James Paul Gee in What Video Games Have to Teach Us About Learning and Literacy goes into great detail explaining how video games have built into them ways to force players to explore their surroundings. He uses Metal Gear Solid games as an example that if you try to directly attack your enemy you will quickly die. The game forces you to be sneaky and to explore side passages where you discover hidden objects that help you in the game.
Gee then compares this style to his preferred learning style stating his cultural biases that were challenged as the following statements:
“The final goal is important, defines the learning, and good learners move toward it without being distracted by other things’ and ‘Good learners move quickly and efficiently toward their goal.’ I also hold other models: ‘there is one right way to get to the goal that the good learners discover (and the rest of us usually don’t)’ and ‘Learning is a matter of some people being better or worse than others, and this is important.’ (173)
…For one last example, I held a model like: ‘When faced with a problem to solved, good learners solve it quickly, the first time they try or soon thereafter. If you have to try over and over again, this is a sign that you are not very good at what you are attempting to learn.” (p.174)
|A straight path is not always the best. Photo by chasingtheflow|
Video games usually punish rather than reward this kind of learning, encouraging players to explore and discover how to solve problems through trial and error. His statements echo the way that most teachers and schools work. Standards based grading helps with some of these by allowing students to re-assess and learn at different paces. PBL also gives students some freedom to explore the curriculum in non-linear fashion according to their interests. I like to go on “rabbit trails” when students are engaged in fascinating questions that may or may not be directly related to the standards. But as a teacher I still feel myself driven by making sure students meet the standards (efficiently) and rushed by the amount of curriculum we are supposed to learn (quickly). So much of American culture is built around speed and efficiency that schools fall prey to this same thinking.
So how do you build into your class ways for students to “meander” as they think their ways through problem-solving? How do we fight the culture that says “faster is better or smarter” and focus on deeper, non-linear learning?
PS: And this is one of my major problems with the Common Core. Standardization leads to vanilla classes inevitably preparing for “the test” leaving no time for authentic meandering.