from Terry Haik
The understanding of where the curiosity comes from is the Holy Grail of Education.
Education, of course, is different from learning, but both depend on curiosity.
Education presupposes an official, systematic and strategic intention of reason Learning. In this case, the content to be learned is identified, the training experience is planned, the training results are evaluated, and the data from the aforementioned grades play some role in planning a new experience in training. Training strategies are being implemented and understanding moments are accepted as often as possible.
This approach is clinical and more than Smidgeon Scientific. He arrested emotion and spontaneity in search of planning and precision, logical trade in the eyes of science.
Of course, very little about learning is scientific. While data, goals, evaluation and planning must play a role in any system that aims to actually achieve anything, training and education are radically different. The first is messy and personal, painful and fantastic. The latter tries to assimilate the first – or at least optimizes it as much as possible in the name of efficiency.
An analogy can help. (I love analogies.)
Learning: Education :: True Love: Dating Service
True love can come very well from a dating service, and dating services do everything they can to happen, but in the end – well, there is quite a bit of a hikus pocus behind it all.
Hubris & Education
Education is both the noblest and the most vibrant of all endeavors. Have Each teacher has two tiresS All this can be focused on sensationalism, but watch someone in the game, redirect a craft lost in a book, or deal with digital simulation, and you will see a completely different person – a physically, but far more dismissed in spirit.
In a better place.
Causing this in the classroom is possible, but just as often the result of luck than good planning. The best substitutes that can be masked as curiosity are obedient to observe and engage. None of them is a curiosity, which is a strong sense of will, accountability and curiosity among his sources.
Here, let me try.
I want to show you what I can do.
I want to know.
And the last – a sign of curiosity – is a glitch we have talked about before. Like caffeine in coffee, guitar chords or wet in water, true curiosity is not something but is thehe something.
We do not temporarily want to know or be interested vaguely from an answer, but to be able to gather past experience and knowledge like the millions of fibers on a net – just to be insanely branched further without understanding or knowing this life.
Like stopping an incredible movie right in the climax – this terrible, crazy feeling inside would be an unfulfilled curiosity – and it would just kill you so you don’t know. But where does it come from?
And can you consistently cause it in a student?
If the official training environments led by results -based systems can ”Reason ”something that needs to happen in the learner is only through significant effort, resources and anger.
But we can certainly create ideal conditions in which natural curiosity can begin to grow. What we do when it happens – and breaks our planned lessons and the arranged small units – is a completely different story.
5 things that make students curious
1. Revision Old questions
The simplest curiosities arise from old questions that they have never answered fully or that no answer has been made.
Of course, every question that is worth the salt is never “completely responsible”, more than a good conversation is ever completed, but as we learn and think and grow, the old answers can look positively uncomfortable as they are bound by old knowledge.
Trigger: Review Old Questions – Through a prompted magazine, discussion on Soctive, QFT (A technique to formulate questions), or even a Fishbowl discussion. And also review the first round thinking to see what has changed.
2. Model and Promotion Ambition
The ambition precedes curiosity. Without wanting to progress in position, thinking or design, curiosity is simply a biological and neurological reaction to the stimulus. But ambition is what makes us people, and his brotherly twin is a curiosity.
Trigger: Well thought out mentoring, partner modeling, training based on projects and real. “I need to knowS ‘
3 Play
A student in the game is a signal that he has a comfortable mind focused on a fully internalized goal.
This may or may not be the same goal as those provided externally, but the game is hypnotic and more effective than the best-planned instructional sequence. A student game and Learning by playingAlmost by definition, it is curious about something or otherwise they simply manipulate bits and pieces pointless.
Trigger: Games based on games and learning and simulations such as Armadillo Run, Civilization VI, Bridge Constructor and Age of Empires, all allow the student to play. It is the same with the training based on challenges and other forms of training.
4. The right Cooperation at the right time
Seeing what is possible by peers is powerful things for students. Some of them may not be initially curious about the content, but seeing what the peers return can be a powerful drive mechanism for curiosity. How did they do this? How can I do what they did in my own way? Which of these ideas I see are valuable to me – here, right now – and which are not?
Trigger: Grouping is not necessarily cooperation. In order to activate cooperation and thus curiosity, students must have a real need for another resource, idea, perspective or something else, otherwise they are not immediately available. Make sure they need something, not just complete a task, but to achieve the goal they have set for themselves.
5. Using A varied and unpredictable content
The varied content is probably the most affordable road to at least one bladder of curiosity from the students. New projects, new games, new novels, new poets, new things to think about.
Trigger: Invite learners to understand need for a resource or little content and have them Source. Immediate variety in the whole class and probably the difference from where you walked with all this. In the least, you have engaged learners and a real shot in curiosity.
5 Training strategies that make students curious
