Cultivating Curiosity
•
5 likes•1,880 views
Brian Housand, Ph.D. brianhousand.com @brianhousand Cultivating Curiosity through Questioning Humans are naturally curious beings, but as Sir Ken Robinson suggests, schools may have unintentionally squashed out the creativity and inquisitive nature of many of students. While ubiquitous digital devices provide us with the opportunity to find the answer to almost any question, many students struggle to find accurate information online. Now more than ever, we must teach our students to be critical consumers of the information that they encounter. Together we will explore and construct technology resources designed to engage students’ curiosity and learn ways to compose better questions for application and synthesis.
Recommended
Recommended
More Related Content
What's hot
What's hot (12)
Viewers also liked
Viewers also liked (20)
Similar to Cultivating Curiosity
Similar to Cultivating Curiosity (20)
More from Brian Housand
More from Brian Housand (20)
Recently uploaded
Recently uploaded (20)
Cultivating Curiosity
- 3. NEW
- 6. “I have no special talent. I am only passionately curious.”
- 10. Cat killer or Breeder of invention? Curiosity,
- 12. These devices are designed to present material to the student of a kind that would not be available to him in his ordinary school experience.
- 14. GO
- 15. GO
- 17. I am interested in _______________.
- 18. I am interested in _______________.EVERYTHING!
- 32. TYPE III INDEPENDENT OR SMALL GROUP INVESTIGATIONS PRODUCTS AND/OR PERFORMANCES TYPE I GENERAL EXPLORATORY ACTIVITIES TYPE II METHODOLOGICAL TRAINING / HOW-TO ACTIVITIES (Renzulli, 1977)
- 33. INCUBATION STAGE 1: Heighten Anticipation STAGE 2: Encounter the Expected and Unexpected, and Deepen Understanding STAGE 3: Go Beyond and “Keep It Going” Torrance
- 41. diy.org
- 44. BUT…
- 45. I am interested in _______________.NOTHING
- 50. Address the emotional impact of uncertainty. I
- 51. SURPRISE AWE INTEREST CONFUSION
- 56. LESSON IDEA #1 INVITE STUDENTS TO FIND MISTAKES
- 60. LESSON IDEA #2 ARGUE FROM AN ALIEN VIEWPOINT
- 63. LESSON IDEA #3 PROVIDE ASSIGNMENTS THAT STUDENTS WILL FAIL
- 66. SAGE ON THE STAGE GUIDE ON THE SIDE
- 69. Emphasize the current topics of debate in a field. 4
- 70. TEDTalks
- 72. Invite guest speakers to share the mysteries they’re exploring. 5
- 75. Show how the process of discovery is often messy and non-linear. 6
- 83. Imposing limits can encourage a creative response. - Ed CatmUll
- 84. THE MARSHMALLOW CHALLENGE 20 sticks of spaghetti 1 yard of masking tape 1 yard of string 1 marshmallow
- 85. 1. Build the Tallest Freestanding Structure. 2. The Entire Marshmallow Must be on Top. 3. Use as Much or as Little of the Kit. 4. You may break up the Spaghetti, String or Tape. 5. The Challenge Lasts 18 minutes. 6. Those touching or supporting the structure at the end of the exercise will be disqualified. 20 sticks of spaghetti 1 yard of masking tape 1 yard of string 1 marshmallow
- 86. D’OH!
- 87. Did you notice…. Why did that happen? Does this happen in life? Why does that happen? How can you use this?
- 91. ITERATE
- 93. LURK
- 94. 1. (of a person or animal) be or remain hidden so as to wait in ambush for someone or something: a ruthless killer still lurked in the darkness. 2. (of an unpleasant quality) be present in a latent or barely discernible state, although still presenting a threat: fear lurks beneath the surface | (as adj. lurking) : he lives with a lurking fear of exposure as a fraud. 3. read the postings on an Internet message board or in a chat room without making any contribution oneself.
- 95. 1. (of a person or animal) be or remain hidden so as to wait in ambush for someone or something: a ruthless killer still lurked in the darkness. 2. (of an unpleasant quality) be present in a latent or barely discernible state, although still presenting a threat: fear lurks beneath the surface | (as adj. lurking) : he lives with a lurking fear of exposure as a fraud. 3. read the postings on an Internet message board or in a chat room without making any contribution oneself.
- 96. As the volume of media has grown exponentially, our propensity to explore it is diminishing. Danny Cohen / BBC1
- 98. BROWSE SEARCH
- 99. THINK LIKE A DISCIPLINARIAN
- 101. What are the DETAILS of the discipline? What are the MULTIPLE PERSPECTIVES in the discipline? What are the BIG IDEAS of the discipline? What are some of the UNANSWERED QUESTIONS?
- 102. STALK
- 103. Arranging serendipitous encounters isn’t always a function of WHO YOU KNOW, it should also be a function of WHO YOU WANT TO KNOW. Or WHO YOU SHOULD WANT TO KNOW, even if you don’t realize you should want to know them.
- 105. Who are the EXPERTS? How do I follow them? Who do they follow? What are they reading? What are they producing? ? ?? ??
- 109. TYPE III INDEPENDENT OR SMALL GROUP INVESTIGATIONS PRODUCTS AND/OR PERFORMANCES TYPE I GENERAL EXPLORATORY ACTIVITIES TYPE II METHODOLOGICAL TRAINING / HOW-TO ACTIVITIES (Renzulli, 1977)
- 111. “The most successful Imagineers are those who see ‘this is new to me’ as an opportunity, not a barrier. Josh Gorin
- 112. They are willing to go outside their comfort zone in the interest of expanding their horizons and gaining new perspectives.” Josh Gorin
- 113. “Constantly ask questions, learn how things work, try new and exciting things, and you’ll build up a strong base of experiences and an ongoing curiosity that will serve you well at WDI and in life.” Josh Gorin
- 114. Around here we don’t look backwards for very long… We keep moving forward, opening up new doors and doing new things because we’re curious, and curiosity keeps leading us down new paths.