I remember going to Disneyland growing up. Back then, I will give away my age, in the 1970's they did not have season passes, but rather a booklet of coupons. You actually had to pay more for E tickets, the ones you used for Space Mountain or Pirates of the Caribbean. They only gave you 4 in the book. Imagine going to Disneyland and having coupons and when you ran out, no more rides. I remember when the Matterhorn was finally completed, I was so raring to ride it. I got in line only to discover when I got to the gate I was too short to ride it. I was so upset but calmed down when I realized, at least I still had another E ticket. Instead of using it then and there, I went to FantasyLand and rode the Dumbo Ride and Mr. Toad's Wild Ride, they were C tickets I had plenty of those. The last ride of the day a D ticket, The Haunted Mansion. Still exactly the same today as it was back then, why change what works.
At Disneyland there were 5 different lands to visit : AdventureLand, FrontierLand, TommorrowLand, FantasyLand, or Main Street. Each with its own rides and games. In the classroom there are 6: Engage, Explore, Explain, Elaborate, Evaluate, Enrich. Do the two have anything in common? Each of these lands was unique in theme but common in purpose to entertain and create a world of fun. In the classroom the 5 E's create a theme park map as well in order to keep the lesson exciting and meaningful. When you visited Disneyland there was two ways to connect to the whole park, the monorail and the train. Like in a classroom there needs to be connections made in order for students to see the big picture, For students to build off prior knowledge and add new details to their schema.
Adventureland was chock full of wild and untamed rides like the Jungle Cruise and the Tiki Tiki Room. Rides where the unexpected can happen, where a surprise is around every corner whether a hippo or alligator. Much like engage this is very much a hook to create curiosity and intrigue. This was always one of my first stops at the theme park because it was a way to ease into the rest of the park after a quick burst of excitement. Then came Frontierland, a journey to the old west, full of history with cowboys and saloons. A wonderful time to explore and explain the sites around us. The rides were mostly about the time period and everyone was in costume. I remember many pictures of me sitting on a wooden bench in the middle of two bronze statues of cowboys. A land where my parents explained the old west and its importance to history.
Tomorrowland had Space Mountain and the Matterhorn, these were the most famous and sought after rides. The most thrilling. The most enjoyable. Much like elaboration this is the time to let loose and find what truly inspires you. To get out the play-doh and create. A time to enjoy and see the park from the top of the ride just before you soar down the tracks. Quick turns and fast bumps keeping the interest level high. Ending with exhilaration and satisfaction. After a long day and an empty coupon book you meander down Main Street where the lights flicker in the dusk of day and lure you in. Now they have you, you must have that candy or that stuffed Mickey Mouse. The prize at the end of the journey. The evaluation of how you participated and "behaved" throughout the day. Good behavior, toys and candy. Paying attention and studying, good grades.
Once home and ready for bed, jammies and slippers, clutching my new plushie my parents would always ask me "What was your favorite ride? Did you have fun?" This was much like enrichment because it was reflection. A way to bring the events of the day together. To recognize all the different experiences I had gone through. But most importantly to talk one on one with my parents. A moment where my thoughts were heard. That was almost my favorite part of the day. A day at Disneyland is very much like a day in the classroom. Roller coasters, adventure rides, parades of learning, characters walking around (just not in costumes), even a thrill or two. But in the end, students feel exhausted after the ups and downs, labs and activities, collaborative groups and Edcamps they traverse. Not because they are forced to do work, but because they are active participants, riding the rides of learning and personal growth.
No comments:
Post a Comment