'Every Kid is Motivated': Action-oriented Ideas to Revive Students' Curiosity
How to Develop a Greater Sense of Motivation in Students
The Benefits of Cultivating Curiosity in Kids
How to Spark Curiosity in Children Through Embracing Uncertainty
Curiosity in Young Learners Is the Foundation of Academic Success
What's Going on Inside the Brain Of A Curious Child?
Teacher's Most Powerful Tool: Piquing Students' Curiosity
How to Stimulate Curiosity
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A lack of motivation is perfectly understandable given the severity of the pandemic, the financial hardships and the shortcomings of video conferencing platforms. But that doesn’t necessarily mean teachers can’t prioritize motivation and curiosity, which were already suffering pre-pandemic because of the way schools often rely on tests and grades to drive student learning.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Educators navigating distance learning are grappling and experimenting with ways to capture students’ \u003c/span>\u003ca href=\"https://www.washingtonpost.com/lifestyle/2020/12/08/sticker-face-teacher-remote-school\">\u003cspan style=\"font-weight: 400\">interest\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> through social media, polls and \u003ca href=\"https://www.washingtonpost.com/lifestyle/2020/12/08/sticker-face-teacher-remote-school/\">stickers on their faces\u003c/a>. In addition to those strategies, they've also found ways to stoke curiosity and motivation that are not completely out-of-the-box solutions. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>How does curiosity work and how can we spark it?\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Curiosity is “a drive like hunger or thirst” according to Harvard Graduate School of Education professor \u003c/span>\u003ca href=\"https://sasn.rutgers.edu/about-us/faculty-staff/elizabeth-bonawitz-0\">\u003cspan style=\"font-weight: 400\">Elizabeth Bonawitz\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “It’s something that allows us to drive our attention and our cognitive resources towards opportunities for learning.” In a recent HGSE \u003ca href=\"https://www.youtube.com/watch?v=kcfBgOWXBv4&list=PLJX6dtNZ-81aNGAnXF4-BVD9TKXTGz04V&index=1\">webinar\u003c/a>, she and others explained how curiosity influences meaningful educational experiences. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Curiosity is not a trait that is “fostered” in children. It\u003c/span>\u003cspan style=\"font-weight: 400\"> isn’t like a set of skills that can be taught because it exists in each and every one of us. Curiosity needs the right conditions and encouragement, so instead of focusing on how to create more curious young people, educators can concentrate on developing opportunities for students to be curious. Students might often be concerned about getting the right answer on tests, for example, but Bonawitz recommends \u003c/span>\u003ca href=\"https://www.sciencedirect.com/science/article/abs/pii/S0010028511000995?casa_token=f89B0Gi86AwAAAAA:IucS5mGAgkmDaXDgJiEyK_byl0AA2OqHO9oP44YbaX58Vp4hMscICLoz2gE0vd0deP-La9D_Iw\">\u003cspan style=\"font-weight: 400\">embracing the ambiguity\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of questions or assignments with open-ended answers so students can have the space to wrestle with their assumptions about the world around them and put forth predictions. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Why motivation is critical in conversations about curiosity \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Every kid is motivated,” says Los Angeles-based educator \u003c/span>\u003ca href=\"http://genevieve-debose.squarespace.com/about\">\u003cspan style=\"font-weight: 400\">Geneviève DeBose\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “What are different kids motivated to do and why?” She supports middle school English Language Arts teachers and students with planning, instruction and assessment. She notes that educators and parents can lean into opportunities that really speak to young people, such as connecting with their peers, and content and tasks that are meaningful to them. Social and emotional learning is foundational to nurturing connected learners, and DeBose says this can be achieved at the beginning of a class by having space for kids to check in with each other and the teacher (this can be through an icebreaker question like “What is the weirdest food combination you think tastes really good?”). Teachers can also make sure students have an opportunity to engage with each other during the class session through discussions or collaborations in small groups. They can also have a check out at the end of class by completing a task or answering a question that closes out the activity. One recent memorable check out was asking students to share one line they were proud of in the chatbox to wrap up a unit on fictional narrative. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Connections to peers and teachers in particular creates a sense of safety and empowerment for students, making way for them to ask questions and express curiosity without fear or embarrassment. In more typical circumstances, having more time with a teacher is beneficial to learning because students can assume that teachers will provide lessons and activities that are aligned with an accurate assessment of their skills and abilities. Because students are experiencing less one-on-one time with teachers, it may take more effort to establish the same trust in teachers that enables engaged learning. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While remote learning is creating new ways to educate students, Bonawitz notes that rapport between students and teachers is harder to cultivate as classrooms move to video conferencing platforms. Adding to that, teachers are even more pressed for time these days, notes DeBose. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“So much of the work that we do is building relationships with students, so that we can know them as people, which really then allows us to tap into figuring out what's going to motivate them,” said DeBose. “Because we have an understanding of their interests and their stories and their experiences, we're much better suited to create instruction that takes all of those things into account.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Since those connections are harder during distance learning, DeBose urges lessons that are \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55941/how-to-develop-culturally-responsive-teaching-for-distance-learning\">\u003cspan style=\"font-weight: 400\">culturally responsive\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://www.kqed.org/mindshift/55941/how-to-develop-culturally-responsive-teaching-for-distance-learning\">,\u003c/a> student-centered and timely.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“If kids cannot connect to what they are learning and the people that are around them, they are far less likely to be motivated to actually engage and learn,” she said. In these times of crisis, it becomes vital to make classroom content related to what students are experiencing in their day to day lives. HGSE professor \u003c/span>\u003ca href=\"https://www.gse.harvard.edu/faculty/jal-mehta\">\u003cspan style=\"font-weight: 400\">Jal Mehta\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> similarly suggests incorporating more variety and responsiveness into classes, saying teachers should “enable kids to propose different ways into topics.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In practice, DeBose recommends activities that give students specific responsibilities when they are taking on class activities in groups, such as screen sharer, time keeper and a vibe checker. That way, “they all have a particular leadership role that impacts the success of the group.” \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Fostering curiosity and motivation in your classroom\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">In some ways, distance learning has paved the way for students to have more positive school experiences. With shifting schedules, children have the ability to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56222/how-to-help-young-children-sleep-better-during-covid-19\">\u003cspan style=\"font-weight: 400\">get more sleep\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and online learning has released students from the anxiety of having to perform in classroom settings. In best cases, students are proving that they are able to thrive and learn in a variety of conditions. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“This work is so hard, period. But it's even more difficult under these circumstances,” says DeBose. Because today’s educators have been tasked with reaching\u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/57020/report-offers-clearest-picture-yet-of-pandemics-impact-on-student-learning\">\u003cspan style=\"font-weight: 400\"> vulnerable students\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in the face of unprecedented uncertainty, trying to revamp and restructure classes starts to seem like an enormous undertaking. To counter this pressure, DeBose suggests \u003ca href=\"https://www.kqed.org/mindshift/56836/how-teachers-are-leaning-on-each-other-to-stay-resilient-during-covid-19\">connecting\u003c/a> with other educators, prioritizing personal time and planning ahead as ways to free up bandwidth to iterate lesson plans. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">With educators’ efforts in mind, there are three subtle moves that could bring about a significant change in approaches to cultivating classroom engagement. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Remember your own genius\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Drawing from \u003c/span>\u003ca href=\"https://blogs.edweek.org/teachers/classroom_qa_with_larry_ferlazzo/2020/01/author_interview_with_dr_gholdy_muhammad_cultivating_genius.html\">\u003cspan style=\"font-weight: 400\">Dr. Gholdy Muhammad’s 2020 book \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Cultivating Genius: An Equity Framework\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">, DeBose advocates for teachers having faith in their own resourcefulness and ingenuity in navigating the pitfalls of the pandemic and its effects on teaching and engagement. As an educator herself, she says definitively, “What we are doing is so incredibly hard and we are doing good work.” In the face of blank screens from disabled videos and things outside of their control – like hybrid teaching or suddenly going online – teachers can benefit from seeing and modeling their own genius, intellect and curiosity as they try to draw these responses from students. To do this, DeBose shares her own learnings with her students, such as talking about being a beginning capoeira student. “I would tell my kids stories like ‘Yesterday I got kicked in the head!’ It's really modeling that curiosity, that vulnerability of not being good at something and that you're still doing it. And I think also modeling that you are seeking out opportunities to grow and learn.” \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Less is more\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Mehta has been advocating for education institutions to “\u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56309/how-giving-all-stakeholders-a-voice-can-improve-school-reopening-plans\">\u003cspan style=\"font-weight: 400\">Marie Kondo\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">” their curriculum, applying the decluttering expert’s principles to keep only things that spark joy. He says it’s critical to lean into the approaches that engage students and allow for space for those ideas and practices to grow. While most teachers are under pressure from curriculums and standards, he rationalizes that “If it’s really important, there will be another chance to learn it, and if it’s just nice to have, you can let it go.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Empower student agency over their curriculum\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Empowering \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56946/how-can-teachers-nurture-meaningful-student-agency\">\u003cspan style=\"font-weight: 400\">students to feel like they have agency over their curriculum\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> can be as simple as offering a few options on assignments and classroom activities or asking for feedback on what is working, according to Bonawitz. These small actions can have a huge effect on whether students feel like they are the drivers of their own learning. \u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The pandemic has restricted so many young people’s everyday activities and interactions. That’s why the ability to choose can go a long way. Bonawitz says, “Students feel more motivated and engaged when they have more control over what is happening.” While that’s no surprise, it’s a welcome reminder in our current educational landscape.\u003c/span>\u003c/p>\n\n","blocks":[],"excerpt":"Motivation and curiosity might be tough to think about during a pandemic, but they can play critical roles in strengthening relationships and streamlining curricular constraints. ","status":"publish","parent":0,"modified":1613689878,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":20,"wordCount":1490},"headData":{"title":"'Every Kid is Motivated': Action-oriented Ideas to Revive Students' Curiosity - MindShift","description":"Motivation and curiosity might be tough to think about during a pandemic, but they can play critical roles in strengthening relationships and streamlining curricular constraints. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"57152 https://ww2.kqed.org/mindshift/?p=57152","disqusUrl":"https://ww2.kqed.org/mindshift/2020/12/22/every-kid-is-motivated-action-oriented-ideas-to-revive-students-curiosity/","disqusTitle":"'Every Kid is Motivated': Action-oriented Ideas to Revive Students' Curiosity","path":"/mindshift/57152/every-kid-is-motivated-action-oriented-ideas-to-revive-students-curiosity","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">If there’s one concern about distance learning that educators have during these times, it’s that students are having difficulty being motivated. A lack of motivation is perfectly understandable given the severity of the pandemic, the financial hardships and the shortcomings of video conferencing platforms. But that doesn’t necessarily mean teachers can’t prioritize motivation and curiosity, which were already suffering pre-pandemic because of the way schools often rely on tests and grades to drive student learning.