by Terry Heick
Understanding where curiosity comes from is the Holy Grail of Education.
Education, of course, is different from learning, but both depend on curiosity.
Education implies a formal, systematic and strategic intention cause learning. In this case, the content to be learned is identified, the learning experiences are planned, the learning results are evaluated and the data of said evaluations play a role in planning new learning experiences. Learning strategies are applied and understanding of understanding are taken as often as possible.
This approach is clinical and more than a Smidgeon Scientific. It stops emotion and spontaneity in pursuit of planning and precision, a logical trade in the eyes of science.
Of course, very little learning is scientific. While data, objectives, evaluation and planning should all play a role in any system that really claims to accomplish anything, learning and education are fundamentally different. The first is messy and personal, painful and fantastic. The latter tries to assimilate the first – or at least rationalize it as much as possible in the name of efficiency.
An analogy could help. (I like analogies.)
Learning: Education :: True Love: Dating service
True love can very well come from a dating service, and dating services do everything they can to get there, but ultimately, there are a little pocus hocus at work behind this.
Hubris and education
Education is simultaneously the noblest and the pride of all efforts. There is Each educator has two spirits. All of this can be believed to be sensationalism, but look at anyone in the game, perfecting a trade, lost in a book or engaged in a digital simulation and you will see a completely different person – a person physically, but far from the mind.
In a better place.
It is possible to cause this in a class, but is also often the result of a good fortune as a good planning. The best substitutes that can pretend to be curiosity are conscientious compliance and commitment. Neither is curiosity, which has a strong feeling of will, responsibility and curiosity among its sources.
Here, let me try.
I want to show you what I can do.
I want to know.
And the latter – a sign of curiosity – is a bugger, which we have already talked about. Like caffeine in coffee, agreements on a guitar or wet in water, real curiosity is not one thing, it is THE thing.
Not temporarily wanting to know or be vaguely interested in an answer, but being able to constitute an experience and past knowledge like millions of fibers on a network – only to be exasperated to branch further without understanding or knowing it.
Like stopping an incredible film just at the highest point – this horrible and crazy feeling inside would not be satisfied with curiosity – and that would kill you not to know. But where does it come from?
And can you regularly provoke it with a learner?
If formal learning environments led by systems based on the results have taught us anything else, it is that although we can “Cause “Something that is happening in the learner is only by considerable efforts, resources and anxiety.
But we can certainly create ideal conditions where natural curiosity can start to grow. What we do when it happens – and disrupts our planned lessons and our small, tidy units – is another story.
5 things that make students curious
1. Revisit Old questions
The simplest curiosities result from old questions to which has never been fully answered, or that no attempt at an answer has been made.
Of course, any question that is worth his salt is never “fully answered” more than a good conversation is never finished, but as we learn and reflect and grow, the old answers may seem positively annoying, because they are linked by the old knowledge.
Action strategy: Review the old questions – through a newspaper prompt, Socrative discussion, qft (Question formulation technique), or even a discussion on fish bowls. And also revise the thought in the first round to see what has changed.
2. Model and promote Ambition
The ambition precedes curiosity. Without wanting to progress in position, thinking or conceiving, curiosity is simply a biological and neurological reaction to the stimulus. But ambition is what makes us human, and its fraternal twin is curiosity.
Action strategy: Well thought out mentoring, peer modeling, learning based on projects and an authentic ‘Need to know.
3 and 3 Play
A learner at stake is a signal that there is a comfortable spirit focused on an entirely internalized lens.
It may or may not be the same objective as those given outside, but the game is hypnotic and more effective than the most planned educational sequence. A learner playing and Learn through the gameAlmost by definition, is curious about something, or otherwise they simply handle the songs without thinking.
Action strategy: Games and learning and learning simulations based on games like Armadillo Run, Civilization VI, Bridge Constructor and Age of Empires allow the learner to play. Ditto with learning based on challenges and other forms of learning.
4. Collaboration at the right time
Seeing what is possible modeled by peers is powerful things for learners. Some may not be initially curious to contain, but see what peers accomplish perhaps a powerful actuator of curiosity. How did they do this? How can I do what they did in my own way? Which of these ideas that I see is precious for me – here, here, right now – and which are not?
Action strategy: Grouping is not necessarily a collaboration. To activate collaboration, and therefore curiosity, students must have a real need for another resource, another idea, of a perspective or something otherwise immediately at their disposal. Do them need something, not only to finish an assignment, but to reach the goal they set.
5. Use Diversified and unpredictable content
The diversified content is probably the most accessible path to at least a minimum of curiosity of learners. New projects, new games, new novels, new poets, new things to think.
Action strategy: Invite learners to understand the need for a resource or a little content and have them Source it. Instant diversity on the classroom scale, and probably divergence from which you were going with everything. At worst, you have committed learners and a real curiosity.
5 learning strategies that make students curious
