Schools are about learning, but it’s mostly learning how to play the game. At some level, even though we like to talk about schools as though they are about learning in some pure, liberal-arts sense, on a pragmatic level we know that what we’re really teaching students is to get done the things that they are asked to do, to get them done on time, and to get them done with as few mistakes as possible.
I think the danger comes from believing that those who by chance, genetics, temperament, family support, or cultural background find the game easier to play are actually somehow inherently betteror have more human value than the other students.
The students who aren’t succeeding usually don’t have any idea that school is a game. Since we tell them it’s about learning, when they fail they then internalize the belief that they themselves are actual failures–that they are not good learners. And we tell ourselves some things to feel OK about this taking place: that some kids are smart and some are not, that the top students will always rise to the top, that their behavior is not the result of the system but that is their own fault.Hargadon, S. (2019). The game of school. Steve Hargadon blog: The learning revoluation has begun.
I thought that this was an interesting post with a few ideas that helped me to think more carefully about my own teaching. I’ve pulled out a few of the sentences from the post that really resonated with me but there are plenty more. Once you accept the idea that school (and university) is a game, it all makes a lot more sense; ranking students in leaderboards, passing and failing (as in quests or missions), levelling up, etc.
The author also then goes on to present 4 hierarchical “levels” of learning that really describe frameworks or paradigms rather than any real description of learning (i.e. the categores and names of the levels in the hierarchy are to some extent, arbitrary; it’s the descriptions in each level that count).
If I think about our own physiotherapy programme, we use all 4 “levels” interchangeably and have varying degrees of each of them scattered throughout the curriculum. However, I’d say that the bulk of our approach happens at the lowest level of Schooling, some at Training, a little at Education, and almost none at Self-regulated learning. While we pay lip service to the fact that we “offer opportunities for self-regulated learning”, what it really boils down to is that we give students reading to do outside of class time.