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Educators navigating distance learning are grappling and experimenting with ways to capture students’ \u003c/span>\u003ca href=\"https://www.washingtonpost.com/lifestyle/2020/12/08/sticker-face-teacher-remote-school\">\u003cspan style=\"font-weight: 400\">interest\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> through social media, polls and \u003ca href=\"https://www.washingtonpost.com/lifestyle/2020/12/08/sticker-face-teacher-remote-school/\">stickers on their faces\u003c/a>. In addition to those strategies, they've also found ways to stoke curiosity and motivation that are not completely out-of-the-box solutions. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>How does curiosity work and how can we spark it?\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Curiosity is “a drive like hunger or thirst” according to Harvard Graduate School of Education professor \u003c/span>\u003ca href=\"https://sasn.rutgers.edu/about-us/faculty-staff/elizabeth-bonawitz-0\">\u003cspan style=\"font-weight: 400\">Elizabeth Bonawitz\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “It’s something that allows us to drive our attention and our cognitive resources towards opportunities for learning.” In a recent HGSE \u003ca href=\"https://www.youtube.com/watch?v=kcfBgOWXBv4&list=PLJX6dtNZ-81aNGAnXF4-BVD9TKXTGz04V&index=1\">webinar\u003c/a>, she and others explained how curiosity influences meaningful educational experiences. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Curiosity is not a trait that is “fostered” in children. It\u003c/span>\u003cspan style=\"font-weight: 400\"> isn’t like a set of skills that can be taught because it exists in each and every one of us. Curiosity needs the right conditions and encouragement, so instead of focusing on how to create more curious young people, educators can concentrate on developing opportunities for students to be curious. Students might often be concerned about getting the right answer on tests, for example, but Bonawitz recommends \u003c/span>\u003ca href=\"https://www.sciencedirect.com/science/article/abs/pii/S0010028511000995?casa_token=f89B0Gi86AwAAAAA:IucS5mGAgkmDaXDgJiEyK_byl0AA2OqHO9oP44YbaX58Vp4hMscICLoz2gE0vd0deP-La9D_Iw\">\u003cspan style=\"font-weight: 400\">embracing the ambiguity\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of questions or assignments with open-ended answers so students can have the space to wrestle with their assumptions about the world around them and put forth predictions. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Why motivation is critical in conversations about curiosity \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Every kid is motivated,” says Los Angeles-based educator \u003c/span>\u003ca href=\"http://genevieve-debose.squarespace.com/about\">\u003cspan style=\"font-weight: 400\">Geneviève DeBose\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “What are different kids motivated to do and why?” She supports middle school English Language Arts teachers and students with planning, instruction and assessment. She notes that educators and parents can lean into opportunities that really speak to young people, such as connecting with their peers, and content and tasks that are meaningful to them. Social and emotional learning is foundational to nurturing connected learners, and DeBose says this can be achieved at the beginning of a class by having space for kids to check in with each other and the teacher (this can be through an icebreaker question like “What is the weirdest food combination you think tastes really good?”). Teachers can also make sure students have an opportunity to engage with each other during the class session through discussions or collaborations in small groups. They can also have a check out at the end of class by completing a task or answering a question that closes out the activity. One recent memorable check out was asking students to share one line they were proud of in the chatbox to wrap up a unit on fictional narrative. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Connections to peers and teachers in particular creates a sense of safety and empowerment for students, making way for them to ask questions and express curiosity without fear or embarrassment. In more typical circumstances, having more time with a teacher is beneficial to learning because students can assume that teachers will provide lessons and activities that are aligned with an accurate assessment of their skills and abilities. Because students are experiencing less one-on-one time with teachers, it may take more effort to establish the same trust in teachers that enables engaged learning. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While remote learning is creating new ways to educate students, Bonawitz notes that rapport between students and teachers is harder to cultivate as classrooms move to video conferencing platforms. Adding to that, teachers are even more pressed for time these days, notes DeBose. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“So much of the work that we do is building relationships with students, so that we can know them as people, which really then allows us to tap into figuring out what's going to motivate them,” said DeBose. “Because we have an understanding of their interests and their stories and their experiences, we're much better suited to create instruction that takes all of those things into account.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Since those connections are harder during distance learning, DeBose urges lessons that are \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55941/how-to-develop-culturally-responsive-teaching-for-distance-learning\">\u003cspan style=\"font-weight: 400\">culturally responsive\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://www.kqed.org/mindshift/55941/how-to-develop-culturally-responsive-teaching-for-distance-learning\">,\u003c/a> student-centered and timely.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“If kids cannot connect to what they are learning and the people that are around them, they are far less likely to be motivated to actually engage and learn,” she said. In these times of crisis, it becomes vital to make classroom content related to what students are experiencing in their day to day lives. HGSE professor \u003c/span>\u003ca href=\"https://www.gse.harvard.edu/faculty/jal-mehta\">\u003cspan style=\"font-weight: 400\">Jal Mehta\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> similarly suggests incorporating more variety and responsiveness into classes, saying teachers should “enable kids to propose different ways into topics.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In practice, DeBose recommends activities that give students specific responsibilities when they are taking on class activities in groups, such as screen sharer, time keeper and a vibe checker. That way, “they all have a particular leadership role that impacts the success of the group.” \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Fostering curiosity and motivation in your classroom\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">In some ways, distance learning has paved the way for students to have more positive school experiences. With shifting schedules, children have the ability to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56222/how-to-help-young-children-sleep-better-during-covid-19\">\u003cspan style=\"font-weight: 400\">get more sleep\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and online learning has released students from the anxiety of having to perform in classroom settings. In best cases, students are proving that they are able to thrive and learn in a variety of conditions. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“This work is so hard, period. But it's even more difficult under these circumstances,” says DeBose. Because today’s educators have been tasked with reaching\u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/57020/report-offers-clearest-picture-yet-of-pandemics-impact-on-student-learning\">\u003cspan style=\"font-weight: 400\"> vulnerable students\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in the face of unprecedented uncertainty, trying to revamp and restructure classes starts to seem like an enormous undertaking. To counter this pressure, DeBose suggests \u003ca href=\"https://www.kqed.org/mindshift/56836/how-teachers-are-leaning-on-each-other-to-stay-resilient-during-covid-19\">connecting\u003c/a> with other educators, prioritizing personal time and planning ahead as ways to free up bandwidth to iterate lesson plans. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">With educators’ efforts in mind, there are three subtle moves that could bring about a significant change in approaches to cultivating classroom engagement. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Remember your own genius\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Drawing from \u003c/span>\u003ca href=\"https://blogs.edweek.org/teachers/classroom_qa_with_larry_ferlazzo/2020/01/author_interview_with_dr_gholdy_muhammad_cultivating_genius.html\">\u003cspan style=\"font-weight: 400\">Dr. Gholdy Muhammad’s 2020 book \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Cultivating Genius: An Equity Framework\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">, DeBose advocates for teachers having faith in their own resourcefulness and ingenuity in navigating the pitfalls of the pandemic and its effects on teaching and engagement. As an educator herself, she says definitively, “What we are doing is so incredibly hard and we are doing good work.” In the face of blank screens from disabled videos and things outside of their control – like hybrid teaching or suddenly going online – teachers can benefit from seeing and modeling their own genius, intellect and curiosity as they try to draw these responses from students. To do this, DeBose shares her own learnings with her students, such as talking about being a beginning capoeira student. “I would tell my kids stories like ‘Yesterday I got kicked in the head!’ It's really modeling that curiosity, that vulnerability of not being good at something and that you're still doing it. And I think also modeling that you are seeking out opportunities to grow and learn.” \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Less is more\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Mehta has been advocating for education institutions to “\u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56309/how-giving-all-stakeholders-a-voice-can-improve-school-reopening-plans\">\u003cspan style=\"font-weight: 400\">Marie Kondo\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">” their curriculum, applying the decluttering expert’s principles to keep only things that spark joy. He says it’s critical to lean into the approaches that engage students and allow for space for those ideas and practices to grow. While most teachers are under pressure from curriculums and standards, he rationalizes that “If it’s really important, there will be another chance to learn it, and if it’s just nice to have, you can let it go.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Empower student agency over their curriculum\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Empowering \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56946/how-can-teachers-nurture-meaningful-student-agency\">\u003cspan style=\"font-weight: 400\">students to feel like they have agency over their curriculum\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> can be as simple as offering a few options on assignments and classroom activities or asking for feedback on what is working, according to Bonawitz. These small actions can have a huge effect on whether students feel like they are the drivers of their own learning. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The pandemic has restricted so many young people’s everyday activities and interactions. That’s why the ability to choose can go a long way. Bonawitz says, “Students feel more motivated and engaged when they have more control over what is happening.” While that’s no surprise, it’s a welcome reminder in our current educational landscape.\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/57152/every-kid-is-motivated-action-oriented-ideas-to-revive-students-curiosity","authors":["11721"],"categories":["mindshift_20827","mindshift_193"],"tags":["mindshift_21371","mindshift_1020","mindshift_939","mindshift_358","mindshift_21213","mindshift_943"],"featImg":"mindshift_57155","label":"mindshift"},"mindshift_53256":{"type":"posts","id":"mindshift_53256","meta":{"index":"posts_1591205157","site":"mindshift","id":"53256","score":null,"sort":[1552458551000]},"guestAuthors":[],"slug":"how-to-develop-a-greater-sense-of-motivation-in-students","title":"How to Develop a Greater Sense of Motivation in Students","publishDate":1552458551,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cdiv class=\"field-item even\">\n\u003cdiv class=\"entity entity-paragraphs-item paragraphs-item-body-content standard\">\n\u003cdiv class=\"content\">\n\u003cdiv class=\"field field-name-field-body field-type-text-long field-label-hidden\">\n\u003cdiv class=\"field-items\">\n\u003cdiv class=\"field-item even\">\n\u003cp>Teachers can know their content backwards and forwards. They might have put hours into their lesson plans. But if their students aren't motivated, learning won't happen.\u003c/p>\n\u003cp>Often, childhood experiences may make motivation harder for students, according to \u003ca href=\"https://46y5eh11fhgw3ve3ytpwxt9r-wpengine.netdna-ssl.com/wp-content/uploads/2018/12/wp14_reward_motivation_121118_FINAL.pdf\" rel=\"nofollow\">a new working \u003c/a>paper from the \u003ca href=\"https://developingchild.harvard.edu/science/national-scientific-council-on-the-developing-child/\" rel=\"nofollow\">National Scientific Council on the Developing Child\u003c/a>, a multidisciplinary research collaborative housed at Harvard University. The paper takes a look at the machinery of motivation: what’s going on in children’s brains when they’re motivated, and what’s holding them back?