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The Game of School by: Robert fried A Summary of the work of Robert Fried
Context <ul><li>Author: Robert Fried </li></ul><ul><li>Publication Date </li></ul><ul><li>Other Works </li></ul>
Themes Explored <ul><li>School Reform </li></ul><ul><li>Authentic Learning </li></ul><ul><li>Call to Change </li></ul>
Prelude <ul><li>Essential Problem </li></ul><ul><ul><li>Engagement </li></ul></ul><ul><ul><li>Compliance at expense of lea...
<ul><li>&quot;There's a world of difference between the student whose straight A's are a reflection of engaged thoughtful ...
Chapter 1: wasting time <ul><li>The Current State of School </li></ul><ul><li>Some examples of the alternative </li></ul><...
Interlude <ul><li>An example of following a student through school </li></ul><ul><ul><li>Elementary </li></ul></ul><ul><ul...
Chapter 2: The Game Through the Grades <ul><li>Early Elementary </li></ul><ul><ul><li>Love and passion </li></ul></ul><ul>...
Interlude: Heidi Thomas <ul><li>First Grade Teacher </li></ul><ul><li>Choice </li></ul><ul><ul><li>Example bathroom </li><...
Chapter 3: being curious and feeling powerful <ul><li>Designed to learn </li></ul><ul><li>Curiosity should drive instructi...
<ul><li>&quot;We have opted not to create schools as places where children's curiosity, sensory awareness, power and commu...
Examples of engagement <ul><li>Othello </li></ul><ul><ul><li>Passage </li></ul></ul><ul><ul><li>Groups </li></ul></ul><ul>...
Chapter 4: Contemplating the state religion <ul><li>NCLB and Standards driven reform </li></ul><ul><li>Progress replaces l...
<ul><li>&quot;We become so confused, so conflicted, so fearful that unless we keep our children's minds &quot;on task&quot...
7 Categories of learning <ul><li>True Blue Learners </li></ul><ul><li>Go Getters </li></ul><ul><li>Cherry Pickers </li></u...
Chapter 5: Humanizing School <ul><li>Classroom Management and Climate </li></ul><ul><li>Curriculum </li></ul><ul><li>Quali...
Student Mangement <ul><li>Control vs. productive learning context </li></ul><ul><li>Need for management –vs. need to learn...
Curriculum <ul><li>Above vs. local </li></ul><ul><li>Rigid tightly sequenced vs. wide goals </li></ul><ul><li>Required vs....
Instruction <ul><li>Teacher telling vs. guided learning </li></ul><ul><li>Sedentary vs. all learners </li></ul><ul><li>Bor...
Chapter 6: getting stuck <ul><li>Instruction </li></ul><ul><li>View of Students </li></ul><ul><ul><li>Lazy vs. want to lea...
Stuck? <ul><li>&quot;My impression in such cases is of a group of adults who have over time been set back a full developme...
To Get Unstuck <ul><li>Professional Reading </li></ul><ul><li>Assessment Review </li></ul><ul><li>Realize and Dialogue abo...
Chapter 7: No Time to Waste <ul><li>Get rid of “Us vs. Them” </li></ul><ul><li>Reflect on Best Practice </li></ul><ul><li>...
Further reading <ul><li>Deborah Meier “In Schools We Trust” </li></ul><ul><li>Frank Smith “The Book of Learning and Forget...
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Gameofschool

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Summary of Robert Fried's book "The Game of School" With some other details as well.

