Curiosity and Wonder

Last week, I learned from Brain Rules that our brains evolved from curious explorers and our brains still work this way.  At least, I like to think that mine does.

In response to the question, “Brain science is a new frontier. How will you use the principles of “curiosity” and “wonder” in your classes this week?”  I responded as follows:

I plan investigations and activities where my students are set up to discover things, and I mostly see the focus on getting the task done or getting the right answer.  I think I have very few students who indicate curiosity about math.  I do have students who are very curious about personal stories and I try to bring in stories about application but I don’t have enough for every day.
I try to prompt them with comments like, “isn’t that amazing that we went through two different ways and still got the same answer? why is that?”
After a unit test, the homework I often give is to look through the next unit and identify a couple of pictures that capture the students interest.  However, I feel like I haven’t done enough with the assignment after the student identifies it, except to point out how the picture might relate to the topic or skill we’re studying.  Next semester, I will try to really make more of the indicated curiosities.
I think about what makes me curious, and there’s a degree of freedom to explore that I see is missing in my classroom.  In discussing pacing with my mentor, there is a cultural push among the math teachers to keep the students moving along the book, not to stop and take a diversion or digression to follow our curiosities.

Students as Learners Feb 1 reflection

This week, I learned the “brain rules” on short term memory (repeat to remember, elaborate memories still around better), long term memory (remember to repeat or it will fade), multi-sensory learning (more avenues to make it last) and vision trumps all (what you see wins over what you thought you knew).   I also read about changes in cognitive processing as students develop.  After reading, listening to the screencast, and reflecting on the discussion board postings, here are what’s clear and unclear to me.

Clear:  Short term and long term memories are fragile, are reconstructed upon their recall, and repetition is key to retention.  Elaborate details help recall.  Stimulating multiple senses helps memories grab hold.  Vision trumps all; we trust what we see more than the rest of the senses.  I need to have more visual effects to use as hooks.  There’s shallow learning (name, recite…basically the bottom of Bloom’s taxonomy) and deeper thinking (compare, contrast, apply…midlevel and higher in Bloom’s)

Unclear: How do I help my students with these new understandings?  For instance, is there a way students can review their math notes 90 minutes later if they’re in another class at that time?  While the reading about self-regulated learning was what I want my students to do, how much should I be taking on in math class? For instance, regarding study skills, does it make sense for me to show one way to take notes in math and another teacher to show another way?  I’m still trying to figure out where 9th graders fall into the spectrum and what are reasonable but still challenging expectations for self-regulation.

In addition…

I have already shared many tidbits with my geometry class about what I’m learning from brain researchers. They have a favorable impression so far, since it’s why they are taking stretch breaks.  They are interested in the tidbits, and I may be able to get some to set a time (90 minutes after class) where they set an alarm and try reviewing their notes from class.

My algebra class is in dire need of help with strategies for what to do when stuck.  I’ll give my students what I’ve borrowed from the AVID teachers, and what AVID students are taught.  Because it’s been a successful approach with this age group, this will keep 9th graders cognitive development in mind.