\u003c/p>\n\u003cp>The researchers identify two types of motivation: \u003ci>approach motivation\u003c/i>, which steers us toward a reward, and \u003ci>avoidance motivation\u003c/i>, which prompts us to avoid damage. Ideally, they balance each other out. \u003cem>Approach\u003c/em> is foundational to most forms of learning, while \u003cem>avoidance\u003c/em> can inhibit higher-level learning by forcing us to fixate on our immediate response to a task, rather than a long-term goal. Ultimately, to survive, we need both, but when they’re out of balance, it can lead to impulse-control problems, anxiety, or depression, among other mental health struggles.\u003c/p>\n\u003cp>Our motivation systems are partially laid out by genetics, but they’re also shaped by experiences. High levels of stress and \u003ca href=\"https://www.gse.harvard.edu/news/uk/16/03/understanding-neglect\">a dearth of positive relationships \u003c/a>with adults can affect how children’s brains respond to different tasks. Caring adults can help students develop the motivation systems that will serve them well, long into adulthood.\u003c/p>\n\u003cp>\u003cstrong>How to Build Healthy Motivation\u003c/strong>\u003c/p>\n\u003cp>\u003cb>Elicit curiosity and encourage exploration. \u003c/b>Beyond their basic needs, children are intrinsically motivated by exploration, play, mastery, and success — all of which lay the groundwork for meaningful learning. Adults can reinforce these motivations through \u003ca href=\"https://www.gse.harvard.edu/news/uk/17/11/how-caregivers-can-boost-young-brains\">positive feedback\u003c/a> of kids' natural tendencies, rather than tampering these tendencies by dismissing opportunities to explore, or being overly fearful that children will get hurt — fears that can rub off. Caring adults whom children can trust can help them figure out what to actually be afraid of and avoid. Children from more volatile or abusive environments, perhaps lacking that caring adult influence, might become more highly attuned to avoidance and lose interest in healthy exploration.\u003c/p>\n\u003c/div>\n\u003cdiv>\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003cdiv class=\"field-item even\">\n\u003cdiv class=\"entity entity-paragraphs-item paragraphs-item-body-content standard\">\n\u003cdiv class=\"content\">\n\u003cdiv class=\"field field-name-field-body field-type-text-long field-label-hidden\">\n\u003cdiv class=\"field-items\">\n\u003cdiv class=\"field-item even\">\n\u003cp>\u003cb>Don’t rely on incentives. \u003c/b>But extrinsic feedback by itself is insufficient to drive motivation — the goal is to help kids develop their own inner fire to learn. Children have been shown to stop engaging in activities of their own accord once they’ve been given a tangible reward for it. “Systems focused solely on external rewards and punishments are unlikely to achieve sustained, productive motivation,” the report’s authors warn; “those that balance intrinsically motivating activities — such as creative problem-solving and playful learning — with positive feedback are more likely to support healthy motivation over the long run.”\u003c/p>\n\u003cp>\u003cb>Remind children that success is possible. \u003c/b>We’re unlikely to be motivated to do anything if we think it’s impossible. A growth mindset — the belief that we can change and improve through practice, and that our talents and skills aren’t fixed — enables children to get motivated. \u003cb> \u003c/b>\u003c/p>\n\u003cp>\u003cb>Prioritize social interaction. \u003c/b>From babies to adolescents, social interaction is a key to motivation, releasing natural opioids — dopamine and serotonin — that activate the brain’s reward system. One study showed that babies learned language more quickly through face-to-face interactions with a caregiver than by watching that caregiver on video. In our digital world, apps and screens can be supplements for learning, but in-person interactions remain essential.\u003c/p>\n\u003cp>\u003cb>Remember that we all have different intrinsic motivators. \u003c/b>A child intrinsically motivated to play sports might respond well to constructive criticism from a coach, eager for the internal sense of satisfaction from doing well. But another student might respond more to encouragement and get discouraged by criticism. Be mindful that these different motivation systems may be due to children's genes and their life experiences, and that they might require different approaches to motivate.\u003c/p>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003cdiv class=\"field-item odd\">\n\u003cdiv class=\"paragraph__quote__stage entity entity-paragraphs-item paragraphs-item-quote\">\n\u003cdiv class=\"paragraph__quote__boundary\">\n\u003cdiv class=\"paragraph__quote__body\">\n\u003cdiv class=\"field field-name-field-body field-type-text-long field-label-hidden\">\n\u003cdiv class=\"field-items\">\n\u003cdiv class=\"field-item even\">\u003cem>\u003ca href=\"https://twitter.com/GraceTatter\">Grace Tatter\u003c/a> is a staff writer for \u003ca href=\"https://www.gse.harvard.edu/uk\">Usable Knowledge\u003c/a>, which translates education research and well-tested practices so they're accessible to practitioners, policymakers, and parents. \u003ca href=\"https://www.gse.harvard.edu/uk\">Usable Knowledge \u003c/a>is based at the Harvard Graduate School of Education. \u003c/em>\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n","blocks":[],"excerpt":"Learn new insights into how motivation works, why it can lag, and what we can do to help students develop it. Researchers look at approach motivation and avoidance motivation and how they both work in a person's life. ","status":"publish","parent":0,"modified":1552458551,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":12,"wordCount":736},"headData":{"title":"How to Develop a Greater Sense of Motivation in Students | KQED","description":"Learn new insights into how motivation works, why it can lag, and what we can do to help students develop it. Researchers look at approach motivation and avoidance motivation and how they both work in a person's life. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"53256 https://ww2.kqed.org/mindshift/?p=53256","disqusUrl":"https://ww2.kqed.org/mindshift/2019/03/12/how-to-develop-a-greater-sense-of-motivation-in-students/","disqusTitle":"How to Develop a Greater Sense of Motivation in Students","nprByline":"\u003ca href=\"https://www.gse.harvard.edu/\">Grace Tatter, Usable Knowledge\u003c/a>","path":"/mindshift/53256/how-to-develop-a-greater-sense-of-motivation-in-students","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cdiv class=\"field-item even\">\n\u003cdiv class=\"entity entity-paragraphs-item paragraphs-item-body-content standard\">\n\u003cdiv class=\"content\">\n\u003cdiv class=\"field field-name-field-body field-type-text-long field-label-hidden\">\n\u003cdiv class=\"field-items\">\n\u003cdiv class=\"field-item even\">\n\u003cp>Teachers can know their content backwards and forwards. They might have put hours into their lesson plans. But if their students aren't motivated, learning won't happen.\u003c/p>\n\u003cp>Often, childhood experiences may make motivation harder for students, according to \u003ca href=\"https://46y5eh11fhgw3ve3ytpwxt9r-wpengine.netdna-ssl.com/wp-content/uploads/2018/12/wp14_reward_motivation_121118_FINAL.pdf\" rel=\"nofollow\">a new working \u003c/a>paper from the \u003ca href=\"https://developingchild.harvard.edu/science/national-scientific-council-on-the-developing-child/\" rel=\"nofollow\">National Scientific Council on the Developing Child\u003c/a>, a multidisciplinary research collaborative housed at Harvard University. The paper takes a look at the machinery of motivation: what’s going on in children’s brains when they’re motivated, and what’s holding them back?\u003c/p>\n\u003cp>The researchers identify two types of motivation: \u003ci>approach motivation\u003c/i>, which steers us toward a reward, and \u003ci>avoidance motivation\u003c/i>, which prompts us to avoid damage. Ideally, they balance each other out. \u003cem>Approach\u003c/em> is foundational to most forms of learning, while \u003cem>avoidance\u003c/em> can inhibit higher-level learning by forcing us to fixate on our immediate response to a task, rather than a long-term goal. Ultimately, to survive, we need both, but when they’re out of balance, it can lead to impulse-control problems, anxiety, or depression, among other mental health struggles.\u003c/p>\n\u003cp>Our motivation systems are partially laid out by genetics, but they’re also shaped by experiences. High levels of stress and \u003ca href=\"https://www.gse.harvard.edu/news/uk/16/03/understanding-neglect\">a dearth of positive relationships \u003c/a>with adults can affect how children’s brains respond to different tasks. Caring adults can help students develop the motivation systems that will serve them well, long into adulthood.\u003c/p>\n\u003cp>\u003cstrong>How to Build Healthy Motivation\u003c/strong>\u003c/p>\n\u003cp>\u003cb>Elicit curiosity and encourage exploration. \u003c/b>Beyond their basic needs, children are intrinsically motivated by exploration, play, mastery, and success — all of which lay the groundwork for meaningful learning. Adults can reinforce these motivations through \u003ca href=\"https://www.gse.harvard.edu/news/uk/17/11/how-caregivers-can-boost-young-brains\">positive feedback\u003c/a> of kids' natural tendencies, rather than tampering these tendencies by dismissing opportunities to explore, or being overly fearful that children will get hurt — fears that can rub off. Caring adults whom children can trust can help them figure out what to actually be afraid of and avoid. Children from more volatile or abusive environments, perhaps lacking that caring adult influence, might become more highly attuned to avoidance and lose interest in healthy exploration.\u003c/p>\n\u003c/div>\n\u003cdiv>\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003cdiv class=\"field-item even\">\n\u003cdiv class=\"entity entity-paragraphs-item paragraphs-item-body-content standard\">\n\u003cdiv class=\"content\">\n\u003cdiv class=\"field field-name-field-body field-type-text-long field-label-hidden\">\n\u003cdiv class=\"field-items\">\n\u003cdiv class=\"field-item even\">\n\u003cp>\u003cb>Don’t rely on incentives. \u003c/b>But extrinsic feedback by itself is insufficient to drive motivation — the goal is to help kids develop their own inner fire to learn. Children have been shown to stop engaging in activities of their own accord once they’ve been given a tangible reward for it. “Systems focused solely on external rewards and punishments are unlikely to achieve sustained, productive motivation,” the report’s authors warn; “those that balance intrinsically motivating activities — such as creative problem-solving and playful learning — with positive feedback are more likely to support healthy motivation over the long run.”\u003c/p>\n\u003cp>\u003cb>Remind children that success is possible. \u003c/b>We’re unlikely to be motivated to do anything if we think it’s impossible. A growth mindset — the belief that we can change and improve through practice, and that our talents and skills aren’t fixed — enables children to get motivated. \u003cb> \u003c/b>\u003c/p>\n\u003cp>\u003cb>Prioritize social interaction. \u003c/b>From babies to adolescents, social interaction is a key to motivation, releasing natural opioids — dopamine and serotonin — that activate the brain’s reward system. One study showed that babies learned language more quickly through face-to-face interactions with a caregiver than by watching that caregiver on video. In our digital world, apps and screens can be supplements for learning, but in-person interactions remain essential.\u003c/p>\n\u003cp>\u003cb>Remember that we all have different intrinsic motivators. \u003c/b>A child intrinsically motivated to play sports might respond well to constructive criticism from a coach, eager for the internal sense of satisfaction from doing well. But another student might respond more to encouragement and get discouraged by criticism. Be mindful that these different motivation systems may be due to children's genes and their life experiences, and that they might require different approaches to motivate.\u003c/p>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003cdiv class=\"field-item odd\">\n\u003cdiv class=\"paragraph__quote__stage entity entity-paragraphs-item paragraphs-item-quote\">\n\u003cdiv class=\"paragraph__quote__boundary\">\n\u003cdiv class=\"paragraph__quote__body\">\n\u003cdiv class=\"field field-name-field-body field-type-text-long field-label-hidden\">\n\u003cdiv class=\"field-items\">\n\u003cdiv class=\"field-item even\">\u003cem>\u003ca href=\"https://twitter.com/GraceTatter\">Grace Tatter\u003c/a> is a staff writer for \u003ca href=\"https://www.gse.harvard.edu/uk\">Usable Knowledge\u003c/a>, which translates education research and well-tested practices so they're accessible to practitioners, policymakers, and parents. \u003ca href=\"https://www.gse.harvard.edu/uk\">Usable Knowledge \u003c/a>is based at the Harvard Graduate School of Education. \u003c/em>\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/53256/how-to-develop-a-greater-sense-of-motivation-in-students","authors":["byline_mindshift_53256"],"categories":["mindshift_193"],"tags":["mindshift_1020","mindshift_21118","mindshift_20784","mindshift_21074","mindshift_1040","mindshift_20512","mindshift_20772","mindshift_20557"],"featImg":"mindshift_53260","label":"mindshift"},"mindshift_51538":{"type":"posts","id":"mindshift_51538","meta":{"index":"posts_1591205157","site":"mindshift","id":"51538","score":null,"sort":[1530084687000]},"guestAuthors":[],"slug":"the-benefits-of-cultivating-curiosity-in-kids","title":"The Benefits of Cultivating Curiosity in Kids","publishDate":1530084687,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Jamie Jirout was not the sort of student who simply took a textbook at its word. In her first semester of college, she asked her psychology professor if she could assist in the professor’s research. Jirout’s interest wasn’t fueled by the fact that she found the coursework convincing — quite the opposite.