Speaking in a nonnative language can make anyone self-conscious. At Lundehusskolen in Copenhagen, educator Fatima Belouahi designs activities for her ninth-grade language learners that bring in elements of playful learning to help build a mistake-friendly learning environment. “I like to create moments in my lessons where the students can laugh, where they can play a bit with the language. The goal is for them to use their English as best as they can—not perfectly.” In a lesson on cancel culture, students let their guard down—and open up to taking risks and learning new things.
To learn more about the research behind the practices seen in the video, check out the links below.
- The American Academy of Pediatrics’ report on how play enhances development in young children (2018)
- Kayleigh Skene, Christine M. O’Farrelly, Elizabeth M. Byrne, Natalie Kirby, Eloise C. Stevens, and Paul G. Ramchandani’s meta-analysis and review on whether guidance during play can enhance children’s learning and development in educational contexts (2022)
- Rachel Parker, Bo Stjerne Thomsen, and Amy Berry’s article on learning through play at school (2022)
- Fakieh Alrabai’s study on the influence of anxiety-reducing strategies on language learners (2014)
- Meg Schleppenbach, Lucia M. Flevares, Linda M. Sims, and Michelle Perry’s article considering teacher responses to student mistakes (2007)
- Sally P. W. Wu and Martina A. Rau’s review of research on how students learn science, technology, engineering, and mathematics (STEM) content through drawing activities (2019)
- Logan Fiorella and Shelbi Kuhlmann’s study on how creating drawings enhances learning (2020)
- Myra A. Fernandes, Jeffrey D. Wammes, and Melissa E. Meade’s research on the connection between drawing and memory (2018)
- Matthew Kearney and Sandy Schuck’s paper about authentic learning opportunities in digital video projects (2006)
- Donna Satterthwait’s paper on why hands-on science activities are so effective for student learning (2010)