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Gameofschool

  1. 1. The Game of School by: Robert fried A Summary of the work of Robert Fried
  2. 2. Context <ul><li>Author: Robert Fried </li></ul><ul><li>Publication Date </li></ul><ul><li>Other Works </li></ul>
  3. 3. Themes Explored <ul><li>School Reform </li></ul><ul><li>Authentic Learning </li></ul><ul><li>Call to Change </li></ul>
  4. 4. Prelude <ul><li>Essential Problem </li></ul><ul><ul><li>Engagement </li></ul></ul><ul><ul><li>Compliance at expense of learning </li></ul></ul><ul><ul><li>Lack of Meaning </li></ul></ul><ul><li>The Dilemma </li></ul><ul><ul><li>NCLB vs. Progressive Reform </li></ul></ul>
  5. 5. <ul><li>&quot;There's a world of difference between the student whose straight A's are a reflection of engaged thoughtful and creative learning and the student who has &quot;psyched out&quot; his teacher and agreed to do whatever it takes to get all A's.  As is true of any child who becomes obsessed with pleasing adults in an uncritical manner, too much is lost of the child's sense of who he is.” </li></ul>
  6. 6. Chapter 1: wasting time <ul><li>The Current State of School </li></ul><ul><li>Some examples of the alternative </li></ul><ul><ul><li>8 th Grade grave yard project </li></ul></ul><ul><ul><li>Poverty with 5 th graders </li></ul></ul><ul><ul><li>Bill of Rights Activity </li></ul></ul><ul><li>Attacks on Learning </li></ul><ul><ul><li>Time is the enemy </li></ul></ul>
  7. 7. Interlude <ul><li>An example of following a student through school </li></ul><ul><ul><li>Elementary </li></ul></ul><ul><ul><li>5 th Grade </li></ul></ul><ul><ul><li>Junior High </li></ul></ul><ul><ul><li>High School </li></ul></ul><ul><ul><li>College </li></ul></ul>
  8. 8. Chapter 2: The Game Through the Grades <ul><li>Early Elementary </li></ul><ul><ul><li>Love and passion </li></ul></ul><ul><li>Third Grade </li></ul><ul><ul><li>Grade and the games </li></ul></ul><ul><li>Junior High </li></ul><ul><ul><li>2 games (school and social) </li></ul></ul><ul><ul><li>Land of losers begins </li></ul></ul><ul><li>High School </li></ul>
  9. 9. Interlude: Heidi Thomas <ul><li>First Grade Teacher </li></ul><ul><li>Choice </li></ul><ul><ul><li>Example bathroom </li></ul></ul><ul><ul><li>Reading groups </li></ul></ul><ul><li>Structure vs. Control </li></ul>
  10. 10. Chapter 3: being curious and feeling powerful <ul><li>Designed to learn </li></ul><ul><li>Curiosity should drive instruction </li></ul>
  11. 11. <ul><li>&quot;We have opted not to create schools as places where children's curiosity, sensory awareness, power and communication can flourish, but rather to erect temples of knowledge where we sit them down, tell them a lot of stuff we think is important, try to control their restless curiosity, and test them to see how well they've listened to us.&quot; </li></ul>
  12. 12. Examples of engagement <ul><li>Othello </li></ul><ul><ul><li>Passage </li></ul></ul><ul><ul><li>Groups </li></ul></ul><ul><li>O. Henry </li></ul><ul><ul><li>7 th Graders </li></ul></ul><ul><ul><li>Book Club Model </li></ul></ul><ul><ul><li>Thinking then takes place </li></ul></ul>
  13. 13. Chapter 4: Contemplating the state religion <ul><li>NCLB and Standards driven reform </li></ul><ul><li>Progress replaces learning </li></ul>
  14. 14. <ul><li>&quot;We become so confused, so conflicted, so fearful that unless we keep our children's minds &quot;on task&quot; aiming for the honor roll, the advanced placement courses, the grade-point average of life, we will damage their chances to access the next set of elite learning venues, be they they elementary school's gifted and talented program, the high school's honors classes, an Ivy League college, or a top ranked graduate program.  Such pressures can easily thwart our desire to see the children in our lives as happy, curious, confident, and enthusiastic learners.  We see the contrast between how our children respond to the things they love to learn and how they resist or rebel against the boredom and inanity of much of their schoolwork.  But we bit our tongues and (still confused) become complicit in the atrophy of our children's learning spirit in furtherance of their academic careers.&quot;   </li></ul>
