Last week, I was in a Project Lead the Way (PLTW) meeting talking about science, technology, engineering, and math (STEM) with both educators and parents in STEM fields. One of the key points of the discussion was how much we control the learning of students rather than giving them the opportunity to build knowledge based on their curiosity. It was then reinforced when my monthly "Education Update" arrived in my mailbox on Friday. And, one of the articles, "The Wonder Years," highlighted how to nurture students' natural curiosity by making time for wondering. The article highlights that "Curiosity released dopamine, a neurotransmitter that helps improve noticing and affects attention and remembering. When your curiosity is piqued, you're going to remember things more deeply." Doesn't this make sense?
So let's look at what made us curious today at TMS...
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| What do all those charts on the TV news mean? Before teaching them the content, have them engage with the map, questioning what the signs and symbols mean. |
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| How do instruments make sound? Students created instruments with random materials. |
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| The vibrations of the tin were amazing. |
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| Carrots for clarinets, Styrofoam for xylophones and so much more... |
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| Students played the stock market before learning about it from an expert who could answer all their questions. |
I challenge you to use student curiosity to build content knowledge in your classroom. And, here's how: don't give them the information...in any form, readings, video, lecture, etc. Instead, let them explore it and figure it out. Give them a real issue to grapple with, build their frustration, develop their understanding, and then tie it all together in a neat little bow with your added knowledge.
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