How can we harness the power of the irresistible?

Myst improves descriptive writing in boys?

I've been reading with my mouth agape about how Tim Rylands uses the Myst computer games in literacy classes to rev up the descriptive writing skills of his students, particularly boys. In a newspaper article about Tim, they describe the learning process using Exile, part of the Myst computer game, as follows:

In the lesson, on the whiteboard, we started in a rocky terrain. You could see that it had been inhabited. Stone steps flanked by gnarled wooden railings led upwards to an ornate door. “Should we open it?” asked Tim.

“Yes,” chorused the Year 6 children. The door slid back and, inside, the cave-like room was bathed with gold. That light flooded the classroom too and illuminated the children's faces as they sat enraptured by the images.

“Write down what you feel at this moment.” They scribbled away. And so it went on as we traveled down corridors and eventually emerged on a cliff overlooking the sea. Should we climb into a pewter vessel that looked as though it was out of Jules Verne? We did and looked at the controls. An exploratory press on a button and the children gasped as the craft moved forward whooshing us over the sea to a nearby island. They scrawled their feelings and thoughts. The vivid experience jolted superb writing from the children.

What are they learning? Tim believes the quality of speaking and listening is raised. “They have a shared experience and, the way we work, 30 people can have a conversation without putting their hands up because they are listening to each other and respecting each other,” says Tim. “They can observe the non-verbal communication. They are capable of taking turns.

When interviewed about this process, Tim says:

At first sight what Tim does is highly unconventional. “I am doing basic things in an off-the-wall way, but it gets results,” Tim explains. “I am trying to create the magic, the enjoyment rather than just the basic skill.

The new Viper SRT-10: Obnoxious and irresistible
I've been considering this for several days now, and then my husband, an engineer, sent me an article from the Detroit Daily News about the new Viper SRT-10 entitled: Obnoxious and irresistible.

The author does a beautiful job of describing this car:

Whoa! Have you ever fallen in love with someone you knew to be crazy?

Getting heated up over the Viper SRT-10 is something like that. It's sexy, attractive and thoroughly nuts. It is woefully impractical. It ultimately will take from you more than it will give, but you become so addicted to what it offers that you can't resist. You are pulled in by the obnoxious roar of its engine, replete with the loud pop-pop racecar noises emanating from exhaust pipes cleverly integrated into rocker panels right and left.

Harnessing the irresistible in the classroom.
As I read the article, I was transported into how I picture Tim Ryland's classroom. I think Mr. Ryland has hit on something: he has harnessed the irresistible to teach.

Perhaps his children think they “shouldn't like to write” but he has used the irresistible (a video game) to engage his students in writing.

It seems to me that many educators fight the irresistible: the iPod, the cell phone, the laptop, the wiki, the blog, the podcast, and more. Instead, we should be harnessing the irresistible to engage students in writing, in reading, and in learning.
The power of the irresistible: Video Games that Teach
I've seen this in my own children. I have a ten year old who loves Civilization. (Read his blog entry.) In the course of playing this incredible video game, he has learned about all of the major forms of government as well as governmental structure. He has learned the importance of innovation in a society and about the balance required to run a government. Even more so, he has learned the importance of listening to advisors. I've played this game and it is full of meaning, learning, and is totally irresistible! Voila!

He is learning and he thinks he is playing! Its OK to have fun when you learn.

How else can we harness the irresistible to learn?

It seems to me that when we are working with children who have preconceived negative emotions about a subject, that harnessing the subject to “the irresistible” may serve as a magnet to draw students into the subject.

How Mashups became exciting to my male students

I recall when my students were discussing mashups. The boys in my class did not get really excited until they invented Hunter's Paradise. They looked at the various websites that they wanted to mash together and got very excited. These boys love hunting. Their love for hunting engaged them in a topic they were lukewarm about at the beginning of the class period.

That is harnessing the power of the irresistible for teaching!

It is happening all of the time. I'm reading stories about it in so many edublogs! I think this simple concept of transference is a powerful tool in the classroom.