\u003c/p>\n\u003cp>“I’d read something in the textbook and then I’d think, that doesn’t really make sense with what I’ve seen, how do they know that?” she recalls. She wanted to reconcile that gap and so, threw herself into research.\u003c/p>\n\u003cp>Her quest for answers has propelled her career to the present day. Jirout is now an assistant professor of education at the University of Virginia, where one of her primary research interests is studying curiosity in the classroom.\u003c/p>\n\u003cp>That research is sorely needed. Despite the centrality of curiosity to all scientific endeavors, there’s a \u003ca href=\"https://www.sciencedirect.com/science/article/pii/S0896627315007679\">relative dearth of studies\u003c/a> on the subject itself. Fortunately, scientists such as Jirout and others are actively unraveling this concept and, in the process, making a convincing case that we can and should teach young minds to embrace their inquisitive nature.\u003c/p>\n\u003cp>Far from driving the demise of cats, curiosity comes with many benefits. Studies suggest it’s linked to \u003ca href=\"https://onlinelibrary.wiley.com/doi/abs/10.1002/1532-1096%28200021%2911%3A1%3C5%3A%3AAID-HRDQ2%3E3.0.CO%3B2-A\">joy on the job\u003c/a>, \u003ca href=\"https://guilfordjournals.com/doi/abs/10.1521/jscp.23.6.792.54800\">social skills\u003c/a> and even a \u003ca href=\"https://www.tandfonline.com/doi/abs/10.1207/s15327752jpa8203_05\">happy disposition\u003c/a>. And in an academic context, greater curiosity generally predicts greater \u003ca href=\"http://journals.sagepub.com/doi/abs/10.1177/1745691611421204\">success\u003c/a>.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>In April, for example, Prachi Shah, an associate professor of pediatrics at the University of Michigan, \u003ca href=\"https://www.nature.com/articles/s41390-018-0039-3\">published findings from a study of 6,200 children\u003c/a> and found that elevated curiosity was linked to higher math and literacy skills among kindergarteners. That effect remained strong even when researchers compared kids with similar levels of “effortful control,” or the ability to concentrate and pay attention. Even more surprising, she discovered that students from impoverished backgrounds with a strong thirst for knowledge performed as well as those from affluent homes.\u003c/p>\n\u003cp>“At high levels [of curiosity], the achievement gap associated with poverty was essentially closed,” Shah says. That finding hints that promoting inquisitive thinking could reduce differences in school performance related to socioeconomic disadvantage. In future work, Shah hopes to identify parenting styles that help explain why some students are so driven to learn, which might lead to interventions benefiting economically disadvantaged children.\u003c/p>\n\u003cp>Meanwhile, neuroscience is starting to explain curiosity’s power. When we’re hungry for answers, our brain activity changes in ways that \u003ca href=\"http://www.cell.com/neuron/abstract/S0896-6273(14)00804-6\">help us retain new information\u003c/a>. For one, the curious mind engages processes and brain regions associated with anticipating a reward. We want to learn more because the answers are satisfying. In addition, the hippocampus, a memory hub, ramps up activity, preparing to store information. The more we want to know an answer, \u003ca href=\"http://journals.sagepub.com/doi/pdf/10.1111/j.1467-9280.2009.02402.x\">research suggests\u003c/a>, the more memorable it becomes.\u003c/p>\n\u003cp>“It’s also probably tied to depth of processing,” says Mary Helen Immordino-Yang, a professor of education, psychology and neuroscience at the University of Southern California. In ongoing research, she has found that curiosity can predict not only how much teens will remember about a story they’ve read, but also how thoughtfully they reflect on the story’s characters. “They can take multiple perspectives, try to integrate and reconcile them, [and] they appreciate the feelings people have that drive their actions,” she says.\u003c/p>\n\u003cp>But unraveling the factors that shape a curious mind has long been a daunting prospect. “It’s so difficult to study,” says Shah of the University of Michigan. Not only is the concept difficult to measure, she explains, but also “there isn’t a well-defined or recognized definition of what curiosity is.”\u003c/p>\n\u003cp>Rather than being clear-cut, curiosity overlaps with other psychological constructs such as \u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5364176/\">intrinsic motivation\u003c/a> and an \u003ca href=\"https://www.scientificamerican.com/article/openness-to-experience-the-gates-of-the-mind/\">open personality\u003c/a>. And there’s evidence for both the idea that curiosity is a trait (not unlike extroversion or neuroticism) that’s pretty stable within each person and that it is a state (akin to happiness or hunger) that can wax and wane based on context.\u003c/p>\n\u003cp>“Curiosity is automatic, it’s in our DNA … We’re born curious about so many things,” says psychologist, author and researcher Scott Barry Kaufman. But we’re not equally curious about everything, he says. Instead we each have special interests and natural proclivities.\u003c/p>\n\u003cp>When we talk about curiosity in an academic context, Kaufman points out, we are describing a desire to acquire very specific kinds of knowledge. “You don’t need to be more curious about eating pizza,” he says.\u003c/p>\n\u003cp>Indeed, an \u003ca href=\"https://www.sciencedirect.com/science/article/pii/S2210656117301472\">as yet unpublished study\u003c/a> of 92 kids from grades 1 through 6 found that all of the students exhibited some level of curiosity. But for the most part their curiosity was directed towards social and extracurricular interests — not schoolwork. The challenge for teachers is finding a way to encourage interest in what’s happening in class.\u003c/p>\n\u003cp>One way to do that, Kaufman argues, is allowing kids to follow their interests. Immordino-Yang, for example, has found that when classwork connects to topics that students care about, they engage more deeply. She points to a New York City school where teachers connected chemistry coursework to discussions of lead in the water in Detroit. “The science and societal implications inform and drive one another so kids can connect to the bigger purpose of these academic skills,” she says.\u003c/p>\n\u003cp>Another option is for teachers to model curious behavior. Curiosity, as it turns out, is contagious. In 2015, for example, \u003ca href=\"http://docs.wixstatic.com/ugd/80855c_39e522315c8845d4b0a455f105f81409.pdf\">a team at the Massachusetts Institute of Technology found\u003c/a> that a robot that expressed enthusiasm for learning and actively speculated about a story’s outcome during a reading activity with a child could inspire that youngster’s desire for knowledge.\u003c/p>\n\u003cp>For her part, Jirout suspects that a teacher’s language can encourage kids to think like creative detectives about their schoolwork. “It really can be subtle differences,” she says. “Not just answering a student’s question but acknowledging ‘thank you for asking that question.’”\u003c/p>\n\u003cp>She also believes teachers can be models of how to be comfortable with uncertainty. That idea stems from the fact that, in her work, Jirout defines and measures curiosity in terms of how people respond to \u003ca href=\"https://www.sciencedirect.com/science/article/pii/S0273229712000123\">gaps in their knowledge\u003c/a>. Teachers can demonstrate through their own mistakes or uncertainty that admitting to not knowing something opens up an opportunity for learning.\u003c/p>\n\u003cp>They can also adjust the levels of freedom and handholding they give students. With curiosity, you need just enough information to be intrigued — too little can make a situation bewildering and too much robs you of the opportunity to explore a topic and learn for yourself. Curiosity, then, like so many things, is all about balance.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>This story about \u003c/em>\u003ca href=\"http://hechingerreport.org/piqued-the-case-for-curiosity/\">\u003cem>curiosity\u003c/em>\u003c/a>\u003cem> was produced by\u003c/em> \u003ca href=\"http://hechingerreport.org/\">The Hechinger Report\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education.\u003c/em> \u003cem>Sign up for \u003c/em>\u003ca href=\"http://eepurl.com/c36ixT\">\u003cem>Hechinger’s newsletter\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"Studies suggest that curiosity is linked to joy on the job, social skills and even a happy disposition. And in an academic context, greater curiosity generally predicts greater success.","status":"publish","parent":0,"modified":1530084687,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":22,"wordCount":1192},"headData":{"title":"The Benefits of Cultivating Curiosity in Kids | KQED","description":"Studies suggest that curiosity is linked to joy on the job, social skills and even a happy disposition. And in an academic context, greater curiosity generally predicts greater success.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"51538 https://ww2.kqed.org/mindshift/?p=51538","disqusUrl":"https://ww2.kqed.org/mindshift/2018/06/27/the-benefits-of-cultivating-curiosity-in-kids/","disqusTitle":"The Benefits of Cultivating Curiosity in Kids","nprByline":"\u003ca href=\"http://hechingerreport.org/\">Daisy Yuhas, The Hechinger Report\u003c/a>","path":"/mindshift/51538/the-benefits-of-cultivating-curiosity-in-kids","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Jamie Jirout was not the sort of student who simply took a textbook at its word. In her first semester of college, she asked her psychology professor if she could assist in the professor’s research. Jirout’s interest wasn’t fueled by the fact that she found the coursework convincing — quite the opposite.\u003c/p>\n\u003cp>“I’d read something in the textbook and then I’d think, that doesn’t really make sense with what I’ve seen, how do they know that?” she recalls. She wanted to reconcile that gap and so, threw herself into research.\u003c/p>\n\u003cp>Her quest for answers has propelled her career to the present day. Jirout is now an assistant professor of education at the University of Virginia, where one of her primary research interests is studying curiosity in the classroom.\u003c/p>\n\u003cp>That research is sorely needed. Despite the centrality of curiosity to all scientific endeavors, there’s a \u003ca href=\"https://www.sciencedirect.com/science/article/pii/S0896627315007679\">relative dearth of studies\u003c/a> on the subject itself. Fortunately, scientists such as Jirout and others are actively unraveling this concept and, in the process, making a convincing case that we can and should teach young minds to embrace their inquisitive nature.\u003c/p>\n\u003cp>Far from driving the demise of cats, curiosity comes with many benefits. Studies suggest it’s linked to \u003ca href=\"https://onlinelibrary.wiley.com/doi/abs/10.1002/1532-1096%28200021%2911%3A1%3C5%3A%3AAID-HRDQ2%3E3.0.CO%3B2-A\">joy on the job\u003c/a>, \u003ca href=\"https://guilfordjournals.com/doi/abs/10.1521/jscp.23.6.792.54800\">social skills\u003c/a> and even a \u003ca href=\"https://www.tandfonline.com/doi/abs/10.1207/s15327752jpa8203_05\">happy disposition\u003c/a>. And in an academic context, greater curiosity generally predicts greater \u003ca href=\"http://journals.sagepub.com/doi/abs/10.1177/1745691611421204\">success\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>In April, for example, Prachi Shah, an associate professor of pediatrics at the University of Michigan, \u003ca href=\"https://www.nature.com/articles/s41390-018-0039-3\">published findings from a study of 6,200 children\u003c/a> and found that elevated curiosity was linked to higher math and literacy skills among kindergarteners. That effect remained strong even when researchers compared kids with similar levels of “effortful control,” or the ability to concentrate and pay attention. Even more surprising, she discovered that students from impoverished backgrounds with a strong thirst for knowledge performed as well as those from affluent homes.\u003c/p>\n\u003cp>“At high levels [of curiosity], the achievement gap associated with poverty was essentially closed,” Shah says. That finding hints that promoting inquisitive thinking could reduce differences in school performance related to socioeconomic disadvantage. In future work, Shah hopes to identify parenting styles that help explain why some students are so driven to learn, which might lead to interventions benefiting economically disadvantaged children.\u003c/p>\n\u003cp>Meanwhile, neuroscience is starting to explain curiosity’s power. When we’re hungry for answers, our brain activity changes in ways that \u003ca href=\"http://www.cell.com/neuron/abstract/S0896-6273(14)00804-6\">help us retain new information\u003c/a>. For one, the curious mind engages processes and brain regions associated with anticipating a reward. We want to learn more because the answers are satisfying. In addition, the hippocampus, a memory hub, ramps up activity, preparing to store information. The more we want to know an answer, \u003ca href=\"http://journals.sagepub.com/doi/pdf/10.1111/j.1467-9280.2009.02402.x\">research suggests\u003c/a>, the more memorable it becomes.\u003c/p>\n\u003cp>“It’s also probably tied to depth of processing,” says Mary Helen Immordino-Yang, a professor of education, psychology and neuroscience at the University of Southern California. In ongoing research, she has found that curiosity can predict not only how much teens will remember about a story they’ve read, but also how thoughtfully they reflect on the story’s characters. “They can take multiple perspectives, try to integrate and reconcile them, [and] they appreciate the feelings people have that drive their actions,” she says.\u003c/p>\n\u003cp>But unraveling the factors that shape a curious mind has long been a daunting prospect. “It’s so difficult to study,” says Shah of the University of Michigan. Not only is the concept difficult to measure, she explains, but also “there isn’t a well-defined or recognized definition of what curiosity is.”