Type 1 and Type 2 Fun

Railing against ‘fun’ has been done.

The case for the prosecution has been made in many cases including here, here and here. Here are a few of the salient points:

  • Students are likely to remember the ‘fun’ activity rather than the learning itself;
  • ‘Fun’ lessons are a way of trying to ‘trick’ students into enjoying the learning, rather than encouraging students to appreciate and value learning for its own sake.
  • Student engagement is a poor proxy for student learning;
  • David Didau quotes John Hattie in saying that the hard work of learning “is not always pleasurable and easy; it requires over-learning at certain points, spiralling up and down the knowledge continuum, building a working relationship with others in grappling with challenging tasks… this is the power of deliberate practice and concentration.”

It is also worth addressing the straw man in the room- that rejecting this idea of ‘fun’ does not entail planning dour and boring lessons, rather, it stresses that learning, and an engagement with the subject for its own sake rather than for any extraneous gimmicks, should be at the heart of one’s classroom practice. This relates tangentially to another of my pet peeves- contrived ‘real life’ maths questions in which the context serve no purpose (not the sort that encourage students to identify relevant information as part of the question- that is a huge part of a good mathematical education….another blog post for another time).

A discussion last summer with a friend of my father’s about cycling (obviously- it’s the subject du jour for men of his age) shed a different light on the concept of ‘fun’. He made the distinction between what he calls ‘type 1 fun’ and ‘type 2 fun’. I contend that we as teachers should almost always be striving for type 2 fun whereas type 1 is what leads to many of the pitfalls listed above.

Type 1 fun stems things that feel great when we are doing it. It is things that make us want to laugh and smile. Depending on one’s preferences this may include laughing with friends, dancing, sex or reading a good page turner. As one of the articles on the subject that I read put it, Type 1 fun is “fun to do, fun to remember”.

Type 2 fun occurs with things that aren’t that fun at the time but bring a sense of pleasure when one looks back and reflects upon them-‘. My dad’s friend used the example of a hilly cycle. From what I understand, cycling has it’s share of ‘type 1’ fun- the sensation of speed for instance or the views that might be experienced on the course of a particularly scenic ride or the sense of solitude one might have cycling on a quiet road in rural France. The essence of the enjoyment of these activities is based in the moment itself. However, much of cycling’s enjoyment is  ‘type 2’. The sense of accomplishment afterwards, reliving the challenges of what was at the time a quadricep-busting lactic-acid inducing climb that wasn’t enjoyable in any way whilst one with your companions after. In other words ‘not fun to do, fun to remember’.

Type 3 fun is also interesting- ‘not fun to do, not fun to remember’ BUT makes a great story while sitting in the pub or round a campfire! Often these are life or death situations and make great films (Apollo 13, Touching the Void, Everest etc.). We should probably avoid type 3 fun in the classroom (I don’t think this is what is meant when SLT talk about ‘taking risks….’).

Like most Maths teachers, I enjoy geeking out on a particularly good problem that is pitched just right for my level of expertise. But my feeling at the time I am doing the problem isn’t one of enjoyment. It is a feeling of being challenged, of curiosity and more often than not, frustration. But I persist because I know that the reward I get if I complete it and reflect on what I have done and look at different strategies will be huge! (As an aside I would be interested to know whether anyone feels that solving difficult problems is for then a ‘type 1’ rather than a ‘type 2’ activity). I suggest that we should be instilling and developing this feeling in our students.

‘Type 2’ fun in the classroom goes hand in hand with encouraging a lifelong love of learning. If enjoying and relishing the challenge of learning for its own sake is something we are seeking in our learners then perhaps dismissing ‘fun’ out of hand is too short sighted. Aim for type 2 fun, avoid type 1 fun (and definitely avoid type 3 fun).


If you are after an excellent selection of puzzles that you can use for school competitions each and every week that will help develop students’ appreciation of type 2 fun- head over to my colleague Andrew Sharpe’s excellent Puzzle of the Week Website http://www.puzzleoftheweek.com/

(Credit to the following-the ‘Three and a half types of fun’ from Teton Gravity Research and ‘3 types of fun’ from the Pebbleshoo blog).




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