Uploaded byBrian Housand
Cultivating Curiosity
The document explores the significance of cultivating curiosity in education and personal growth, emphasizing that curiosity drives innovation and exploration. It presents various strategies for engaging students, including provoking uncertainty and encouraging exploration through projects and discussions. Additionally, the content highlights the role of mentors and continuous learning in fostering a culture of curiosity and creativity.
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Cultivating Curiosity
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- 6. “I have no special talent. Iam only passionately curious.”
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- 10. Cat killer or Breederof invention? Curiosity,
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- 12. These devices are designedto present material to the student of a kind that would not be available to him in his ordinary school experience.
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- 17. I am interestedin _______________.
- 18. I am interestedin _______________.EVERYTHING!
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- 32. TYPE III INDEPENDENT ORSMALL 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 STAGE2: Encounter the Expected and Unexpected, and Deepen Understanding STAGE 3: Go Beyond and “Keep It Going” Torrance
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- 45. I am interestedin _______________.NOTHING
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- 50. Address the emotional impactof uncertainty. I
- 51. SURPRISE AWE INTERESTCONFUSION
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- 56. LESSON IDEA #1 INVITESTUDENTS TO FIND MISTAKES
- 60. LESSON IDEA #2 ARGUEFROM AN ALIEN VIEWPOINT
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- 63. LESSON IDEA #3 PROVIDE ASSIGNMENTS THATSTUDENTS WILL FAIL
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- 66. SAGE ON THESTAGE GUIDE ON THE SIDE
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- 69. Emphasize the current topicsof debate in a field. 4
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- 72. Invite guest speakers toshare the mysteries they’re exploring. 5
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- 75. Show how the processof discovery is often messy and non-linear. 6
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- 84. THE MARSHMALLOW CHALLENGE 20 sticks of spaghetti 1yard of masking tape 1 yard of string 1 marshmallow
- 85. 1. Build theTallest 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
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- 87. Did you notice…. Whydid that happen? Does this happen in life? Why does that happen? How can you use this?
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- 94. 1. (of aperson 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 aperson 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 volumeof media has grown exponentially, our propensity to explore it is diminishing. Danny Cohen / BBC1
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- 99. THINK LIKE ADISCIPLINARIAN
- 101. What are theDETAILS 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?
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- 103. Arranging serendipitous encounters isn’talways 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.
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- 105. Who are theEXPERTS? How do I follow them? Who do they follow? What are they reading? What are they producing? ? ?? ??
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- 109. TYPE III INDEPENDENT ORSMALL GROUP INVESTIGATIONS PRODUCTS AND/OR PERFORMANCES TYPE I GENERAL EXPLORATORY ACTIVITIES TYPE II METHODOLOGICAL TRAINING / HOW-TO ACTIVITIES (Renzulli, 1977)
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- 111. “The most successful Imagineersare those who see ‘this is new to me’ as an opportunity, not a barrier. Josh Gorin
- 112. They are willingto go outside their comfort zone in the interest of expanding their horizons and gaining new perspectives.” Josh Gorin
- 113. “Constantly ask questions, learnhow 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 wedon’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.
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