\u003c/p>\n\u003cp>Rather than being clear-cut, curiosity overlaps with other psychological constructs such as \u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5364176/\">intrinsic motivation\u003c/a> and an \u003ca href=\"https://www.scientificamerican.com/article/openness-to-experience-the-gates-of-the-mind/\">open personality\u003c/a>. And there’s evidence for both the idea that curiosity is a trait (not unlike extroversion or neuroticism) that’s pretty stable within each person and that it is a state (akin to happiness or hunger) that can wax and wane based on context.\u003c/p>\n\u003cp>“Curiosity is automatic, it’s in our DNA … We’re born curious about so many things,” says psychologist, author and researcher Scott Barry Kaufman. But we’re not equally curious about everything, he says. Instead we each have special interests and natural proclivities.\u003c/p>\n\u003cp>When we talk about curiosity in an academic context, Kaufman points out, we are describing a desire to acquire very specific kinds of knowledge. “You don’t need to be more curious about eating pizza,” he says.\u003c/p>\n\u003cp>Indeed, an \u003ca href=\"https://www.sciencedirect.com/science/article/pii/S2210656117301472\">as yet unpublished study\u003c/a> of 92 kids from grades 1 through 6 found that all of the students exhibited some level of curiosity. But for the most part their curiosity was directed towards social and extracurricular interests — not schoolwork. The challenge for teachers is finding a way to encourage interest in what’s happening in class.\u003c/p>\n\u003cp>One way to do that, Kaufman argues, is allowing kids to follow their interests. Immordino-Yang, for example, has found that when classwork connects to topics that students care about, they engage more deeply. She points to a New York City school where teachers connected chemistry coursework to discussions of lead in the water in Detroit. “The science and societal implications inform and drive one another so kids can connect to the bigger purpose of these academic skills,” she says.\u003c/p>\n\u003cp>Another option is for teachers to model curious behavior. Curiosity, as it turns out, is contagious. In 2015, for example, \u003ca href=\"http://docs.wixstatic.com/ugd/80855c_39e522315c8845d4b0a455f105f81409.pdf\">a team at the Massachusetts Institute of Technology found\u003c/a> that a robot that expressed enthusiasm for learning and actively speculated about a story’s outcome during a reading activity with a child could inspire that youngster’s desire for knowledge.\u003c/p>\n\u003cp>For her part, Jirout suspects that a teacher’s language can encourage kids to think like creative detectives about their schoolwork. “It really can be subtle differences,” she says. “Not just answering a student’s question but acknowledging ‘thank you for asking that question.’”\u003c/p>\n\u003cp>She also believes teachers can be models of how to be comfortable with uncertainty. That idea stems from the fact that, in her work, Jirout defines and measures curiosity in terms of how people respond to \u003ca href=\"https://www.sciencedirect.com/science/article/pii/S0273229712000123\">gaps in their knowledge\u003c/a>. Teachers can demonstrate through their own mistakes or uncertainty that admitting to not knowing something opens up an opportunity for learning.\u003c/p>\n\u003cp>They can also adjust the levels of freedom and handholding they give students. With curiosity, you need just enough information to be intrigued — too little can make a situation bewildering and too much robs you of the opportunity to explore a topic and learn for yourself. Curiosity, then, like so many things, is all about balance.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>This story about \u003c/em>\u003ca href=\"http://hechingerreport.org/piqued-the-case-for-curiosity/\">\u003cem>curiosity\u003c/em>\u003c/a>\u003cem> was produced by\u003c/em> \u003ca href=\"http://hechingerreport.org/\">The Hechinger Report\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education.\u003c/em> \u003cem>Sign up for \u003c/em>\u003ca href=\"http://eepurl.com/c36ixT\">\u003cem>Hechinger’s newsletter\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/51538/the-benefits-of-cultivating-curiosity-in-kids","authors":["byline_mindshift_51538"],"categories":["mindshift_192"],"tags":["mindshift_767","mindshift_1020","mindshift_20784","mindshift_1040","mindshift_797","mindshift_20846","mindshift_20556","mindshift_943"],"featImg":"mindshift_51545","label":"mindshift"},"mindshift_42518":{"type":"posts","id":"mindshift_42518","meta":{"index":"posts_1591205157","site":"mindshift","id":"42518","score":null,"sort":[1445412510000]},"guestAuthors":[],"slug":"how-to-spark-curiosity-in-children-by-embracing-uncertainty","title":"How to Spark Curiosity in Children Through Embracing Uncertainty","publishDate":1445412510,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>In the classroom, subjects are often presented as settled and complete. Teachers lecture students on the causes of World War I, say, or the nature of matter, as if no further questioning is needed because all the answers have been found.\u003c/p>\n\u003cp>In turn, students regurgitate what they’ve been told, confident they’ve learned all the facts and unaware of the mysteries that remain unexplored. Without insight into the holes in our knowledge, students mistakenly believe that some subjects are closed. They lose humility and curiosity in the face of this conceit.\u003c/p>\n\u003cp>But our collective understanding of any given subject is never complete, according to Jamie Holmes, who has just written a book on the hidden benefits of uncertainty. In \"\u003ca href=\"http://www.amazon.com/Nonsense-The-Power-Not-Knowing/dp/0385348371\">Nonsense: The Power of Not Knowing\u003c/a>,\" Holmes explores how the discomforting notions of ambiguity and uncertainty affect the way we think and behave. Confronting what we don’t know sometimes triggers curiosity.\u003c/p>\n\u003cp>He wants students to grapple with uncertainty to spark their curiosity and better prepare them for the “real world,” where answers are seldom clear-cut or permanent. Whether exploring black holes or a Shakespearean sonnet, students should be comfortable challenging the received wisdom. There’s already a believer of the uncertain in science -- Columbia neuroscience professor Stuart Firestein, who argues that “\u003ca href=\"http://www.nytimes.com/2015/08/24/opinion/the-case-for-teaching-ignorance.html?_r=0\">insightful ignorance\u003c/a>” \u003ca href=\"http://www.amazon.co.uk/books/dp/0199828075\">drives science\u003c/a>.\u003c/p>\n\u003cp>“We’re much more certain about facts than we should be,” Holmes said. “A lot of this will be challenged, and it should not be embarrassing.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>If students can be made to feel comfortable with uncertainty -- if they’re learning in an environment where ambiguity is welcome and they are encouraged to question facts -- then they are more apt to be curious and innovative in their thinking.\u003c/p>\n\u003cp>Approaching knowledge this way is difficult for students and teachers, however, because ambiguity spurs unpleasant feelings. Indeed, studies show that the typical response to uncertainty is a rush for resolution, often prematurely, and heightened emotions.\u003c/p>\n\u003cp>“Our minds crave closure, but when we latch onto it prematurely we miss beautiful and important moments along the way,” Holmes said, including the opportunity to explore new ideas or consider novel interpretations. And teachers have additional challenges in presenting facts as fluid: appearing less than certain about their field of expertise can feel risky in a classroom of merciless teenagers.\u003c/p>\n\u003cp>But teachers who hope to inspire curiosity in their students, and to encourage tolerance for ambiguity, can take steps to introduce uncertainty into the classroom. Holmes offers several recommendations.\u003c/p>\n\u003cp>\u003cstrong>Address the emotional impact of uncertainty. \u003c/strong>“The emotions of learning are surprise, awe, interest and confusion,” Holmes said. But because confusion provokes discomfort, it should be discussed by teachers to help students handle the inevitable disquiet. “Students have to grow comfortable not just with the idea that failure is a part of innovation, but with the idea that confusion is, too,” Holmes writes. Teachers can help students cope with these feelings by acknowledging their emotional response and encouraging them to view ambiguity as a learning opportunity.\u003c/p>\n\u003cp>\u003cstrong>Assign projects that provoke uncertainty.\u003c/strong> One way to help students grow more comfortable with confusion is to assign projects that are likely to flummox them. Holmes identifies three techniques for doing so: inviting students to find mistakes; asking them to present arguments for alien viewpoints; and providing assignments that students will fail. “The best assignments should make students make mistakes, be confused and feel uncertain,\" he said.\u003c/p>\n\u003cp>\u003cstrong>Adopt a non-authoritarian teaching style to encourage exploration, challenge and revision. \u003c/strong>Teachers who instruct with a sense of humanity, curiosity and an appreciation for mystery are more apt to engage students in learning, Holmes explained. “Those with an outlook of authority and certainty don’t invite students in,” he said. Also, when teachers present themselves as experts imparting wisdom, students get the mistaken idea that subjects are closed. “Teachers should help students find ways to think and learn,” he said. “The best teachers are in awe of their subjects.\"\u003c/p>\n\u003cp>\u003cstrong>Emphasize the current topics of debate in a field. \u003c/strong>To give students a clearer sense of the mutability of facts, discuss the ongoing debates among academics and others on some “settled” subjects. Sharing what researchers, historians and theorists are arguing about now makes clear that questioning and challenging facts are what drive discovery.\u003c/p>\n\u003cp>\u003cstrong>Invite guest speakers to share the mysteries they’re exploring.\u003c/strong> In his class on ignorance, Columbia professor Firestein welcomes scientists across a spectrum of fields to talk about the unknowns they’re investigating. Chemists, statisticians, zoologists and others share with students the ambiguities that excite them, opening students’ minds to the vast unknowns waiting to be examined.\u003c/p>\n\u003cp>\u003cstrong>Show how the process of discovery is often messy and non-linear. \u003c/strong>Rather than present breakthroughs as the logical result of a long trek toward understanding, teachers can share with students how discoveries are often made: through trial and error, missteps, happy accidents and chance. Firestein describes scientific discovery as “groping and probing and poking, and some bumbling and bungling, and then a switch is discovered, often by accident, and the light is lit.” All the poking around in the unknown, he adds, is what makes science exhilarating.\u003c/p>\n\u003cp>\u003cstrong>How Could This Look At Home?\u003c/strong>\u003c/p>\n\u003cp>When Mollie Cueva-Dabkoski was growing up, her mother took her to the library every week to read stories together. When the storytelling ended, her mother asked questions that challenged the narrative and pressed Mollie to reconsider the protagonist’s motives, or to rethink the gender norms.\u003c/p>\n\u003cp>“She pushed me to question the world around me,” Cueva-Dabkoski said.\u003c/p>\n\u003cp>Cueva-Dabkoski, however, was troubled by all that she didn’t know. Raised by a single mother in San Francisco, and educated at an underfunded public school nearby, she worried that her ignorance about all manner of subjects would interfere with her ability to perform at college. Cueva-Dabkoski had always been curious and driven, but she doubted whether she possessed sufficient intellectual tools.\u003c/p>\n\u003cp>Awareness of the gaps in her knowledge spurs Cueva-Dabkoski to learn. So, she decided, “I taught myself how to be a critical thinker.” Today, she’s a junior at Johns Hopkins University, majoring in sociology and public health.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Though Cueva-Dabkoski laments what she calls the “product-driven” nature of higher education, she continues to challenge and explore, inside the classroom and out. As a teenager, Cueva-Dabkoski began to make a list of concepts she wanted to understand by age 20, and she continues to work her way down the list. Some subjects on that list? String theory, democracy in Burma, the history of Bhutan. How to explain her wide-ranging curiosity? “There are big gaps in my knowledge,” she said.\u003c/p>\n\n","blocks":[],"excerpt":"Teaching students how to confront what we don't know can trigger curiosity and lead to new discoveries, according to author Jamie Holmes. ","status":"publish","parent":0,"modified":1445412564,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":23,"wordCount":1154},"headData":{"title":"How to Spark Curiosity in Children Through Embracing Uncertainty | KQED","description":"Teaching students how to confront what we don't know can trigger curiosity and lead to new discoveries, according to author Jamie Holmes. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"42518 http://ww2.kqed.org/mindshift/?p=42518","disqusUrl":"https://ww2.kqed.org/mindshift/2015/10/21/how-to-spark-curiosity-in-children-by-embracing-uncertainty/","disqusTitle":"How to Spark Curiosity in Children Through Embracing Uncertainty","path":"/mindshift/42518/how-to-spark-curiosity-in-children-by-embracing-uncertainty","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>In the classroom, subjects are often presented as settled and complete. Teachers lecture students on the causes of World War I, say, or the nature of matter, as if no further questioning is needed because all the answers have been found.\u003c/p>\n\u003cp>In turn, students regurgitate what they’ve been told, confident they’ve learned all the facts and unaware of the mysteries that remain unexplored. Without insight into the holes in our knowledge, students mistakenly believe that some subjects are closed. They lose humility and curiosity in the face of this conceit.