Curiosity killed the …..

What makes a person curious?

I wonder about this constantly. I especially think about this when I’m teaching as it seems curious children are more successful. And if that’s true, what does that mean in the classroom?

This article and the research it pulls from have challenged my thinking (or at least given me pause). From Professor Steven Dutch’s research:

Curiosity and creativity in the fully adult sense are hard work and are acquired tastes, just like running is an acquired taste….

Even the most creative people spend most of their time tinkering. That’s probably a hallmark of real creativity – a restless curiosity. Noncurious people tinker only occasionally and with only short-range goals in mind. (They pay for it. I once visited a man who spent the entire time lamenting how miserable his life had been and how lonely he was. I looked around the house and saw not a single book or any sign of a hobby. No wonder he was miserable, and lonely too. Who would want to spend time with such a person?) The creative person’s constant tinkering first of all yields lots of unexpected insights, and second sharpens the ability to recognize potentially significant new results.

Since I haven’t come up with the definitive answer (and when I do, I’ll bottle and sell it), I’ll share an opposing view from this blog I found recently called Creating Brains. The author writes about creativity and curiosity, often quoting Mihaly Csikszentmihalyi, one of my favorite researchers.

Good stuff.

Original image: ‘curious roy’
flickr.com/photos/51035611977@N01/17200747
by: Stefano Mortellaro

Working Through the Kinks

Our study of the Holocaust is nearly complete. Students read Night by Elie Wiesel, heard a survivor's story during a personal visit, and researched topics of choice on wikispaces. The study is part of a larger unit on Battling Indifference, in which students must try to define, discuss the effects of, and stake a stand on some form of indifference.
Overall, I was pleased as we were able to use Diigo to collect bookmarks, Google Docs to collaborate on research, and Yammer to provide prompts for class discussions. The kids aren't getting Diigo yet, but it's still early in the year. I don't think I've spent enough time showing them how I use diigo and delicious with my network, which is half the benefit. And Yammer will only  effective if they use it–so far it works well when we are in class together, but I don't see much use happening outside class.
We had some interesting discussions about what videos and images would be appropriate for their sites, as the reality of the Holocaust is almost unbearable for most of us to fathom. They also realized giving appropriate credit for research is something they struggle with, and we definitely need to spend more time on this. They seemed to enjoy working collaboratively, and I could see the work as it progressed. Truthfully, we had to spend more time getting the technology mastered than I wanted, and I ended up not spending the time reviewing and editing the actual writing with them. Plus the process of researching took a back seat while I helped them figure out how to embed videos and link to other sources. I am hopeful that now that we've introduced and used these tools, the research/reading/writing component of future work will take center stage and the creating/publishing aspect will work seamlessly.
Unfortunately, because I had them all create their own wikis, they will need to invite all their classmates to join in order to be able to leave comments on the discussion tab, something that has worked so well on my colleague's site.
Sigh, it's a process for me, too.

One of those days……

  • This morning, I tried to get my 9th grade students logged into Diigo, and it was blocked.
  • My colleague unblocked it right away, and then my bookmarking tool wouldn't work for the students.
  • I then tried to show them to use Wordle to see how often they used certain words in their short stories, but many students couldn't get java loaded on their laptops to make it work.
  • During my sixth-grade tech class, the students were ready to upload their photos to Animoto and compare the design and choices of technique to PhotoStory. At the exact moment they were ready to upload, Animoto went down. Is it EVER down?
  • This afternoon, I prepared to start grading the students' drafts of short stories, which they had sent me via MS Word, and I realized I would need to download the documents from my Gmail account to my Mac's Text Edit program, then copy and paste the stories into Mac's Pages in order for me to add comments.
  • The yearbook's online design program wouldn't create the kind of split screen photo the editor wanted so we had to call tech support. No luck.
  • After school, I tried to show several teachers Voice Thread, and I was so tired, I couldn't remember how to add students to the education account we have.
  • At dinner, I said to my husband, "You know, opening up a textbook and asking the students to read and answer questions in their notebook sounds pretty good right now."

Tomorrow's gonna be better.

What have you changed your mind about? Why?

From the blog, Language Hat, I read this:
Edge.org has published their Annual Question (which they ask a bunch of smart people), and this year it’s "What have you changed your mind about? Why?"

The answers, coming from "some of the most interesting thinkers of our world," are thought-provoking. For example, Douglas Rushkoff, a media analyst, wrote that he thought the internet would change people. Instead, he writes, "Sadly, cyberspace has become just another place to do business."

I will be spending a lot of time on this site.

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