CASE STUDY MUGGLE MAGIC: Learning Through PLay. Voices From The Field

Leigh Anne Wilson and Brittany R. Jacobs created a program that combined play and STEM learning at the Carol Stream, Illinois library after school program. Bringing the Harry Potter story to life, Leigh Ann recreated a potions class from Hogwarts school of witchcraft and wizardry, the magical academy Harry Potter and his friends attend.

Learning Through Play

Learning through play is often referred to as play base learning. This approach to learning captures the attention of learners as they are provided with opportunities to explore, discover, experiment, create, inquire, analyze and solve problems. The Association for Child Development defines play as a “dynamic, active and constructive behavior” that is “essential for all children”. Through dramatic play a learner can bring a story to life. When a teacher creates an environment that builds play opportunities around prior knowledge of topics that interest their students, they are providing opportunities for the learners to participate in meaningful conversations that build language development, leadership, and thinking skills, resulting in a deeper level of understanding. Using her background in immersive and improvisational theater, Leigh Anne dressed as the character Hogwarts Potions master, while Brittany played the role of a reporter from the Daily Prophet, the newspaper in the wizarding world. The goal of this program was to promote learning through play to the group of fifth graders that signed up. The two adults modeled the behaviors they wished to see from the children and were able to fully immerse the entire group into the world of make-believe.

Motivation for Informal Learning

Chapter 16 Trends and Issues in Instructional Design and Technology, author (Saul Carliner) says “informal learning has existed as long as humans have passed knowledge from one person to another intentionally and otherwise”. Children learn from experience, from what they see, hear, smell, taste and touch. In the case of Muggle Magic, a familiar book (Harry Potter) was used to engage the emotional interest of the children. The instructors created an enriched learning environment by introducing literacy and artifacts that encouraged the teams to work together and build communication skills. Using sequential learning that started with mixing a potion the children would recognize and successfully create, gave the teams confidence as they moved on to mix other potions that were less familiar to them. Prior knowledge of the story of Harry Potter and mixing a potion has motivated the children to use collective learning by this point, excited to accomplish the next task the children are having so much fun they don’t realize they are now learning how t read recipes, measure amounts, and use basic lab equipment. Modeling of informal learning behaviors by leaders (teachers/Parents), will allow students to learn in the classroom and beyond.

Clear Expectations Lead to Better Engagement

When students know what is expected of them, they will engage productively. The effective teacher clearly explains what is expected of that teacher and what they expect from the students. Rules and consequences should be established from the beginning, especially in an environment that involves learning through play. Using point systems, goal- oriented task, or rewards are some of the methods teachers may use to keep control of the class with out having to redirect students often. Having a reward system in place will motivate students to stay on task. It is also the responsibility of the teacher to understand and support the development of specific skills and or concepts the students may need to focus on. Making the learning environment fun and educational while clearly setting rules for students will keep students engaged and on task. In the case of Muggle Magic, the class was a one-day event that clearly stated it was for children who are fans of Harry Potter books and specified the age group of those who could attend. Even though the teachers did not personally know the students they understood that students were interested in the theme of the class. As the class began Leigh Anne greeted the students with instructions and rules, she assigned the Head Boy and Girl (peer leaders) and allowed the students to pick the group they would be a part of. Clear expectations were set at the beginning of the class, this allowed everyone the opportunity to use active listening skills and complete each of the potions the groups had to mix.

References

7 Successful Learner Engagement Strategies to Motivate your Learners. (n.d.). Retrieved May22, 2020, from https://www.talentlms.com/ebook/learner-engagement/strategies

Carliner, S. (2018). Chapter 16 Informal Learning. In R. A. Reiser & J. V. Dempsey (Authors), Trends and issues in instructional design and technology (pp. 142-151). New York, NY: Pearson.

Wilson, L. A., & Jacobs, B. R. (2019). Muggle Magic: Learning through Play in Harry Potter’s World. Voices from the Field. Afterschool Matters, 30, 37–42.