Cultivating Curiosity
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Slides from my Teach Tech Play Wworkshop. Curiosity as the missing C in the classroom
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Cultivating Curiosity
- 1. Phil Stubbs Chief Academic Officer @flipyrthinking @versoapp Cultivating Curiosity: Practical strategies for deeper student engagement verso
- 2. Change the Culture of the classroom. ) @flipyrthinking
- 3. A change in creativity, critical thinking, and a fundamental shift in relationships… as students develop their capacity to question, discover, connect, collaborate and contribute... and where they are empowered by an increase in direction and management of their own learning” Alan November @flipyrthinking
- 4. “New pedagogies require students not only to create new knowledge but also to connect it to the world”. Michael Fullan @flipyrthinking
- 5. Own it! If they build it they will come @flipyrthinking
- 6. First(independent) Best(Whole class) Next Better(Group) New(independent) thinking Structured group Discussion Online collaboration Synthesis & Analysis Student generated inquiry @flipyrthinking Student generated inquiry
- 9. Build a base Prior knowledge
- 11. Multi-structural (But no idea how to connect them together) Several ideas…
- 12. Relational Knows how the pieces fit together (may still need the instructions) Got it!Got it!
- 13. Extended Abstract Enduring understanding (No instructions required) Owns it!
- 14. First(independent) Best(Whole class) Next Better(Group) New(independent) thinking Structured group Discussion Online collaboration Synthesis & Analysis Student generated inquiry @flipyrthinking
- 15. 1 From E-learning to C-Learning
- 17. irresistible
- 18. The missing C?
- 19. wonder - full
- 21. In order to take learning deep we need to think deeply about learning. @flipyrthinking
- 22. New ways out & New ways in Focus on the forest @flipyrthinking
- 25. Knowledge Knowledge Knowledge Now how can they show understanding? @flipyrthinking
- 26. Feed up If they build it …. @flipyrthinking
- 28. Did America Cause The Great Depression? Probability (Grade 5)
- 29. Reconstruction (Grade 7) “It was the best of times, it was the worst of times, it was the age of wisdom, it was the age of foolishness…. it was the season of light, it was the season of darkness, it was the spring of hope, it was the winter of despair”
- 30. Reconstruction (Grade 8) Did reconstruction actually take place?
- 31. If they build it they will come @flipyrthinking
- 32. History (Year 10) “The Australian Dream is something most Australians will struggle with for the rest of their lives” Past, Present, Future 2
- 33. “Questioning is the ability to organise our thinking around what we don’t know”. Right Question Institute @flipyrthinking
- 39. First(independent) Best(Whole class) Next Better(Group) New(independent) thinking Structured group Discussion Online collaboration Synthesis & Analysis Student generated inquiry @flipyrthinking
- 40. @flipyrthinking
- 41. @flipyrthinking
- 43. Play, Pause, Pen Pass @flipyrthinking
- 45. @flipyrthinking
- 47. Tier 2 and 3 Vocabulary
- 49. First Recall / expose initial ideas Best Share best thinking Better Refine thinking New Deeper understanding Next Application to new concepts Individual Small group & whole class individual Small group Individual and whole class Individual / Paired Plan for collaboration (Friday) Journey Steps / Milestones Online / offline balance Learning partners
- 50. Individual contribution & Small Group (RC Connect the dots & Pen, Pause, Pass, Play) Students work in groups to share what they know about the 6 Cs Individual Each student shared their individual response to the provocation Whole Class On responding, students now access the collective thinking of the class. This first layer of feedback either challenges or validates and extends thinking Paired 2:1 (RC Feedback Pairs): Students work in pairs to offer feedback / feed-forward. They extend, challenge and counter-claim using evidence and Tier 2/3 vocabulary to support their reasoning. Focus Groups RC Speaker’s Corner Students are placed in like-minded groups based on the claims they made. They work together to examine the claims and arguments presented by the other group in order to inform debate. On presenting the reasoning to the class, students are invited to change groups based on how persuasive the case presented was. On moving, each student has to share the aha moment that made them change their mind. Extended abstract. Enduring understanding
- 51. Thank You Phil Stubbs Chief academic Officer, Verso Learning phil@versolearning.com @flipyrthinking @versolearning www.versolearning.com Additional Resources: Right Question Institute http://rightquestion.org/
Editor's Notes
- Personalized learning and deep learning are mutually supportive. Cant go deep without it involving the studnent
- Creativity, critical thinking, capacity to connect, collaborate, contribute. Fundamental shift in relationships. Students develop THEIR capacity to question
- Fullen goes further and redefines the notion of “Ownership” Only the teacher can deliver
- Where does it fit on your diagram?
