| Research generated by Puppetools and Online Workshop members:
* In November, 2004, Founder, Jeffrey Peyton, presented two papers at an "Emotions, Learning, and Education" symposium in Copenhagen, Denmark. The meeting was sponsored by the OECD/CERI and The Learning Lab (Denmark).
Interested in becoming more knowledgeable about brain-based learning? Check out the OECD web site where Puppetools [mid-page] has been recognized as a bridge between brain research and its application in the classroom.
The E.L.E. symposium Position Paper by Jeff Peyton and the OECD Symposium Summary.
Jeff Peyton's two papers presented in Copenhagen: Theory of Puppet Play and Applications. READ ME FIRST
* Jeff's brain-imaging research was published in the October, 2005 issue of the Journal of Child Neurology. This related poster was exhibited at the Pediatric Academic Societies annual meeting, Seattle, 2004.
* Relations Between the Use of Puppetry in the Classroom, student Attention and Student Involvement:
Master's Thesis by Amy Wallace and Larisa Mishina.
* The Benefits of Puppet Use as a Strategy for Teaching Vocabulary at the Secondary School Level with Students Who Have Mixed Learning Disabilities - Sandra M. Reidmiller December 4, 2008 - Benefits of Puppet Use.
The Puppetools web site is now patented, The premise of the patent claims that play is a form of energy that can be harnessed using the combination of elements comprised in the site. While this may seem much ado about nothing to some, the site, and perhaps the underlying idea even more so, may represent a history-making advance in the theoretical foundations of learning science. Click here to read the narrative sections of the patent document: BACKGROUND OF THE INVENTION and SUMMARY OF THE INVENTION beginning on p. 15.
- National Institute for Play
- Search Years
- Educator Roundtable
- Central Virginia News
- 1World Education.
- Monarch Teachers Network
Much of the 'first video' on this site was shot in workshops sponsored by SCOPE on Long Island during the 90s. Some of the workshops occurred in pairs: I would drive up to NY from Virginia, conduct Part 1. The following month I would return, sometimes visiting a teacher’s classroom, and then conduct Part 2.
That was a time when mini cams were all “tape’ and analog, and when many teachers were even more hesitant about being taped than they might be now. This was also a time when getting permission from taped subjects—both adults and kids—was not as critical as it is nowadays. I did not obtain permission from every teacher.
I did the camera work, if you can call it that. I carried the camera in one hand, while walking around carrying on conversations with the other. This made for unforgivable video quality that would be all but useless were it not for the content that the camera somehow captured spontaneously and often recklessly. The miracle of having had a camera running was only exceeded by the timely miracle of video itself.
Consequently, these video clips are published with as much trepidation as gratitude. Although they were shot many years ago already, subjects may find themselves inadvertently appearing in the secure confines of the Puppetools web site. If this presents a problem to a subject, I apologize and will be happy to remove the clip you are in if you contact me. Innovation does require some risk, as most of you already know, and I have gone forward on the belief that the work we produced together is important to the future of education.
Such problems aside, I want to say publicly to my LI teachers that, because of my repeated rewinding and playback involved in the viewing and editing of these videos, I have of necessity remained in close video touch with you, much closer than you could have ever have imagined. One might think I would have grown bored with you, but, instead, you made me laugh out loud countless times, and I have forever marveled at the talent, insights, and fun that you and the puppets generated. I consider that work a legacy.
I have wondered whether you kept the puppets as part of your teaching—perhaps not. I recognize that creative teaching needs soil in which to grow, and without it, even the most creative teachers can lose their taste for risk-taking and time-investment. Creativity in teaching comes hard on the front lines. But the way you plunged headlong into my tools and vision created an incredible repository of potential. For one or two teachers to have succeeded—well, that would have been nice. But for hundreds of teachers (many of whom knew little of puppetry, let alone creative teaching), to successfully create such incredibly robust learning experiences—now that is something.
Working with you was crucial for propelling my vision beyond what it was in the 90s, and I want you to know how truly and eternally grateful I am to all of you, wherever you are, and hope that this message in a bottle one day reaches all of you. Thank you for your love of education and children, for that was the common thread that held us suspended in play for a brief moment, and to which these 'first videos' here bear witness.
National Puppet Radio
Listen to Dr. Stuart Brown’s interview. "Spirit of Play," with Krista Tippett on her NPR radio show, Speaking of Faith. Stuart Brown is founder and director of the National Institute for Play. This interview is a terrific exploration of play that reveals implications for mainstreaming play into teaching. Real Player Required
Jeff Peyton's first NPR interview is with Gary Lee Schaefer, a teacher who does not fit the profile of the conventional teacher. Gary, who is in his mid 50s, teaches German to middle school students. One of the the first things Gary did getting started was get rid of his text books. Starting his new career without the customary credentials and experience, Gary now has a growing reputation in the school system as a popular staff development trainer. You have to wonder how, for this rookie, all this success in the classroom and amongst his peers has come about.
The Origins of Puppetools extend into the world of Brain Science. ( with Jeff Peyton)
This Scientific American article on the neuroscience of storytelling ought to give pause to the staunchest skeptic of the proposition that puppet play has a significant neurological relationship with the general realm of narration and its capacity for emotive transport. If educators were trained to be effective storytellers as well as playful practitioners of its sister art, namely the visual, moving, gesturing, and symbolic hand puppet, they would be equipped with two of the most powerful pathways for conveying information and turning kids into active and joyful receivers of that information.