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January 6, 2017 at 7:46 pm #72683AnonymousInactive
Cultivating Curiosity in K – 12 Classrooms: How to promote and sustain deep learning by Wendy Ostroff (2016) is an ASCD publication sent to the book club members. It has been placed on the list by the SWMO Curriculum Directors’ Association (of which I’m a member) as a possibility for the next book study for the group of leaders. It will be a quick read and something that we can use to reflect upon our school districts. I think that many of us can use this book as a jumping off point to better instruction.
For those of us who really enjoy the brain linkages, we strive to understand the role of Curiosity and how it interplays with intrinsic motivation, reward systems, better memory encoding, and can lead to higher IQ scores as an adolescent. There are multiple studies on curiosity and the brain. I’ve included some links at the bottom of this article. However, this text is not riddled with brain research about curiosity, but it is about how practitioners can cultivate curiosity within the classroom.
This book is easily manageable by faculty members who are busy and have many stressors of teaching coming at them. It is easy to take a chapter at a time / per month / and try to implement one curiosity technique prior to the next faculty meeting. There are only 7 chapters. Most of the chapters have multiple content-free activities and strategies that can be tried in any classroom.
Let me know if you pick up a copy. The easy-to-follow ideas will be fun to explore within a building. Below are some sample journal articles or news stories that you can read related to curiosity.
March 8, 2017 at 9:08 am #73502AnonymousInactive
Thanks, Craig for those articles. As I reviewed them, I saw a common theme – curiosity is linked to the reward centers of my brain. When I am curious about something (and when I find compelling information and evidence to answer those questions I’m curious about), my brain rewards itself. As one of the articles stated, “We enjoy the act of being curious.” And another one of the articles challenged teachers to consider the fact that in many traditional classrooms students spend less time “exploring” new ideas and more time memorizing facts for tests.
Great post. .
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