- Rationale
- What does it look like? We tend t overcomplicate things
- Structure of Observed Learning Outcomes
- Structure of Observed Learning Outcomes
- Structure of Observed Learning Outcomes
- Collaboration, Critical thinking communication Character, citizenship (diverse viewpoints- demands connectedness
- Collaboration,Critical thinking, character, grit tenacity, persistence This is where our essential questions take us
- Portable
- Where are we up to?
- First activity: Have to choose one of the 6Cs. Once complete: What level
- Michael goes further to say that to do that we need to make learning irresistible But I don’t think that goes far enough. Irresistible doesn’t speak of the change in relationships, the shift in ownership of learning that’s required.
- Michael goes further to say that to do that we need to make learning irresistible But I don’t think that goes far enough. Irresistible doesn’t speak of the change in relationships, the shift in ownership of learning that’s required.
- Michael goes further to say that to do that we need to make learning irresistible But I don’t think that goes far enough. Irresistible doesn’t speak of the change in relationships, the shift in ownership of learning that’s required.
- meets the students on their terms, it values their questions, their ideas, their challenges…the things that matter to them and help them to connect with the world All of our students are wonder-full. It is part of who they are but Kath Murdoch tells us that schools are not great places for wonder.
- Curiosity has no lid – opens a door to the unknown. It’s inherently about the things that matter….. Curiosity is part of what makes us human its the reason to engage Inspiration is, the activator, the stimulus. The element that makes the student want to take risks,(lego) share their idea, collect multiple ideas and then use their curiosity to form relationships between ideas.. BUT it also motivates students to want to apply what they have learnt to new real world contexts…taking learning from the point of “I get it to I own it –
- Using last years planner is the enemy of innovation- as a business we would be dead
- Instead of learning being a journey we focus on the final destination We give kids answers rather than questions when the currency of the classroom should be Qs
- through the use of
- Where does it fit on your diagram?
- Who wore the shirt
- Menzies: Protection against communism IF THEY build it they will come - OWNERSHIP
- John Edwards: the first thing we steal from children…...QFT Activity
- A provocation from Tony Ng designed to get children to ask big questions as part of an inquiry into food. Imagine the Qs this info graphic might generate Great thing is that once they submit their own they get to see and respond to each others
- Another te4acher chose to add another so that kids could start to look at the distribution of the problem and issues such as equity. – Again, imagine the questions
- And now to make it really interesting….to broaden the scope
- First activity: Have to choose one of the 6Cs. Once complete: What level
- First activity: Have to choose one of the 6Cs. Once complete: What level
- Supporting each phase of the journey
- Personalized learning and deep learning are mutually supportive. Cant go deep without it involving the student
- Personalized learning and deep learning are mutually supportive. Cant go deep without it involving the student
- Personalized learning and deep learning are mutually supportive. Cant go deep without it involving the student
- Personalized learning and deep learning are mutually supportive. Cant go deep without it involving the student
- Where does it fit on your diagram?
- Michael goes further to say that to do that we need to make learning irresistible But I don’t think that goes far enough. Irresistible doesn’t speak of the change in relationships, the shift in ownership of learning that’s required.
- Follow with feedback pairs
- Vocabulary , modeling, structures