  15. 15. 7 Categories of learning <ul><li>True Blue Learners </li></ul><ul><li>Go Getters </li></ul><ul><li>Cherry Pickers </li></ul><ul><li>Pluggers </li></ul><ul><li>Goof Offs </li></ul><ul><li>Socializers </li></ul><ul><li>Give Uppers </li></ul>
  16. 16. Chapter 5: Humanizing School <ul><li>Classroom Management and Climate </li></ul><ul><li>Curriculum </li></ul><ul><li>Quality of Instruction </li></ul><ul><li>Quality of Assessment </li></ul><ul><li>Parent Involvement </li></ul>
  17. 17. Student Mangement <ul><li>Control vs. productive learning context </li></ul><ul><li>Need for management –vs. need to learn </li></ul><ul><li>Essential control – vs. mutual respect </li></ul><ul><li>Most want to learn – vs. all want to learn </li></ul><ul><li>Rewards / punishments vs. engaged and authentic </li></ul>
  18. 18. Curriculum <ul><li>Above vs. local </li></ul><ul><li>Rigid tightly sequenced vs. wide goals </li></ul><ul><li>Required vs. essential to learn </li></ul><ul><li>Focused on skills vs. relevant to life </li></ul><ul><li>Avoid complicated vs. teacher lifelong learner </li></ul>
  19. 19. Instruction <ul><li>Teacher telling vs. guided learning </li></ul><ul><li>Sedentary vs. all learners </li></ul><ul><li>Boredom inevitable vs. engaged tasks </li></ul><ul><li>Proctor vs. guide </li></ul><ul><li>Grades from objective vs. excellence mastery </li></ul><ul><li>Summative vs. self reflective assessment </li></ul>
  20. 20. Chapter 6: getting stuck <ul><li>Instruction </li></ul><ul><li>View of Students </li></ul><ul><ul><li>Lazy vs. want to learn </li></ul></ul><ul><li>View of Teachers </li></ul><ul><ul><li>Cliquish vs. professional colleagues </li></ul></ul><ul><li>View of Administrators </li></ul><ul><ul><li>Us/ Them vs. fellow professionals with other duties </li></ul></ul><ul><li>Subject Area </li></ul><ul><ul><li>Curriculum fixex vs ongoing </li></ul></ul><ul><li>Future </li></ul><ul><ul><li>Same vs. grow </li></ul></ul>
  21. 21. Stuck? <ul><li>&quot;My impression in such cases is of a group of adults who have over time been set back a full developmental stage by their school environment.  They look like adults, but they react like adolescents: toughly, easily offended, cliquish, pouting at their inability to get their way, defensive about threats real or imagine to their prerrogatives, obsessed by their routines and petty comforts, tough skinned yet strangely vulnerable, isolated within their rooms.  This situation is not their fault.  These people truly are victims of a system where power in schools has traditionally been allocated in a manifestly undemocratic manner and where teachers are often treated more like subjects of a monarchy than as intellectual workers in a free society.  Unless there is change in the culture, such infantilized adults will continue to play their versions of the Game of School largely characterized by the universal teenage response to overpowering adults: &quot;Whatever!&quot;.&quot; </li></ul>
  22. 22. To Get Unstuck <ul><li>Professional Reading </li></ul><ul><li>Assessment Review </li></ul><ul><li>Realize and Dialogue about Change </li></ul>
  23. 23. Chapter 7: No Time to Waste <ul><li>Get rid of “Us vs. Them” </li></ul><ul><li>Reflect on Best Practice </li></ul><ul><li>&quot;Whenever our insecurities or our habitual reflexes lead us to define our students as indolent or the unwilling or inept, we slide into a stance that pushes aside the questions that begin this chapter.&quot; </li></ul>
  24. 24. Further reading <ul><li>Deborah Meier “In Schools We Trust” </li></ul><ul><li>Frank Smith “The Book of Learning and Forgetting” </li></ul><ul><li>Symour Sarason “ And What do you Mean by Learning” </li></ul>

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