Skate Park Pedagogy

Skatepark Pedagogy

When my son was younger, I spent many hours watching him at skate parks. Feeling quite out of my depth with the whole skate culture and being unaware of appropriate behaviours that observing fathers should take, I decided just to passively observe.

What I saw was kids taking calculated risks, developing skills and confidence, approaching daunting elements in a systematic way and, most of all, enjoying themselves. It just seemed so natural.

When we first arrived there was lots of chatter about how awesome the day was going to be, accompanied by a list of tricks with dubious names and a verbal promise of what was about to be attempted. Looking down into the depths of a big bowl on arrival, I am sure that some of the “car conversation confidence” started to wane just a bit. The unwritten rule of being with friends at a skate park is that one can’t really avoid the inevitable. So into the bowl he went. Tentative at first, but once his confidence and familiarity with the environment grew, the speed, the height and the angles which he rode the walls increased. Then stair jumping came into it and the repertoire of skills and tricks grew. Non-stop learning and enthusiasm for hours.

I also watched a bloke on a bike trying to pull off a trick. It involved him getting high in the air off a ramp (way too high for my liking, but it looked spectacular) and then whilst in mid-flight, rotating himself and his bike in a myriad of angles and then landing clean. He had multiple failures; however he would always try again. After a concentrated effort he would have a break and consult his mates. After the well-deserved rest, he would come back and try it again. The concentration shown in his eyes was mesmerising. It was like he was pulling all this information together and trying to physicalise what his head was imagining. The intensity of concentration increased as time passed. He never gave up, and would go back and break the trick down into smaller bits and practise them. After more rests and encouragement from friends, he actually nailed the trick. The cheer from his mates was fantastic. The sense of fulfilment on his face was even better.

I then thought of the typical classroom and especially Year 9 maths on a Friday afternoon. I wondered if any of those kids in the room would experience the same kind of fulfilment that the skaters did. The learning that was demonstrated in the skate park was passionate, relevant and in an environment where risks were encouraged, expected and supported.

[bctt tweet=”The skate park classroom – where risks are encouraged, expected & supported” username=”AdiFrancis”]

Why in schools, do we seem to snuff out this natural enthusiasm? The level of concentration in the eyes of the young people trying to learn new tricks was supported by encouragement and advice from their peers. Natural collaboration, community and culture. The skaters controlled their learning, broke big tricks down into a series of smaller ones and slowly increased the level of “danger” as confidence grew. All controlled by themselves.

They saw failures as part of learning. No matter what level they were at, they all came away with a sense of achievement and a hunger to learn more.

Learning environments in schools that replicate this would be amazing. A blended learning approach based on gamifying the curriculum goes some way towards this. Students controlling their learning, freedom to try different approaches, working with others naturally and having the flexibility to use their time in their preferred modality of learning is getting close to skate park pedagogy. I struggle to see where standardised testing falls into this environment.

[bctt tweet=”Controlling learning, taking risks in their preferred modality of learning” username=”AdiFrancis”]

When planning units of work, we should aim to encapsulate what I observed at the skate park in a manner that allows students to experience success, gain new skills, collaborate with others and have that same intense concentration in their eyes and sense of satisfaction and enthusiasm as did the young bike rider.

 

 


Related Post

Great Ways to Use Nearpod at the Start of the Year

Nearpod Orientation  A great starting point for Nearpod in the classroom is to allow students to get hands on with the tool. This can be done as a whole class session or independently. I recommend this lesson being completed live in the whole class or within small group sessions. There are many pre-made orientation lessons

VIEW POST

Popular Post

Great Ways to Use Nearpod at the Start of the Year

Nearpod Orientation  A great starting point for Nearpod in the classroom is to allow students to get hands on with the tool. This can be done as a whole class session or independently. I recommend this lesson being completed live in the whole class or within small group sessions. There are many pre-made orientation lessons

VIEW POST

Setting up your Microsoft Class Teams for 2023

4 steps to getting your 2023 Class Team set up in the blink of an eye The end of the school year is looming and you are keenly aware that you don’t want to spend your summer holidays setting up for the new school year. We’ve all been there so follow these 4 steps to

VIEW POST

ChatGPT is Freaking Me Out: Teacher Edition

ChatGPT is one of the biggest technology revelations we have seen in recent times, and we are all wondering how this will impact us. From students and school teachers to businesses and writers, everyone is finding a good use for ChatGPT. Our UTB team love new and exciting tech, and we are using ChatGPT in

VIEW POST

Here’s What
Our Clients Say

How well do you use the
Apple Apps Google Workspace Microsoft 365
tools in your workplace?

Find out if you’re working with the tools OR if you’ve got the
tools working for you.

Download your skills checklist to see how you score...

Country:

Choose Industry:

Which Skills Checklist?

 

Nice Move Allstar!
You're about to get
awesome value in your
inbox that's going to make
life that little bit easier & sweeter!

 

Are you at a beginner, intermediate, or advance level?

This skill checklist will help you find out.

We will only send you awesome stuff!
Privacy Policy

Privacy Policy

Using Technology Better Privacy Commitment

Introduction

We hold the privacy of your personal information in the highest regard.

Using Technology Better regards customer privacy as an important part of our relationship with our customers. The following privacy policy applies to all Using Technology Better users, and conforms to Internet privacy standards.

This policy will be continuously assessed against new technologies, business practices and our customers’ needs.

If you have questions or concerns regarding this statement, you should first contact the support team on our Contact Us Page.

Collection of Information

In order to use the Using Technology Better website, we may require information from you in order to provide the best service possible.

All correspondence may also be collected and stored, particularly in regard to sales, support and accounts, including Email.

Any information collected by Using Technology Better is collected via correspondence from you or your company. This may be via the telephone, Email, mail, fax or directly through our website.

