CULTIVATING CURIOUSITY
Wendy L. Ostroff sets out in her book Cultivating Curiousity in K-12 Classrooms to "...make the case that students' curiousity coupled with teachers' own wonder and experience can guide students into deeper learning." (2)
The author begins by explaining that curiousity "jump starts" deep learning in that it provides the intrinsic motivation for students to want to learn. From the standpoint of physiology, curiousity causes a surge in dopamine - the so-called "pleasure-producing chemical." (4) Since dopamine secretion allows the hippocampus - the part of the brain responsible for memory - to function with increased effectiveness, curiousity can thus be said to improve memory of learning experiences.
Ostroff acknowledges, however, that transforming schools such that curious classrooms are the norm will not be an easy process. Indeed, she contends that "Curiosity is by nature subversive to the traditional, top-down classroom." (6) Further, she states that a fundamental shift in the role of the teacher "...from one who asks and answers questions, to one who elicits them." (7)
Ostroff acknowledges, however, that transforming schools such that curious classrooms are the norm will not be an easy process. Indeed, she contends that "Curiosity is by nature subversive to the traditional, top-down classroom." (6) Further, she states that a fundamental shift in the role of the teacher "...from one who asks and answers questions, to one who elicits them." (7)
The first step in the process of creating the curiousity classroom is the promotion of exploration and experimentation. The author explains that active exploration is an optimal means by which young children learn. She adds that "The way that teachers feel about curiousity directly influences the way that their students explore and inquire." (17) A specific strategy Orstroff recommends is Choose Your Own Adventure style lessons, which she argues can be adapted for any subject area. For instance, she writes "In biology, ...a lesson on cells could lead students to six or seven different paths depending on their interests." (20)
The next ingredient in the formation of a culture of curiousity in schools is "autonomous and effortless learning". (22) The author alludes to Sugata Mitra's well-known hole-in-the wall experiments, in which unschooled children in countries throughout the developing world learned to use computers to access the internet without any assistanc,e as "...resounding evidence that children can learn autonomously and effortlessly." (24) Effortless learning will occur if students are permitted to work collaboratively, particularly with "more advanced peers". (27) As well, effortless and autonomous learning will take place when teachers provide unstructured time during the school day. The simplest way to provide unstrucrured time is "...to protect and preserve recess." (30) The author also recommends both student choice and voice in learning content and methods. She goes so far to say that "...every single school day must include at least one block of time in which students decide individually what to do." (35)
Ostroff offers several "Curiosity Techniques", as she calls them, in the chapter on autonomous and effortless learning. One example is action research projects, which connect "...learning to students' current passions and interests." (38) Another is electronic portfolios that allow students to showcase their learning. Use of collaborative digital technologies such as TodaysMeet (a chat room that allows students to communicate with each other during classroom lessons) is a particularly good recommendation.
The next ingredient in the formation of a culture of curiousity in schools is "autonomous and effortless learning". (22) The author alludes to Sugata Mitra's well-known hole-in-the wall experiments, in which unschooled children in countries throughout the developing world learned to use computers to access the internet without any assistanc,e as "...resounding evidence that children can learn autonomously and effortlessly." (24) Effortless learning will occur if students are permitted to work collaboratively, particularly with "more advanced peers". (27) As well, effortless and autonomous learning will take place when teachers provide unstructured time during the school day. The simplest way to provide unstrucrured time is "...to protect and preserve recess." (30) The author also recommends both student choice and voice in learning content and methods. She goes so far to say that "...every single school day must include at least one block of time in which students decide individually what to do." (35)
Ostroff offers several "Curiosity Techniques", as she calls them, in the chapter on autonomous and effortless learning. One example is action research projects, which connect "...learning to students' current passions and interests." (38) Another is electronic portfolios that allow students to showcase their learning. Use of collaborative digital technologies such as TodaysMeet (a chat room that allows students to communicate with each other during classroom lessons) is a particularly good recommendation.
Instrinsic motivation must be embraced in order for a culture of curiousity to thrive. According to the author, neither rewards nor praise will result in genuinely motivated students; rather, they will create merely compliant students who are focused on "pleasing others" and on "playing the game of school". (46) Ostroff writes that "Sincere wonder and interest, plus a degree of freedom, is the recipe for keeping students intrinsically motivated." (49) She adds that an important scaffold for cultivating intrinsic motivation is to embrace mistakes throughout the learning process. Indeed, part of the learning should be "...learning how to handle failure". (57) An equally important component is a focus on metacognition. " - If students learn how to control their thinking they become more autonomous and self-regulated learners." (59)
Bolstering imagination and creativity is also an important consideration. The author identifies a number of benefits of imaginative play, particularly in relation to how it supports curiousity. For one thing, "...pretend play provides great practice in being flexible." (67) As well, it is linked to vocabulary development and can help children "...understand ideas from another person's point of view". (68) Imaginative play also has socio-emotional benefits such as helping children learn to be cooperative and helpful and learn to "...better regulate their emotions and feel empathy". (68) The author recommends storytelling as a means of developing students' imaginations - including collaborative and even math storytelling.