\u003c/p>\n\u003cp>But our collective understanding of any given subject is never complete, according to Jamie Holmes, who has just written a book on the hidden benefits of uncertainty. In \"\u003ca href=\"http://www.amazon.com/Nonsense-The-Power-Not-Knowing/dp/0385348371\">Nonsense: The Power of Not Knowing\u003c/a>,\" Holmes explores how the discomforting notions of ambiguity and uncertainty affect the way we think and behave. Confronting what we don’t know sometimes triggers curiosity.\u003c/p>\n\u003cp>He wants students to grapple with uncertainty to spark their curiosity and better prepare them for the “real world,” where answers are seldom clear-cut or permanent. Whether exploring black holes or a Shakespearean sonnet, students should be comfortable challenging the received wisdom. There’s already a believer of the uncertain in science -- Columbia neuroscience professor Stuart Firestein, who argues that “\u003ca href=\"http://www.nytimes.com/2015/08/24/opinion/the-case-for-teaching-ignorance.html?_r=0\">insightful ignorance\u003c/a>” \u003ca href=\"http://www.amazon.co.uk/books/dp/0199828075\">drives science\u003c/a>.\u003c/p>\n\u003cp>“We’re much more certain about facts than we should be,” Holmes said. “A lot of this will be challenged, and it should not be embarrassing.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>If students can be made to feel comfortable with uncertainty -- if they’re learning in an environment where ambiguity is welcome and they are encouraged to question facts -- then they are more apt to be curious and innovative in their thinking.\u003c/p>\n\u003cp>Approaching knowledge this way is difficult for students and teachers, however, because ambiguity spurs unpleasant feelings. Indeed, studies show that the typical response to uncertainty is a rush for resolution, often prematurely, and heightened emotions.\u003c/p>\n\u003cp>“Our minds crave closure, but when we latch onto it prematurely we miss beautiful and important moments along the way,” Holmes said, including the opportunity to explore new ideas or consider novel interpretations. And teachers have additional challenges in presenting facts as fluid: appearing less than certain about their field of expertise can feel risky in a classroom of merciless teenagers.\u003c/p>\n\u003cp>But teachers who hope to inspire curiosity in their students, and to encourage tolerance for ambiguity, can take steps to introduce uncertainty into the classroom. Holmes offers several recommendations.\u003c/p>\n\u003cp>\u003cstrong>Address the emotional impact of uncertainty. \u003c/strong>“The emotions of learning are surprise, awe, interest and confusion,” Holmes said. But because confusion provokes discomfort, it should be discussed by teachers to help students handle the inevitable disquiet. “Students have to grow comfortable not just with the idea that failure is a part of innovation, but with the idea that confusion is, too,” Holmes writes. Teachers can help students cope with these feelings by acknowledging their emotional response and encouraging them to view ambiguity as a learning opportunity.\u003c/p>\n\u003cp>\u003cstrong>Assign projects that provoke uncertainty.\u003c/strong> One way to help students grow more comfortable with confusion is to assign projects that are likely to flummox them. Holmes identifies three techniques for doing so: inviting students to find mistakes; asking them to present arguments for alien viewpoints; and providing assignments that students will fail. “The best assignments should make students make mistakes, be confused and feel uncertain,\" he said.\u003c/p>\n\u003cp>\u003cstrong>Adopt a non-authoritarian teaching style to encourage exploration, challenge and revision. \u003c/strong>Teachers who instruct with a sense of humanity, curiosity and an appreciation for mystery are more apt to engage students in learning, Holmes explained. “Those with an outlook of authority and certainty don’t invite students in,” he said. Also, when teachers present themselves as experts imparting wisdom, students get the mistaken idea that subjects are closed. “Teachers should help students find ways to think and learn,” he said. “The best teachers are in awe of their subjects.\"\u003c/p>\n\u003cp>\u003cstrong>Emphasize the current topics of debate in a field. \u003c/strong>To give students a clearer sense of the mutability of facts, discuss the ongoing debates among academics and others on some “settled” subjects. Sharing what researchers, historians and theorists are arguing about now makes clear that questioning and challenging facts are what drive discovery.\u003c/p>\n\u003cp>\u003cstrong>Invite guest speakers to share the mysteries they’re exploring.\u003c/strong> In his class on ignorance, Columbia professor Firestein welcomes scientists across a spectrum of fields to talk about the unknowns they’re investigating. Chemists, statisticians, zoologists and others share with students the ambiguities that excite them, opening students’ minds to the vast unknowns waiting to be examined.\u003c/p>\n\u003cp>\u003cstrong>Show how the process of discovery is often messy and non-linear. \u003c/strong>Rather than present breakthroughs as the logical result of a long trek toward understanding, teachers can share with students how discoveries are often made: through trial and error, missteps, happy accidents and chance. Firestein describes scientific discovery as “groping and probing and poking, and some bumbling and bungling, and then a switch is discovered, often by accident, and the light is lit.” All the poking around in the unknown, he adds, is what makes science exhilarating.\u003c/p>\n\u003cp>\u003cstrong>How Could This Look At Home?\u003c/strong>\u003c/p>\n\u003cp>When Mollie Cueva-Dabkoski was growing up, her mother took her to the library every week to read stories together. When the storytelling ended, her mother asked questions that challenged the narrative and pressed Mollie to reconsider the protagonist’s motives, or to rethink the gender norms.\u003c/p>\n\u003cp>“She pushed me to question the world around me,” Cueva-Dabkoski said.\u003c/p>\n\u003cp>Cueva-Dabkoski, however, was troubled by all that she didn’t know. Raised by a single mother in San Francisco, and educated at an underfunded public school nearby, she worried that her ignorance about all manner of subjects would interfere with her ability to perform at college. Cueva-Dabkoski had always been curious and driven, but she doubted whether she possessed sufficient intellectual tools.\u003c/p>\n\u003cp>Awareness of the gaps in her knowledge spurs Cueva-Dabkoski to learn. So, she decided, “I taught myself how to be a critical thinker.” Today, she’s a junior at Johns Hopkins University, majoring in sociology and public health.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Though Cueva-Dabkoski laments what she calls the “product-driven” nature of higher education, she continues to challenge and explore, inside the classroom and out. As a teenager, Cueva-Dabkoski began to make a list of concepts she wanted to understand by age 20, and she continues to work her way down the list. Some subjects on that list? String theory, democracy in Burma, the history of Bhutan. How to explain her wide-ranging curiosity? “There are big gaps in my knowledge,” she said.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/42518/how-to-spark-curiosity-in-children-by-embracing-uncertainty","authors":["4613"],"categories":["mindshift_192","mindshift_20579"],"tags":["mindshift_1020","mindshift_20784","mindshift_1040","mindshift_20512","mindshift_797","mindshift_20772","mindshift_46","mindshift_943"],"featImg":"mindshift_42529","label":"mindshift"},"mindshift_38389":{"type":"posts","id":"mindshift_38389","meta":{"index":"posts_1591205157","site":"mindshift","id":"38389","score":null,"sort":[1415974438000]},"guestAuthors":[],"slug":"curiosity-in-young-learners-is-the-foundation-of-academic-success","title":"Curiosity in Young Learners Is the Foundation of Academic Success","publishDate":1415974438,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Kids begin building the foundations for academic learning at an early age. In her \u003ca href=\"http://www.theatlantic.com/education/archive/2014/11/turning-3-year-olds-into-scientists/382304/\" target=\"_blank\">Atlantic article\u003c/a>, Alexandra Ossola explores how preschool children are beginning to make meaning out of the world around them, which translates into the ability down the line to grasp complicated math and science concepts. She writes:\u003c/p>\n\u003cp>\"Kids also begin exploring early math and science concepts by observing comparing objects. They're intuitively drawn to quantities, patterns, shapes, rhythms, symmetry, ratios— 'A lot of the informal aspects of math that appear intuitive,' Mazzocco said. Kids are really good at spatial reasoning, she added; they appreciate the ratios and patterns when building with blocks like Legos. These ideas are not as complex as the theory of relativity, obviously. But these concepts that connect the tangible to the abstract lay the foundation for scientific and mathematical thinking that later education can build upon.\"\u003c/p>\n\u003cp>http://www.theatlantic.com/education/archive/2014/11/turning-3-year-olds-into-scientists/382304/\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n","blocks":[],"excerpt":"Early childhood education is important for nurturing academic growth later in a students' life.","status":"publish","parent":0,"modified":1456260513,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":4,"wordCount":162},"headData":{"title":"Curiosity in Young Learners Is the Foundation of Academic Success | KQED","description":"Early childhood education is important for nurturing academic growth later in a students' life.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"38389 http://blogs.kqed.org/mindshift/?p=38389","disqusUrl":"https://ww2.kqed.org/mindshift/2014/11/14/curiosity-in-young-learners-is-the-foundation-of-academic-success/","disqusTitle":"Curiosity in Young Learners Is the Foundation of Academic Success","path":"/mindshift/38389/curiosity-in-young-learners-is-the-foundation-of-academic-success","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Kids begin building the foundations for academic learning at an early age. In her \u003ca href=\"http://www.theatlantic.com/education/archive/2014/11/turning-3-year-olds-into-scientists/382304/\" target=\"_blank\">Atlantic article\u003c/a>, Alexandra Ossola explores how preschool children are beginning to make meaning out of the world around them, which translates into the ability down the line to grasp complicated math and science concepts. She writes:\u003c/p>\n\u003cp>\"Kids also begin exploring early math and science concepts by observing comparing objects. They're intuitively drawn to quantities, patterns, shapes, rhythms, symmetry, ratios— 'A lot of the informal aspects of math that appear intuitive,' Mazzocco said. Kids are really good at spatial reasoning, she added; they appreciate the ratios and patterns when building with blocks like Legos. These ideas are not as complex as the theory of relativity, obviously. But these concepts that connect the tangible to the abstract lay the foundation for scientific and mathematical thinking that later education can build upon.\"\u003c/p>\n\u003cp>http://www.theatlantic.com/education/archive/2014/11/turning-3-year-olds-into-scientists/382304/\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/38389/curiosity-in-young-learners-is-the-foundation-of-academic-success","authors":["4354"],"categories":["mindshift_192"],"tags":["mindshift_1020","mindshift_20784","mindshift_1040","mindshift_152"],"featImg":"mindshift_32511","label":"mindshift"},"mindshift_38260":{"type":"posts","id":"mindshift_38260","meta":{"index":"posts_1591205157","site":"mindshift","id":"38260","score":null,"sort":[1414411650000]},"guestAuthors":[],"slug":"whats-going-on-inside-the-brain-of-a-curious-child","title":"What's Going on Inside the Brain Of A Curious Child?","publishDate":1414411650,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cfigure id=\"attachment_38263\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/curious-brain.jpg\">\u003cimg class=\"size-large wp-image-38263\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/curious-brain-640x359.jpg\" alt=\"The Limbic Reward System lights up when curiosity is piqued. (LA Johnson/NPR)\" width=\"640\" height=\"359\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">The Limbic Reward System lights up when curiosity is piqued. (LA Johnson/NPR)\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>By Maanvi Singh, \u003ca href=\"http://www.npr.org/blogs/ed/\" target=\"_blank\">NPR\u003c/a>\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">How does a sunset work? We love to look at them, but Jolanda Blackwell wanted her 8th graders to really think about them, to wonder and question.\u003c/p>\n\u003cp>So Blackwell, who teaches science at Oliver Wendell Holmes Junior High in Davis, Calif., had her students watch a video of a sunset on YouTube as part of a physics lesson on motion.\u003c/p>\n\u003cp>\"I asked them: 'So what's moving? And why?'\" Blackwell says. The students had a lot of ideas. Some thought the sun was moving, others, of course, knew that a sunset is the result of the earth spinning around on its axis.\u003c/p>\n\u003cp>Once she got the discussion going, the questions came rapid-fire. \"My biggest challenge usually is trying to keep them patient,\" she says. \"They just have so many burning questions.\"\u003c/p>\n\u003caside class=\"pullquote alignleft\">'Curiosity really is one of the very intense and very basic impulses in humans. We should base education on this behavior.'\u003c/aside>\n\u003cp>Students asking questions and then exploring the answers. That's something any good teacher lives for. And at the heart of it all is curiosity.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Blackwell, like many others teachers, understands that when kids are curious, they're much more likely to stay engaged.\u003c/p>\n\u003cp>But why? What, exactly, is curiosity and how does it work? A \u003ca href=\"http://www.cell.com/neuron/abstract/S0896-6273%2814%2900804-6\">study\u003c/a> published in the October issue of the journal \u003cem>Neuron\u003c/em>, suggests that the brain's chemistry changes when we become curious, helping us better learn and retain information.