Over the last two days, I have introduced the Playbook to my class. I started on Wednesday with a group of seven or so kids who were ready to move on. They took to it like bees to honey! On Thursday, I had a couple of kids from that initial group share it with the rest of the class.
Like most things in my class, there was a large spectrum of engagement and interest. Some saw it as a chore (“Do we have to do the whole thing?”), some were inspired (“Can I start now? Do I have to ask you to do the next play?), others wanted to share the love (“Can I take one home for my dad? I know he would want to do it with me!”).
My initial reaction:
- they like that it is different and that their responses are going to be unique to them
- kids do a way better job of inspiring kids than I can!
- when left to their own devices, it is quite inspiring to see what they will create
- this is what school should be like – a journey of self in which learning is intrinsically built in
The Playbook ‘plays’ are split into five categories. As they progress through the book, your kids will be:
The skills they will be ‘forced’ to use will stretch their thinking and challenge them intellectually, socially, creatively and emotionally. They will make connections across different subject areas and in different parts of their lives inside and outside of school, humanly and digitally.
Here are some examples from the first play in the book:
These manifestos are popping up all over the school. One of my kids, without prompting, wrote his manifesto and posted it at the place he takes after-school vocal lessons. Inspired by him, I have challenged others to post an additional copy of their manifesto somewhere outside of the school in the spirit of “putting themselves out there”.
It’s only in it’s infancy, yet the Playbook is moving up the ranks to one of my favorite things.