When it comes to advice for teachers in helping students develop their creative capacities, Orstroff recommends "...as many diverse, visceral experiences as possible". (77) She also points out that teachers "...must be willing to indulge distractions" in the classroom. (79) She stresses that "The most powerful way to develop creativity in your students is to be a role model." (82)
Bolstering imagination and creativity is also an important consideration. The author identifies a number of benefits of imaginative play, particularly in relation to how it supports curiousity. For one thing, "...pretend play provides great practice in being flexible." (67) As well, it is linked to vocabulary development and can help children "...understand ideas from another person's point of view". (68) Imaginative play also has socio-emotional benefits such as helping children learn to be cooperative and helpful and learn to "...better regulate their emotions and feel empathy". (68) The author recommends storytelling as a means of developing students' imaginations - including collaborative and even math storytelling.
When it comes to advice for teachers in helping students develop their creative capacities, Orstroff recommends "...as many diverse, visceral experiences as possible". (77) She also points out that teachers "...must be willing to indulge distractions" in the classroom. (79) She stresses that "The most powerful way to develop creativity in your students is to be a role model." (82)
Supporting questioning and inquiry by students is a powerfully important aspect of the curiousity classroom. "By asking questions", notes the author, "students become more actively engaged in learning, stimulating cognitive processes and revealing their thinking frameworks." (91) In short, "questioning pedagogies ...promote deep learning'" (92)
The unfortunate reality, however, is that children's natural tendency to inquire and ask questions is too often stifled at school with, instead, the classroom norm too often being what is termed "banking education", which is "...the transmission of information by the teacher to passive students who receive and are expected to regurgitate that information." (99)
No small consideration in cultivating curiousity is ensuring that students are afforded the luxury of time. Ostroff states that "...we need to change our rushed-for-outcomes model [of teaching and learning] and begin listening to our students' own rhythms in order to help them grow ...rushing is not the path to deep learning." (111) As evidence of the value of slowing the frantic pace of learning, the author offers the following: "A quarter of a century of research on literacy ...has shown that reading levels skyrocket when students are given choices of books and the time to get lost in them." (111) By easing off the accelerator pedal when it comes to learning, teachers will create time and space for students' ideas of interest to emerge. In order to allow students to experience an optimal state of learning flow in classrooms, teachers must re-think their "relationship to time". (122) Concludes Ostroff, "It is a grave mistake to prioritize content over intellectual hunger." (125)
The unfortunate reality, however, is that children's natural tendency to inquire and ask questions is too often stifled at school with, instead, the classroom norm too often being what is termed "banking education", which is "...the transmission of information by the teacher to passive students who receive and are expected to regurgitate that information." (99)
No small consideration in cultivating curiousity is ensuring that students are afforded the luxury of time. Ostroff states that "...we need to change our rushed-for-outcomes model [of teaching and learning] and begin listening to our students' own rhythms in order to help them grow ...rushing is not the path to deep learning." (111) As evidence of the value of slowing the frantic pace of learning, the author offers the following: "A quarter of a century of research on literacy ...has shown that reading levels skyrocket when students are given choices of books and the time to get lost in them." (111) By easing off the accelerator pedal when it comes to learning, teachers will create time and space for students' ideas of interest to emerge. In order to allow students to experience an optimal state of learning flow in classrooms, teachers must re-think their "relationship to time". (122) Concludes Ostroff, "It is a grave mistake to prioritize content over intellectual hunger." (125)
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| Author Wendy L. Ostroff |
Classroom learning environments "...should accommodate varied paces, postures, configurations, and displays." (135) With respect to displays of student work, teachers should not just show finished work but rather "...exhibit student work in various stages of completion". (129) Movable and comfortable furniture is also needed to support both collaborative and individual learning and various learning paces. Standing work stations and beanbag-style chairs are examples of furniture for varied postures. Attention should also be paid to sound and lighting choices. Good acoustics are needed when there is classroom discussion, and there are many creative ways music can be used to engage students and support their learning. Likewise "nuances in lighting and color" (139) and plenty of natural lighting can support the curiousity classroom.
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