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Programme: Atlas 2021-22
Course: Critical thinking - what’s the role of playful learning?

"Too often we give children answers to remember rather than problems to solve." - Roger Lewin, Observing the Brain through a Cat's Eyes

Replace the word ‘children’ with ‘students’ and we are looking at one of the most commonly-raised issues in any discussion of how we support students to engage more actively in their learning. Often the discussion skews towards our students’ perceived demands to be given information and told how best to reproduce that information in assessments. But what might lie behind any reluctance to engage in a more independent and critical approach to knowledge creation?

Critical thinking requires students to experiment and challenge – they are required to take risks, overcome fear of failure and subdue extrinsic goal-oriented behaviours. As a signature pedagogy playful learning focuses on how implicit playful structures, such as a lusory attitude and democratic values and openness, can translate into a classroom environment and learning activities that engage explicitly with critical thinking.

In this session we will explore the theory and research underpinning the notion of playful learning as a signature pedagogy and experiment with ideas of how you might apply this to the context in which you teach.

Who should attend?

Any colleagues who are interested in the role of playful learning in higher education.

Learning outcomes

Attendees will have the opportunity to:

  • Understand the key features of playfulness as a signature pedagogy
  • Explore the relationship between playful learning and critical thinking
  • Plan for integrating playful learning into classroom activities and assessment.
Event information:
  Date & Time Available to Availability  
    26/10/2021 13:00 - 15:00 Academic Staff, Professional Services Staff, PGR Student, PGT Student, GTA Available Request place
Additional Resources:
Training Provider:

LSE Training and Development System - version
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