\u003c/p>\n\u003cp>\u003cstrong>Our Brains On Curiosity\u003c/strong>\u003c/p>\n\u003cp>\"In any given day, we encounter a barrage of new information,\" says Charan Ranganath, a psychologist at the University of California, Davis, and one of the researchers behind the study. \"But even people with really good memory will remember only a small fraction of what happened two days ago.\"\u003c/p>\n\u003cp>\u003ca href=\"http://psychology.ucdavis.edu/faculty/ranganath/\">Ranganath\u003c/a> was curious to know why we retain some information and forget other things.\u003c/p>\n\u003cp>So he and his colleagues rounded up 19 volunteers and asked them to review more than 100 trivia questions. Questions such as, \"What does the term 'dinosaur' actually mean?\" and \"What Beatles single lasted longest on the charts, at 19 weeks?\"\u003c/p>\n\u003cp>Participants rated each question in terms of how curious they were about the answer.\u003c/p>\n\u003cp>Next, everyone reviewed the questions — and their answers — while the researchers monitored their brain activity using an MRI machine. When the participants' curiosity was piqued, the parts of their brains that regulate pleasure and reward lit up. Curious minds also showed increased activity in the hippocampus, which is involved in the creation of memories.\u003c/p>\n\u003cp>\"There's this basic circuit in the brain that energizes people to go out and get things that are intrinsically rewarding,\" Ranganath explains. This circuit lights up when we get money, or candy. It also lights up when we're curious.\u003c/p>\n\u003cp>When the circuit is activated, our brains release a chemical called dopamine which gives us a high. \"The dopamine also seems to play a role in enhancing the connections between cells that are involved in learning.\"\u003c/p>\n\u003cp>Indeed, when the researchers later tested participants on what they learned, those who were more curious were more likely to remember the right answers.\u003c/p>\n\u003cp>\u003cstrong>Curiosity Helps Us Learn Boring Stuff, Too\u003c/strong>\u003c/p>\n\u003cp>There was one more twist in Ranganath's study: Throughout the experiment, the researchers flashed photos of random faces, without giving the participants any explanation as to why.\u003c/p>\n\u003cp>Those whose curiosity was already piqued were also the best at remembering these faces.\u003c/p>\n\u003cp>The researchers were surprised to learn that curious brains are better at learning not only about the subject at hand, but also other stuff — even incidental, boring information.\u003c/p>\n\u003cp>[contextly_sidebar id=\"APhqSDecvU7SSCwUAZPQEkytlqtP0kxg\"]\u003c/p>\n\u003cp>\"Say you're watching the \u003cem>Breaking Bad\u003c/em> finale,\" Ranganath explains. If you're a huge fan of the show, you're certainly really curious to know what happens to its main character, Walter White.\u003c/p>\n\u003cp>\"You'll undoubtedly remember what happens in the finale,\" he says, but you might also remember what you ate before watching the episode, and what you did right after.\u003c/p>\n\u003cp>This is a phenomenon teachers can use to their advantage in the classroom, says \u003ca href=\"http://www.uta.edu/ccsl/for-faculty/service-learning-bios/uta/dr.-evie-malaia.php\">Evie Malaia\u003c/a>, an assistant professor at the \u003ca href=\"http://www.uta.edu/coehp/curricandinstruct/research-community/mind-brain/\" target=\"_blank\">Southwest Center for Mind, Brain and Education\u003c/a> at the University of Texas at Arlington.\u003c/p>\n\u003cp>\"Say a kid wants to be an astronaut,\" she says. \"Well, how do you link that goal with learning multiplication tables?\" A teacher may choose to ask her class an interesting word problem that involves space exploration, Malaia says.\u003c/p>\n\u003cp>At the end of the class, students may remember the answer to the word problem, but they'll also remember how they found the answer through multiplication.\u003c/p>\n\u003cp>\"This way kids basically get into the driver's seat,\" Malaia says. \"They feel especially good if they discover something, if they construct knowledge themselves.\"\u003c/p>\n\u003cp>Teachers have been using this technique instinctively for years, she adds, and now the science is backing that up. \"Curiosity really is one of the very intense and very basic impulses in humans. We should base education on this behavior.\"\u003c/p>\n\u003cp>\u003cstrong>What We Still Don't Know\u003c/strong>\u003c/p>\n\u003cp>There's a lot scientists still don't understand about curiosity. \"There's only a handful of studies on curiosity,\" Ranganath says. \"It's very hard to study.\"\u003c/p>\n\u003cp>Researchers don't know, for example, why exactly we get such a high off of learning, through Ranganath says it makes sense from an evolutionary standpoint. \"We might have a basic drive in our brain to fight uncertainty,\" he says. The more we know about the world, the more likely we are to survive its many perils.\u003c/p>\n\u003cp>Scientists are also trying to figure out how long the effects of curiosity last — if a kid's curiosity is piqued at the beginning of the school day, will she be good at absorbing knowledge all day long? Or will she lose interest?\u003c/p>\n\u003cp>What Ranganath wants to know most is why some people seem naturally more curious than others. Lots of factors, including stress, aging and certain drugs can affect dopamine processing in the brain, he says. Genetic factors may also influence how inquisitive we are.\u003c/p>\n\u003cp>\"If we could figure these things out, it would have a huge impact. We could help those who may just seem bored.\" Ranganath says.\u003c/p>\n\u003cp>Blackwell, the science teacher in California, says she doesn't have to deal with that problem too often.\u003c/p>\n\u003cp>She says her students love exploring the mysterious unknowns in science: What happens when a car crashes? Why does one car get more beat up than the other? Why do some people look more like their aunt than their mom? How do rainbows work?\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\"I tell my kids there's no dumb questions,\" Blackwell says. \"That's science: Asking questions and seeking answers.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2014 \u003ca href=\"http://www.npr.org\" target=\"_blank\">NPR\u003c/a>.\u003c/div>\n\n","blocks":[],"excerpt":"New research suggests that curiosity triggers chemical changes in the brain that help students better understand and retain information.","status":"publish","parent":0,"modified":1432732956,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":39,"wordCount":1133},"headData":{"title":"What's Going on Inside the Brain Of A Curious Child? | KQED","description":"New research suggests that curiosity triggers chemical changes in the brain that help students better understand and retain information.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"38260 http://blogs.kqed.org/mindshift/?p=38260","disqusUrl":"https://ww2.kqed.org/mindshift/2014/10/27/whats-going-on-inside-the-brain-of-a-curious-child/","disqusTitle":"What's Going on Inside the Brain Of A Curious Child?","nprByline":"Maanvi Singh","nprStoryId":"357811146","nprApiLink":"http://api.npr.org/query?id=357811146&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"http://www.npr.org/blogs/ed/2014/10/24/357811146/curiosity-it-may-have-killed-the-cat-but-it-helps-us-learn?ft=3&f=357811146","nprRetrievedStory":"1","nprPubDate":"Fri, 24 Oct 2014 11:53:00 -0400","nprStoryDate":"Fri, 24 Oct 2014 11:53:15 -0400","nprLastModifiedDate":"Fri, 24 Oct 2014 11:53:15 -0400","path":"/mindshift/38260/whats-going-on-inside-the-brain-of-a-curious-child","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_38263\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/curious-brain.jpg\">\u003cimg class=\"size-large wp-image-38263\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/10/curious-brain-640x359.jpg\" alt=\"The Limbic Reward System lights up when curiosity is piqued. (LA Johnson/NPR)\" width=\"640\" height=\"359\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">The Limbic Reward System lights up when curiosity is piqued. (LA Johnson/NPR)\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>By Maanvi Singh, \u003ca href=\"http://www.npr.org/blogs/ed/\" target=\"_blank\">NPR\u003c/a>\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">How does a sunset work? We love to look at them, but Jolanda Blackwell wanted her 8th graders to really think about them, to wonder and question.\u003c/p>\n\u003cp>So Blackwell, who teaches science at Oliver Wendell Holmes Junior High in Davis, Calif., had her students watch a video of a sunset on YouTube as part of a physics lesson on motion.\u003c/p>\n\u003cp>\"I asked them: 'So what's moving? And why?'\" Blackwell says. The students had a lot of ideas. Some thought the sun was moving, others, of course, knew that a sunset is the result of the earth spinning around on its axis.\u003c/p>\n\u003cp>Once she got the discussion going, the questions came rapid-fire. \"My biggest challenge usually is trying to keep them patient,\" she says. \"They just have so many burning questions.\"\u003c/p>\n\u003caside class=\"pullquote alignleft\">'Curiosity really is one of the very intense and very basic impulses in humans. We should base education on this behavior.'\u003c/aside>\n\u003cp>Students asking questions and then exploring the answers. That's something any good teacher lives for. And at the heart of it all is curiosity.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Blackwell, like many others teachers, understands that when kids are curious, they're much more likely to stay engaged.\u003c/p>\n\u003cp>But why? What, exactly, is curiosity and how does it work? A \u003ca href=\"http://www.cell.com/neuron/abstract/S0896-6273%2814%2900804-6\">study\u003c/a> published in the October issue of the journal \u003cem>Neuron\u003c/em>, suggests that the brain's chemistry changes when we become curious, helping us better learn and retain information.\u003c/p>\n\u003cp>\u003cstrong>Our Brains On Curiosity\u003c/strong>\u003c/p>\n\u003cp>\"In any given day, we encounter a barrage of new information,\" says Charan Ranganath, a psychologist at the University of California, Davis, and one of the researchers behind the study. \"But even people with really good memory will remember only a small fraction of what happened two days ago.\"\u003c/p>\n\u003cp>\u003ca href=\"http://psychology.ucdavis.edu/faculty/ranganath/\">Ranganath\u003c/a> was curious to know why we retain some information and forget other things.\u003c/p>\n\u003cp>So he and his colleagues rounded up 19 volunteers and asked them to review more than 100 trivia questions. Questions such as, \"What does the term 'dinosaur' actually mean?\" and \"What Beatles single lasted longest on the charts, at 19 weeks?\"\u003c/p>\n\u003cp>Participants rated each question in terms of how curious they were about the answer.\u003c/p>\n\u003cp>Next, everyone reviewed the questions — and their answers — while the researchers monitored their brain activity using an MRI machine. When the participants' curiosity was piqued, the parts of their brains that regulate pleasure and reward lit up. Curious minds also showed increased activity in the hippocampus, which is involved in the creation of memories.\u003c/p>\n\u003cp>\"There's this basic circuit in the brain that energizes people to go out and get things that are intrinsically rewarding,\" Ranganath explains. This circuit lights up when we get money, or candy. It also lights up when we're curious.\u003c/p>\n\u003cp>When the circuit is activated, our brains release a chemical called dopamine which gives us a high. \"The dopamine also seems to play a role in enhancing the connections between cells that are involved in learning.\"\u003c/p>\n\u003cp>Indeed, when the researchers later tested participants on what they learned, those who were more curious were more likely to remember the right answers.\u003c/p>\n\u003cp>\u003cstrong>Curiosity Helps Us Learn Boring Stuff, Too\u003c/strong>\u003c/p>\n\u003cp>There was one more twist in Ranganath's study: Throughout the experiment, the researchers flashed photos of random faces, without giving the participants any explanation as to why.\u003c/p>\n\u003cp>Those whose curiosity was already piqued were also the best at remembering these faces.\u003c/p>\n\u003cp>The researchers were surprised to learn that curious brains are better at learning not only about the subject at hand, but also other stuff — even incidental, boring information.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>\"Say you're watching the \u003cem>Breaking Bad\u003c/em> finale,\" Ranganath explains. If you're a huge fan of the show, you're certainly really curious to know what happens to its main character, Walter White.\u003c/p>\n\u003cp>\"You'll undoubtedly remember what happens in the finale,\" he says, but you might also remember what you ate before watching the episode, and what you did right after.\u003c/p>\n\u003cp>This is a phenomenon teachers can use to their advantage in the classroom, says \u003ca href=\"http://www.uta.edu/ccsl/for-faculty/service-learning-bios/uta/dr.-evie-malaia.php\">Evie Malaia\u003c/a>, an assistant professor at the \u003ca href=\"http://www.uta.edu/coehp/curricandinstruct/research-community/mind-brain/\" target=\"_blank\">Southwest Center for Mind, Brain and Education\u003c/a> at the University of Texas at Arlington.\u003c/p>\n\u003cp>\"Say a kid wants to be an astronaut,\" she says. \"Well, how do you link that goal with learning multiplication tables?\" A teacher may choose to ask her class an interesting word problem that involves space exploration, Malaia says.\u003c/p>\n\u003cp>At the end of the class, students may remember the answer to the word problem, but they'll also remember how they found the answer through multiplication.\u003c/p>\n\u003cp>\"This way kids basically get into the driver's seat,\" Malaia says. \"They feel especially good if they discover something, if they construct knowledge themselves.\"\u003c/p>\n\u003cp>Teachers have been using this technique instinctively for years, she adds, and now the science is backing that up. \"Curiosity really is one of the very intense and very basic impulses in humans. We should base education on this behavior.