Type 1 and Type 2 Fun

NW Maths

Railing against ‘fun’ has been done.

The case for the prosecution has been made in many cases including here, here and here. Here are a few of the salient points:

  • Students are likely to remember the ‘fun’ activity rather than the learning itself;
  • ‘Fun’ lessons are a way of trying to ‘trick’ students into enjoying the learning, rather than encouraging students to appreciate and value learning for its own sake.
  • Student engagement is a poor proxy for student learning;
  • David Didau quotes John Hattie in saying that the hard work of learning “is not always pleasurable and easy; it requires over-learning at certain points, spiralling up and down the knowledge continuum, building a working relationship with others in grappling with challenging tasks… this is the power of deliberate practice and concentration.”

It is also worth addressing the straw man in the room- that rejecting this idea of ‘fun’ does not entail…

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