was tough. I remember standing in Mary Catlin's coat to stay warm. I was very little and my fingers froze. Our teachers, Sisters of St. Joseph in full habit, put on shawls and skidded down long ice chutes with black robes flowing. We played every game - pom-pom-pullaway; red-rover-red rover; dodge ball; witch-steals-the-child. We monitored ourselves on the playground - some kids were 'mothers' to others. We played our hearts out, never looked back, loved each other and let everyone play.
  • Here is a poem I wrote about those days
  • role playing.
  • The ritual theorists perked up and remarked that play was considered the highest form of ritual.
  • Play has become my hermeneutic for both preaching, study, and in many ways life.
  • I would wager to say that while one can understand faith without being playful, one can not have it unless one understands the give and take, the unpredictable pitfall and grace that constitutes the fabric of play.
  • Play, i.e., making forts, running, twirling, skipping, and making up scenarious, even gathering at night to play "kick the can," dancing, being silly, all elicit joy, pleasure and inspire confidence and hope, both now and as a child.
  • I became a leader in InterPlay, where story, movement, sound and stillness are paths to spontaneity and play. New ideas and relationships, deep laughter ease and grace have been the gifts that have convinced me I MUST PLAY to stay healthy and happy.
  • interplay.org
  • play therapist
  • I think play is the ability to imagine things differently and not feel locked in. Play is the slack in life. The way that newness can most easlity come into life. That is why play is usually fun.
  • nvestigate how play has shaped the mammalian brain and more specifically how a lack of play in humans can lead to a loss of neuroplasticity which is associated with all kinds of psychopathologies.
  • "play" can not be understood as an activity but must be recognized as a mental or neurophysiological state. When approached from this direction it becomes apparent that play can exist in virtually any circumstance or any experience as long as there is an absence of fear or threat.
  • no doubt that play has been THE fundamental characteristic or quality that has given homo sapiens their ability to think creatively, imaginatively, etc.
  • Dutch thinker Johan Huizinga was correct in his labeling humans as Homo Ludens as opposed to Homo Sapien.
  • The people sat down to eat and drink, and rose up to play. —Exodus 32.6
  • Augustine said: “Better learn learn to dance, or the angels in heaven won’t know what to do with you!”
Terry Elliott

Make Cycle #5: Storytelling with Light - #clmooc - 0 views

  • the Free Library of Philadelphia and
    • Terry Elliott
       
      Over 10% of their libraries are closed for varying emergencies. How can they expand services into maker spaces without affecting other services. Political issues here about money.
  • we’re inviting you to think about how you can tell a story using light.
    • Terry Elliott
       
      how does this connect those of us without the tinkering supplies? Same problen from last week, Too damned much friction to participate.
  • deepening the conversation
    • Terry Elliott
       
      Or will we be widening the gap between the tinkering 'haves' and the non-dominant 'have nots'.
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  • connecting with stories in our wider communities.
    • Terry Elliott
       
      How about a narrative of the left out, the non-dominant unsupplied.
  • Maker Jawn experiments with creating replicable, scalable spaces and programs that prioritize the creativity, cultural heritage, and interests of diverse communities, embedded directly within the fabric of the library. We cheer-lead latent enthusiasts by providing resources, tools, and an encouraging space. Programming is geared towards for interest driven projects that develop skills, build persistence, and open up new trajectories. We currently offer daily youth Maker programming in ten libraries across Philadelphia.
    • Terry Elliott
       
      Is this boilerplate from a grant application? To be blunt, I haven't the foggiest diea what it means. Which is wierd because the Jawn website is pretty straightforward.
onewheeljoe

If Thou Beest a Moon Calf…More Stories from My Dark Night of the #CCourse Sou... - 0 views

  • That’s what we want to do. Well…OK, that’s what I in my omniscient infinitude want to do. This is the problem of the connected classroom how can one give up the hiearchy, trusting that the course of things will be taken up in manifold ways and products?
    • onewheeljoe
       
      Self deprecating about your role in the classroom and also reflecting on the need to give up the hierarchy. Can you turn the hierarchy on its head regularly and routinely? 
  • And therein lay the rub: in response to the fear and confusion I sensed in my students I became Uncle “Hub Central”. Understanding how to summarize became an external act outside their own minds consisting of checklists, algorithms, and templates designed to connect the dots that I so faithlessly put on the page. But in the end I believe that summing up needs to be an internal algorithm that rises up as a personal exigency, a massing together of sets of neuronal allies, firing and wiring like a mosh pit of nodal “hands” holding up the crowd surfing madman named Summary.
    • onewheeljoe
       