\"\u003c/p>\n\u003cp>\u003cstrong>What We Still Don't Know\u003c/strong>\u003c/p>\n\u003cp>There's a lot scientists still don't understand about curiosity. \"There's only a handful of studies on curiosity,\" Ranganath says. \"It's very hard to study.\"\u003c/p>\n\u003cp>Researchers don't know, for example, why exactly we get such a high off of learning, through Ranganath says it makes sense from an evolutionary standpoint. \"We might have a basic drive in our brain to fight uncertainty,\" he says. The more we know about the world, the more likely we are to survive its many perils.\u003c/p>\n\u003cp>Scientists are also trying to figure out how long the effects of curiosity last — if a kid's curiosity is piqued at the beginning of the school day, will she be good at absorbing knowledge all day long? Or will she lose interest?\u003c/p>\n\u003cp>What Ranganath wants to know most is why some people seem naturally more curious than others. Lots of factors, including stress, aging and certain drugs can affect dopamine processing in the brain, he says. Genetic factors may also influence how inquisitive we are.\u003c/p>\n\u003cp>\"If we could figure these things out, it would have a huge impact. We could help those who may just seem bored.\" Ranganath says.\u003c/p>\n\u003cp>Blackwell, the science teacher in California, says she doesn't have to deal with that problem too often.\u003c/p>\n\u003cp>She says her students love exploring the mysterious unknowns in science: What happens when a car crashes? Why does one car get more beat up than the other? Why do some people look more like their aunt than their mom? How do rainbows work?\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"I tell my kids there's no dumb questions,\" Blackwell says. \"That's science: Asking questions and seeking answers.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2014 \u003ca href=\"http://www.npr.org\" target=\"_blank\">NPR\u003c/a>.\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/38260/whats-going-on-inside-the-brain-of-a-curious-child","authors":["byline_mindshift_38260"],"categories":["mindshift_192"],"tags":["mindshift_767","mindshift_1020","mindshift_1040"],"featImg":"mindshift_38261","label":"mindshift"},"mindshift_28982":{"type":"posts","id":"mindshift_28982","meta":{"index":"posts_1591205157","site":"mindshift","id":"28982","score":null,"sort":[1370378188000]},"guestAuthors":[],"slug":"teachers-most-powerful-tool-piquing-students-curiosity","title":"Teacher's Most Powerful Tool: Piquing Students' Curiosity","publishDate":1370378188,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Ramsey Musallam, a high school chemistry teacher from the San Francisco Bay Area, has been \u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/how-teachers-make-cell-phones-work-in-the-classroom/\">creatively using digital tools in his classroom\u003c/a> for several years as a way to drive students to deeper inquiry. In a recent TED talk, Musallam says that a teacher's strongest tool -- the force that draws students deeper into learning -- is piquing students' curiosity. In his classroom, Musallam follows three rules: curiosity comes first, embrace the mess, and reflect and revise.\u003c/p>\n\u003cp>\u003ciframe src=\"http://www.youtube.com/embed/YsYHqfk0X2A\" frameborder=\"0\" width=\"560\" height=\"315\">\u003c/iframe>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n","blocks":[],"excerpt":"Educator Ramsey Musallam says that a teacher's strongest tool -- the force that draws students deeper into learning -- is piquing students' curiosity. In his classroom, Musallam follows three rules: curiosity comes first, embrace the mess, and reflect and revise.","status":"publish","parent":0,"modified":1370968772,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":true,"iframeSrcs":["http://www.youtube.com/embed/YsYHqfk0X2A"],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":4,"wordCount":78},"headData":{"title":"Teacher's Most Powerful Tool: Piquing Students' Curiosity | KQED","description":"Educator Ramsey Musallam says that a teacher's strongest tool -- the force that draws students deeper into learning -- is piquing students' curiosity. In his classroom, Musallam follows three rules: curiosity comes first, embrace the mess, and reflect and revise.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"28982 http://blogs.kqed.org/mindshift/?p=28982","disqusUrl":"https://ww2.kqed.org/mindshift/2013/06/04/teachers-most-powerful-tool-piquing-students-curiosity/","disqusTitle":"Teacher's Most Powerful Tool: Piquing Students' Curiosity","path":"/mindshift/28982/teachers-most-powerful-tool-piquing-students-curiosity","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Ramsey Musallam, a high school chemistry teacher from the San Francisco Bay Area, has been \u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/how-teachers-make-cell-phones-work-in-the-classroom/\">creatively using digital tools in his classroom\u003c/a> for several years as a way to drive students to deeper inquiry. In a recent TED talk, Musallam says that a teacher's strongest tool -- the force that draws students deeper into learning -- is piquing students' curiosity. In his classroom, Musallam follows three rules: curiosity comes first, embrace the mess, and reflect and revise.\u003c/p>\n\u003cp>\u003ciframe src=\"http://www.youtube.com/embed/YsYHqfk0X2A\" frameborder=\"0\" width=\"560\" height=\"315\">\u003c/iframe>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/28982/teachers-most-powerful-tool-piquing-students-curiosity","authors":["234"],"categories":["mindshift_193"],"tags":["mindshift_1020","mindshift_797","mindshift_135"],"featImg":"mindshift_28986","label":"mindshift"},"mindshift_28074":{"type":"posts","id":"mindshift_28074","meta":{"index":"posts_1591205157","site":"mindshift","id":"28074","score":null,"sort":[1365443219000]},"guestAuthors":[],"slug":"how-to-stimulate-curiosity","title":"How to Stimulate Curiosity","publishDate":1365443219,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/04/dv1940060-620x496.jpg\" alt=\"dv1940060\" title=\"\" width=\"620\" height=\"496\" class=\"size-large wp-image-28077\">\u003c/p>\n\u003cp class=\"dropcap-serif\">Curiosity is the engine of intellectual achievement—it's what drives us to keep learning, keep trying, keep pushing forward. But how does one generate curiosity, in oneself or others? George Loewenstein, a professor of economics and psychology at Carnegie Mellon University, proposed an answer in a classic 1994 paper, \"\u003ca href=\"http://www.mendeley.com/catalog/psychology-curiosity-review-reinterpretation-1/\">The Psychology of Curiosity\u003c/a>.\"\u003c/p>\n\u003cp>Curiosity arises, Loewenstein wrote, \"when attention becomes focused on a gap in one's knowledge. Such information gaps produce the feeling of deprivation labeled curiosity. The curious individual is motivated to obtain the missing information to reduce or eliminate the feeling of deprivation.\" Loewenstein's theory helps explain why curiosity is such a potent motivator: it's not only a mental state but also an emotion, a powerful feeling that impels us forward until we find the information that will fill in the gap in our knowledge.\u003c/p>\n\u003cp>Here, three practical ways to use information gaps to stimulate curiosity:\u003c/p>\n\u003col>\n\t\u003cstrong>1.\u003c/strong> \u003cstrong>Start with the question.\u003c/strong> Cognitive scientist Daniel Willingham notes that teachers—along with parents, managers, and leaders of all kinds—are often \"so eager to get to the answer that we do not devote sufficient time to developing the question,\" Willingham writes in his book \u003ca href=\"http://www.amazon.com/Why-Dont-Students-Like-School/dp/047059196X\">Why Don't Students Like School?\u003c/a> Yet it's the question that stimulates curiosity; being told an answer quells curiosity before it can even get going. Instead of starting with the answer, begin by posing for yourself and others a genuinely interesting question—one that opens an information gap.\n\u003cp>\t\u003cstrong>2.\u003c/strong> \u003cstrong>Prime the pump.\u003c/strong> In his 1994 paper, George Loewenstein noted that curiosity requires some initial knowledge. We're not curious about something we know absolutely nothing about. But as soon as we know even a little bit, our curiosity is piqued and we want to learn \u003c!--more-->more. In fact, research shows that curiosity increases with knowledge: the more we know, the more we want to know. To get this process started, Loewenstein suggests, \"prime the pump\" with some intriguing but incomplete information.\n\u003c/p>\u003cp>\t\u003cstrong>3.\u003c/strong> \u003cstrong> Bring in communication.\u003c/strong> Language teachers have long put a similar idea to use in exercises that open an information gap and then require learners to communicate with each other in order to fill it. For example, one student might be given a series of pictures illustrating the beginning of the story, while the student's partner is given a series of pictures showing how that same story ends. Only by speaking with each other (in the foreign language they are learning, of course) can the students fill in each others' information gaps.\n\u003c/p>\u003c/ol>\n\u003cp>Read more about the specifics of those studies \u003ca href=\"http://anniemurphypaul.com/2013/04/stimulating-curiosity-studies-referenced-in-the-brilliant-report/?utm_source=Brilliant%3A+The+New+Science+of+Smart+Newsletter&utm_campaign=921809d9c5-Brilliant_Report_16_1_2012&utm_medium=email\">here\u003c/a>.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1373998514,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":8,"wordCount":444},"headData":{"title":"How to Stimulate Curiosity | KQED","description":"Curiosity is the engine of intellectual achievement—it's what drives us to keep learning, keep trying, keep pushing forward. But how does one generate curiosity, in oneself or others? George Loewenstein, a professor of economics and psychology at Carnegie Mellon University, proposed an answer in a classic 1994 paper, "The Psychology of Curiosity." Curiosity arises, Loewenstein","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"28074 http://blogs.kqed.org/mindshift/?p=28074","disqusUrl":"https://ww2.kqed.org/mindshift/2013/04/08/how-to-stimulate-curiosity/","disqusTitle":"How to Stimulate Curiosity","path":"/mindshift/28074/how-to-stimulate-curiosity","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/04/dv1940060-620x496.jpg\" alt=\"dv1940060\" title=\"\" width=\"620\" height=\"496\" class=\"size-large wp-image-28077\">\u003c/p>\n\u003cp class=\"dropcap-serif\">Curiosity is the engine of intellectual achievement—it's what drives us to keep learning, keep trying, keep pushing forward. But how does one generate curiosity, in oneself or others? George Loewenstein, a professor of economics and psychology at Carnegie Mellon University, proposed an answer in a classic 1994 paper, \"\u003ca href=\"http://www.mendeley.com/catalog/psychology-curiosity-review-reinterpretation-1/\">The Psychology of Curiosity\u003c/a>.\"\u003c/p>\n\u003cp>Curiosity arises, Loewenstein wrote, \"when attention becomes focused on a gap in one's knowledge. Such information gaps produce the feeling of deprivation labeled curiosity. The curious individual is motivated to obtain the missing information to reduce or eliminate the feeling of deprivation.\" Loewenstein's theory helps explain why curiosity is such a potent motivator: it's not only a mental state but also an emotion, a powerful feeling that impels us forward until we find the information that will fill in the gap in our knowledge.\u003c/p>\n\u003cp>Here, three practical ways to use information gaps to stimulate curiosity:\u003c/p>\n\u003col>\n\t\u003cstrong>1.\u003c/strong> \u003cstrong>Start with the question.\u003c/strong> Cognitive scientist Daniel Willingham notes that teachers—along with parents, managers, and leaders of all kinds—are often \"so eager to get to the answer that we do not devote sufficient time to developing the question,\" Willingham writes in his book \u003ca href=\"http://www.amazon.com/Why-Dont-Students-Like-School/dp/047059196X\">Why Don't Students Like School?\u003c/a> Yet it's the question that stimulates curiosity; being told an answer quells curiosity before it can even get going. Instead of starting with the answer, begin by posing for yourself and others a genuinely interesting question—one that opens an information gap.\n\u003cp>\t\u003cstrong>2.\u003c/strong> \u003cstrong>Prime the pump.\u003c/strong> In his 1994 paper, George Loewenstein noted that curiosity requires some initial knowledge. We're not curious about something we know absolutely nothing about. But as soon as we know even a little bit, our curiosity is piqued and we want to learn \u003c!--more-->more. In fact, research shows that curiosity increases with knowledge: the more we know, the more we want to know. To get this process started, Loewenstein suggests, \"prime the pump\" with some intriguing but incomplete information.\n\u003c/p>\u003cp>\t\u003cstrong>3.\u003c/strong> \u003cstrong> Bring in communication.\u003c/strong> Language teachers have long put a similar idea to use in exercises that open an information gap and then require learners to communicate with each other in order to fill it. For example, one student might be given a series of pictures illustrating the beginning of the story, while the student's partner is given a series of pictures showing how that same story ends. Only by speaking with each other (in the foreign language they are learning, of course) can the students fill in each others' information gaps.\n\u003c/p>\u003c/ol>\n\u003cp>Read more about the specifics of those studies \u003ca href=\"http://anniemurphypaul.com/2013/04/stimulating-curiosity-studies-referenced-in-the-brilliant-report/?utm_source=Brilliant%3A+The+New+Science+of+Smart+Newsletter&utm_campaign=921809d9c5-Brilliant_Report_16_1_2012&utm_medium=email\">here\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/28074/how-to-stimulate-curiosity","authors":["4355"],"categories":["mindshift_193"],"tags":["mindshift_1020"],"featImg":"mindshift_28077","label":"mindshift"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. 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Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. 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