All the speakers presented an idea that encouraged a new approach in order to create a change in learning. Curiosity and creativity were two topics that I felt came up throughout the lectures. I feel that as a whole they all spoke about the importance of curiosity when it comes to learning. Sir Ken Robinson spoke of that spark in curiosity and how that would impact achievement. Wanting to learn out of interest and having ownership of ones learning was an important idea I noted from the C-Content speakers. There were other topics mentioned that we have discussed in class, such as the pace at which our world is changing, the importance of investing in teachers, and how long it takes to master a discipline. One big take-away for me from the speakers that relates to curiosity is the creation of a culture of learning. John Seeley Brown, Sir Ken Robinson, Gardner, and Daniel Pink all present ideas about this topic. I have one key idea supporting this from each of these speakers that helps me see the value of curiosity in learning. Brown’s explanation of the power of study groups and collaborative learning through the example of the surfers was very meaningful. The way their interest drove them to continue moving forward and master a skill was powerful, but as Brown pointed out, it’s important for answers to become questions to support learning and continue that curiosity. That same curiosity is what Sir Ken Robinson points out as dormant until it sparks with the help of a teacher, but without giving equal importance to areas like humanities, arts, and physical education, then that becomes a bigger challenge. According to Robinson, conditions have to be right in order to accomplish engagement. Daniel Pink also adds to this, mentioning an approach designed on the desire to do things that are important to individuals. He speaks of rewards and punishment as means that don’t always work but also suggests an intrinsic approach where autonomy and doing things because they matter. If a student is doing something that he cares about and interest grows as he learns more, then that makes it more meaningful and allows for better learning. That is when he is given the opportunity to explore those interests and given the freedom to explore what he is interested in. Thinking of my own classroom I see the need to continue working toward the adaptation of a new approach that will allow me to ignite my students’ curiosity. I also thought about what Gardner mentioned with ethics and how we have to start where the kids are so that they can relate to what we are trying to teach them. Many of the topics in the talks related to topics we have seen in this class. Not just 21st century teaching and learning in the classroom when it comes to the rapid change in technological advances, but also how learning occurs in the brain. Brown addresses technology as a “curiosity amplifier” but then again I think it’s important to have the proper setting so that these “curiosity amplifiers” are effective. Gardner touched on another topic related to what we have discussed in class regarding the brain. He mentioned that it takes ten years to master a discipline, and that matches we heard from the speaker in our class about how the brain creates those links and stronger bonds in our brain the more we practice something. It takes time, and practice in different ways, to make something permanent. As an instructional leader, one thing I can apply to help my students with creativity is to promote that it is okay to be wrong. Helping them realize that it is okay and necessary to feel uncomfortable or fail in order to learn. Mobley mentioned that the idea that no one should feel uncomfortable has no place, this made me think that feeling uncomfortable is actually something good that will force you to be more creative. I apply this to my own feelings as I struggle through some parts of this program. As Mobley points out “Transformation is a painful process” and the uncomfortable feeling I have sometimes will only help me discover my own potential.
4 Comments
Jeff Albertazzi
11/12/2017 10:19:14 pm
I have been struggling with getting kids to discover that being wrong isn't bad but an opportunity. I wonder how your are going to build that culture. I agree we have to make our students feel uncomfortable, that's how they learn to deal with the struggle and grind of learning. I do think technology can help with creativity and curiosity if used correctly. What about the teachers who think technology kills creativity and curiosity?
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Lisa Gottfried
11/13/2017 06:18:41 pm
"the uncomfortable feeling I have sometimes will only help me discover my own potential. " I know I've hit the sweet spot in the classroom when a student says "This is SO hard! I HAVE to figure it out!" as they smile and turn back toward their project. The moments we live for. Often students shut down when they hit adversity, but if the end goal is big enough and matters enough to them, they will work through it.
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An Truong
11/13/2017 11:38:23 pm
Recently, my school just finished SST conferences. I noticed some students explained why they have the fear of being wrong and they don't want to share. Instead of putting effort to do the assignment, they rather socialize with their friends. As a whole, the teachers suggested some strategies to help the students overcome the fear and reach out for help. One teacher suggested placing a post-it on the corner of the desk. Another teacher, said to close the laptop at a 45 degree angle. I really appreciate how teachers work together to find ways to help with their needs and boost their confidence.
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Rian
11/14/2017 01:45:20 pm
Sparking curiousity in all students is a task that all educators strive for on every lesson, yet most of us have been trained to stamp out the curiousity and focus on the banalities of learning. In that, we've indicated to students that being wrong, is, well wrong. We need to get students used to the idea that learning can happen from mistakes. I appreciated your thoughtful insight into each of the videos!
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