I guess I've always used it from the early 1990's when I taught the Internet to older people, I would teach them to look up recipes, compare medicines, and look up health information. That was when they got excited! Teachers got excited about rubrics and gradebooks. Students got excited about myspace, iPods, and cell phones. What have we done to harness those tools to teach? (See my recent post on DOPA.)

How irresistible Legos teach programming!

I am seeing this as my students build robots with Lego Mindstorms as we conclude our year in Computer Science. They love Legos and their love of them transfers to programming.

The two or so intertwined that now they have practically self learned the concept of gear ratios as well as programming loops. Interestingly, seniors from last year (who are in their last three days of school) are taking time to show the juniors and sophomores techniques for improving the robots. They love the robots and are so very excited! The power of the irresistible to teach!

How do you harness the power of the irresistible?

Never miss an episode

Get the 10-minute Teacher Show delivered to your inbox.

Powered by ConvertKit
Picture of Vicki Davis

Vicki Davis

Vicki Davis is a full-time classroom teacher and IT Director in Georgia, USA. She is Mom of three, wife of one, and loves talking about the wise, transformational use of technology for teaching and doing good in the world. She hosts the 10 Minute Teacher Podcast which interviews teachers around the world about remarkable classroom practices to inspire and help teachers. Vicki focuses on what unites us -- a quest for truly remarkable life-changing teaching and learning. The goal of her work is to provide actionable, encouraging, relevant ideas for teachers that are grounded in the truth and shared with love. Vicki has been teaching since 2002 and blogging since 2005. Vicki has spoken around the world to inspire and help teachers reach their students. She is passionate about helping every child find purpose, passion, and meaning in life with a lifelong commitment to the joy and responsibility of learning. If you talk to Vicki for very long, she will encourage you to "Relate to Educate" or "innovate like a turtle" or to be "a remarkable teacher." She loves to talk to teachers who love their students and are trying to do their best. Twitter is her favorite place to share and she loves to make homemade sourdough bread and cinnamon rolls and enjoys running half marathons with her sisters. You can usually find her laughing with her students or digging into a book.

All Posts »


teacher dude May 17, 2006 - 7:47 am

I also believe that video games can be extremely powerful teaching tools, especially for (foreign)languge skills.

Imagine say, a Spanish-language version of Civilisation ? Or multi-player versions of games such as Counter-strike in which all the students speak only French ?

Even humble lego bricks can be usedtaught to teach linguistic items.

BTW If you check out my blog you’ll find details of how to use video games to teach ESL.

Karyn Romeis May 17, 2006 - 9:15 am

Way to go Tim Rylands! That’s the trick – to show learners how the subject matter can be of benefit to them.

A lo-ong time ago, I was teaching a group of ladies how to use the Internet. They were being a bit stereotypical and “girlie” about it. So I found them a site where they could find out their ideal body weight, their current and ideal BMI. We found sites that gave the calorie count of every food imaginable and the calories burned during exercise. We found a site that would help you find out if you’re wearing the right sized bra (apparently 80% of women don’t). Using string and rulers, they took their measurements and ascertained that only 1 woman in the group was correctly girded. They didn’t want to break for lunch and were reluctant to leave at the end of the day.

Then, when I was a newly arrived South African in England, I found myself facing an all male group on a day that happened to be the first of a 5-day cricket test between South Africa and England. Well, it was a shoe-in what we spent the day doing, with similar results to the ladies’ group – although they were dead keen to break for lunch when the cricketers did, and had to be dissuaded from buying beer before the afternoon session!

Make it relevant – that’s what I say!

Melissa May 17, 2006 - 6:19 pm

That’s a rather unconvential way to teach literacy, but I agree that we need to reach the students through any means that they can relate to. I think I would be cautious about how I used a video game in my classroom though, I can see that some parents and other educators would get upset about us “playing games” all day.

Comments are closed.

The Cool Cat Teacher Blog
Vicki Davis writes The Cool Cat Teacher Blog for classroom teachers everywhere
Update Required Flash plugin