Let’s look at a way to encourage and scaffold curiosity in our classes using a “Book of Unanswered Questions.” Begin by sharing intriguing objects or images and asking your own questions. Give kids a chance to find answers to their questions. Then encourage students to bring in their own intriguing conversation starters. Finally, move students towards curriculum based questions.
Sometimes you encounter that math student who is simply interested in numbers. Here are some famous (and not so famous) sets of numbers that have curious properties.
We’ve seen some awesome logic paradoxes, now let’s examine a few visual paradoxes that would make great mental warm-ups for your class! The penrose triangle, penrose stairs, impossible cube, the blivet, and the Möbius strip! Plus, download a powerpoint to share with your students.
I’m a big believer in boredom,” he told me. Boredom allows one to indulge in curiosity, he explained, and “out of curiosity comes everything
My first post from NAGC 2010. A high-caliber panel of scientists discusses the importance of curiosity for our gifted students.
We decided to promote creativity and curiosity through student-led research and experimentation. Students developed guiding questions and created hypotheses. They are now ready to dig into resources, find answers, ask new questions, and report what they’ve learned. As the teacher, what are your responsibilities?
It’s time to address students who want to experiment on Curiosity Fridays. We need to help them develop a scientific question and hypothesis. We’ll use SCAMPER to create interesting questions and depth and complexity to track data.
Since we’re just introducing Curiosity Fridays, we’re all going to investigate chess. Now, chess is an enormous topic that people devote entire lives to. We’ll need to refine the topic. Enter Google’s Wonder Wheel
Merlin Mann stated that employees’ motivation increases when they get to “build a robot” once in a while. That is, do something creative beyond regular work. Can we do this at school? Offices have “casual Fridays,” can we have “curiosity Fridays?”
We learn best when we’re interested in what we’re learning about. In a standards based classroom, however, it’s difficult to authorize science research about nuclear power plants when the science standards cover the parts of a plant. Rather than let students loose completely, consider giving them freedom within your grade-level curriculum. Allow students to generate questions and use those questions to drive your instruction.