Visitors and customers of japan.usingtechnologybetter.com will have their information shared back to DAIWABO INFORMATION SYSTEM CO., LTD. and DIS Service & Solution Co., Ltd.

Use of Collection Information

Any details collected from Using Technology Better customers is required in order to provide you with our

products and/or services, and a high level of customer service.

Correspondence is recorded in order to provide service references, and to assist in our staff development.

Web Site Use Information

Similar to other commercial Web sites, our Web sites utilize a standard technology called “cookies” (see explanation below, “What Are Cookies?”) and web server log files to collect information about how our Web site is used.

Information gathered through cookies and Web server logs may include the date and time of visits, the pages viewed, time spent at our Web site, and the Web sites visited just before and just after our Web site.

Storage of Collected Information

The security of your personal information is important to us. When you enter sensitive information (such as credit card numbers) on our website, we encrypt that information using secure socket layer technology (SSL).

When Credit Card details are collected, we simply pass them on in order to be processed as required. We never permanently store complete Credit Card details.

We follow generally accepted industry standards to protect the personal information submitted to us, both during transmission and once we receive it.

If you have any questions about security on our Website, you can email us at <ContactEmail>.

Access to Collected Information

If your personally identifiable information changes, or if you no longer desire our service, you may correct, update, delete or deactivate it by emailing us at <ContactEmail>.

Orders

If you purchase a product or service from us, we may request certain personally identifiable information from you.

You may be required to provide contact information such as:

Name

Email

Postal address

Your school or organisation

Financial information (such as credit card number, expiration date, name on card, card billing address).

We use this information for billing purposes and to fill your orders. If we have trouble processing an order, we will use this information to contact you.

Communications

Using Technology Better uses personally identifiable information for essential communications, such as

Emails

Accounts information

Critical service details.

We may also use this information for other purposes, including some promotional Emails.

If at any time a customer wishes not to receive such correspondence, they can request to be removed from any mailing lists by contacting support.

You will be notified when your personal information is collected by any third party that is not our agent/service provider, so you can make an informed choice as to whether or not to share your information with that party.

Third Parties

Using Technology Better may at its discretion use other third parties to provide essential services on our site or for our business processes.

We may share your details as necessary for the third party to provide that service.

These third parties are prohibited from using your personally identifiable information for any other purpose.

Using Technology Better does not share any information with third parties for any unknown or unrelated uses.

What Are Cookies?

A cookie is a very small text document, which often includes an anonymous unique identifier. When you visit a Web site, that site’s computer asks your computer for permission to store this file in a part of your hard drive specifically designated for cookies.

Each Web site can send its own cookie to your browser if your browser’s preferences allow it, but (to protect your privacy) your browser only permits a Web site to access the cookies it has already sent to you, not the cookies sent to you by other sites.

Browsers are usually set to accept cookies. However, if you would prefer not to receive cookies, you may alter the configuration of your browser to refuse cookies.

If you choose to have your browser refuse cookies, it is possible that some areas of our site will not function as effectively when viewed by the users.

A cookie cannot retrieve any other data from your hard drive or pass on computer viruses.

How Do We Use Information We Collect from Cookies?

As you visit and browse our Web site, the site uses cookies to differentiate you from other users. In some cases, we also use cookies to prevent you from having to log in more than is necessary for security.

Cookies, in conjunction with our Web server’s log files, allow us to calculate the aggregate number of people visiting our Web site and which parts of the site are most popular. This helps us gather feedback to constantly improve our Web site and better serve our clients.

Cookies do not allow us to gather any personal information about you and we do not intentionally store any personal information that your browser provided to us in your cookies.

Legal

We reserve the right to disclose your personally identifiable information as required by law and when we believe that disclosure is necessary to protect our rights and/or comply with a judicial proceeding, court order, or legal process served on our Website.

Links

Links on the Using Technology Better site to external entities are not covered within this policy. The terms and conditions set out in this privacy statement only cover the domain name of usingtechnologybetter.com

Changes to Privacy Policy

If we decide to change our privacy policy, we will post those changes to this privacy statement, and other places we deem appropriate so that you are aware of what information we collect, how we use it, and under what circumstances, if any, we disclose it.

We reserve the right to modify this privacy statement at any time, so please review it periodically. If we make material changes to this policy, we will not use the personal information you have submitted to us under this Privacy Policy in a manner that is materially inconsistent with this Privacy Policy, without your prior consent

Delivery Policy

Most goods are digitally delivered instantly via email.  Our services may be delivered either via an online medium or live in person.

For our online delivery see below.  For services delivered live onsite, please refer to our speaker agreement form which is emailed to you on confirmation of booking.

Refund Policy

We do not offer refunds or returns unless we cannot supply goods or services or the goods or services are not delivered as promised.

Australian law is the governing body for all work, goods and services supplied by Using Technology Better.

Marketing Release

Using Technology Better (UTB) may film, record, and photograph me (the results of which are the “Recordings”). UTB may also incorporate into any production(s) any separate content (e.g., quotes, testimonials, biographical information, profiles, photos, videos, sound recordings, artwork, etc.) I provide to UTB or approve in writing (“Materials”).

1.License

I grant to UTB an irrevocable, perpetual, worldwide, royalty-free license to, in its sole discretion, (i) edit, translate, and modify the Recordings and the Materials, (ii) attribute the Recordings and Materials to me by my name, age, and city and state of residence, (iii) incorporate the Recordings and the Materials into content to promote UTB, its programs, or products (“Content”), and (iv) publicly use, distribute, reproduce, create derivative works from, and perform/display the Content, and any excerpts thereof, in any language.

2. No Compensation.

I grant this permission without any financial or other obligation of any nature.

 

For any issues or concerns please contact us