      Here you are tough on yourself again while the rock and the hard place remain exactly where you found them. In my view, Uncle Hub Central responded with support strategies (I'm shocked to discover your use of the word scaffold, Terry. :) How might you throw out the bathwater of hierarchy while tucking the baby of your support strategies under your arm? If the hierarchy disappeared, how might you leverage your support skill and instinct in a more networked, dynamic way?
  • Meaning making and perhaps internal connecting? A consummation devoutly to be wished.
    • onewheeljoe
       
      How might you insist on the meaning making and internal connecting? Above you showed how you insist on summary. 
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  • Best practice/worst practice. The problem with this variant of the post hoc fallacy is that we don’t really know if the strategies all arose as a ‘one off’ case, a sample of one, or as a truly generalizeable theory of action. Heraclitus (and his kissing cousin, Chaos Theory) argues that we really can’t step twice in the same river. In other words, initial conditions are always different from case to case in the dreaded ‘real world’. Those initial conditions almost always lead one astray from the desired results. Post hoc thinking is almost always wrong.
    • onewheeljoe
       
      The best practice/worst practice piece has tremendous power. It is at the core of your reflection and might be at the core of reform. Is this the theme I think it is? 
  • Perhaps I will discover the best case scenario for each of my classes. Perhaps not. Perhaps the success will come in the constant trumpeting of both “baby step” successes as well as “falling and hitting our heads on the coffee table, let’s go to the emergency room” failures. I just need to move my primary default mode from hub to node. They are more responsible for their own learning than I am. I share a duty to them, but the process is messy. We are all moon calves when it comes to learning. Moon calves.
    • onewheeljoe
       
      Your conclusion reads like a beginning to me. How is the hub kidding himself about his role and his impact? How is the node superior as a teacher and learner? 
Sheri Edwards

Choose Your Own Adventure: Summer Edition! | Techbrarian.com - 0 views

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    Use google forms to create a choose your own adventure story.
Sheri Edwards

NH teachers have 'gamified' their classrooms to motivate their students to learn - Pare... - 0 views

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    ""Within my class, when I introduce an assignment, it's embedded within a storyline," he said."I'm making up a story as I go, often strongly influenced by suggestions from the students. They'll create an entire subplot basically, but, basically it's a reason. The reason you need to take this test is because there is a peril in the kingdom and we need people to go up against this.""
Terry Elliott

How to Be Optimistic: 4 Steps Backed By Research | TIME - 0 views

  • The 3 P’s It all comes down to what researchers call “explanatory style.” When bad things happen, what kind of story do you tell yourself? There are three important elements here. Let’s call them the 3 P’s: permanence, pervasiveness and whether it’s personal. Pessimists tell themselves that bad events: Will last a long time, or forever. (“I’ll never get this done.”) Are universal. (“You can’t trust any of those people.”) Are their own fault. (“I’m terrible at this.”) Optimists, well, they see it the exact opposite: Bad things are temporary. (“That happens occasionally but it’s no big deal.”) Bad things have a specific cause and aren’t universal. (“When the weatheris better that won’t be a problem.”) It’s not their fault. (“I’m good at this but today wasn’t my lucky day.”) Seligman explains: The defining characteristic of pessimists is that they tend to believe bad events will last a long time, will undermine everything they do, and are their own fault. The optimists, who are confronted with the same hard knocks of this world, think about misfortune in the opposite way. They tend to believe defeat is just a temporary setback, that its causes are confined to this one case. The optimists believe defeat is not their fault: Circumstances, bad luck, or other people brought it about. Such people are unfazed by defeat. Confronted by a bad situation, they perceive it as a challenge and try harder. And when good things happen, the situation reverses: Pessimists think good things will be short-lived, are rare and random. Optimists think good things will last forever, are universal and of their own doing. What’s the ultimate result of this? Pessimists often quit. Life feels futile. And when life feels futile, you stop trying and frequently get depressed. So now we understand the kind of thinking that underlies these positions… but how do you go from one to the other? Research shows you should act like a crazy person… Okay, I’ll be more specific.
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