Igniting Student Curiosity

As an intermediate/senior teacher, I believe that our main job is to inspire students to find their passion in life. Learning the curriculum is secondary to helping youth (in intermediate or senior grades in my case) develop their interests and promote a desire to learn. No matter what subject you are teaching, true learning is only only done when a student is genuinely interested in what they are being taught. As we learned about in various seminars and learning keys throughout this course, such as 'student motivation' 'Interest' and the presentation that I was involved in this week, 'contagion', it is essential in a classroom to make you students want to learn. Students are motivated to actively listen if the lesson aligns with their interests, and if this is not the case, as educators we must present the material in a way that is engaging for them to potentially ignite an interest that may have not been there prior.

However, before learning, there must be curiosity, and this in turn will motivate students to dig deeper into a particular subject of interest. Throughout my years of studying science in university, I am very familiar with the scientific process - Observe, question, research, hypothesize, experiment, draw conclusions, report. This may not seem like it relates in this context, however, you do not have to be studying science to use this framework or idea to develop a passion for learning in your students. If you present the material to your students in a way that will spark curiosity and inspire them to continue asking questions, then you have already begun this process. Scientists have a special desire to understand the unknown and find answers to previously unanswered questions through constant trial and error. Young children are essentially scientists as they have an innate curiosity in life. As they grow they are constantly asking questions about the world around them and in a sense they are observing, researching, hypothesizing, experiments, drawing conclusions, and reporting back their findings, just as a scientist would. 

This innate curiosity slowly diminishes as students research their adolescent years, and therefore as a teacher, this is where you must work to reinspire this interest and motivation to learn about the world around them. No matter what you are teaching your students, if you can find a way to ignite their curiosity, and have them find something that they are passionate about, you have promoted successful learning. This is my goal throughout my teaching career and I hope to center my lessons around engagement and interest to ensure that I am motivating my students to come to my class with a purpose and inspire them to never stop being curious about the world around them.

AmyJ@OTU

EduTopia: Good Reading for Teachers

 

Research Why Kids Should Nature Journal at All Grade Levels A 2023 review makes a strong case that hands-on observation of natural phenomena has both academic and psychological benefits. Classroom Management How to Improve Classroom Behavior Without Public Shaming Instead of clip charts and data walls, try these classroom management techniques to discourage misbehavior and build a stronger classroom community.

 

Formative Assessment Using Learning Progressions to Build Student Confidence Scaffolding assignments provides clear checkpoints for students, allowing them to feel successful at acquiring new skills.

 

Curriculum Planning Here’s What the Science of Reading Looks Like in My High School Classroom Teachers can design lessons around these five components to deepen student understanding of and engagement with reading material.

Technology Integration OctoStudio Teaches Children to Code by Tinkering Giving children projects with low floors, high ceilings, and wide walls allows them to creatively explore the world around them.

Classroom Management Using Classroom Technology Less so Students Interact More Building new pedagogical habits can help teachers move away from screens and toward other ways of teaching and learning.   Differentiated Instruction 60-Second Strategy: Heat Warm-Ups Differentiated levels of ‘heat’ for these math worksheets mean every student starts class feeling both challenged and accomplished.   Literacy Slowing Down the Reading Process to Build Students’ Comprehension Skills Slow reading gives students time to deeply engage with texts and gather their thoughts about the content.   Teacher Wellness Using Setbacks as a Path to Success in Teaching Things often don’t go as planned in the classroom—here’s a systematic way to turn these moments into opportunities for growth.   Arts Integration Pythagoras and Picasso: Integrating Math and Art in the Classroom Here are seven ways teachers can use works by Pablo Picasso, Andy Warhol, and other artists to teach elementary and middle school math. Courtesy of Alyssa@OISE

Tough Love: The Balance of Order and Inspiration in the Classroom

 

"Confidence" in Learning

In the Confidence presentation, the group asked the class if any of us had ever avoided a task because we were afraid of failing. Every person raised their hand. With the increase in automation, we have so much more time to overthink everything. I imagine cavemen were terrified before hunting a mammoth, but it was either bring sharpened sticks to fight a massive beast or starve. Now, we get nervous about calling to order pizza. 

The less we use a skill the more daunting it becomes. Lots of students are terrified of presenting. It is a critical skill for careers, but how do we bring students from fear to excitement? A quote that has stuck with me is “thinking will not overcome fear but action will” (William Clement Stone, 1902-2002). When we face our fears, we build competence. We don’t have to start at the highest level. When I learned how to drive, I started in a parking lot and it was still scary, but if I had started on the highway it would have been impossible.

When we know what students are afraid of, we can build them up. If they are afraid of presenting, start with getting them to answer questions in front of the class and praise those that make the effort. We can then move towards presenting within small groups and work up to presenting in front of the class. We praise those small victories until facing a big fear feels more like driving in a parking lot rather than a highway. The more fears we help them face, through supported activities, the more competent and confident our students will be, so that one day when someone asks our students if they’ve ever avoided a task because they were afraid to fail, no one will raise their hand.

TaraC@OTU

Failure, Confidence and Child's environment

The topic of "Failure", discussed in class during the Week 4 reflection, was one I found very interesting. Part of the presentation talked about failure as a means to succeed — that failure helps us learn what does not work. It teaches us to change direction or try again.

This made me think of my seven-year-old son, who has such a strong fear of failure that he often refuses to try something new or break down in frustration if it does not come easily to him. It's as if he can foresee his failure, and once it happens, it may crush his spirit.

This connects to another presentation we had on "Confidence," where we learned that a child praised for effort rather than just the outcome tends to perform better. This is because the teacher has scaffolded a growth mindset in the child. A growth mindset is an important factor in accepting failure, and when a child can fail and try again repeatedly, it builds resilience. In my opinion, both are essential building blocks for future success.

The presentation also mentioned that the number of failures can have a more negative effect than the degree of failure. I agree with this, especially in my son's case, where multiple small failures can demotivate him from pursuing the final goal. Whereas giving him simpler tasks to build confidence, which then motivates him to take on harder challenges, has proven more effective. Digital tools such as websites to practice a skill such as math, typing or language grammar can be a great scaffolding tool to allow small successes to build confidence which would propel him to keep trying.  

However, the presentation did not go into detail about the perception of failure in different environments. I've found that with children, such as my son, when they are given the freedom to fail without judgment from parents, peers, or others in their environment, they feel more comfortable taking risks. The fear of failure is often tied to the culture of the environment the child is in, which is shaped by the mindsets of the adults around them. If adults model a growth mindset and do not view failure negatively, children are more likely to adopt the same attitude.

This reflection made me think deeply about my role as both a parent and a teacher. How can I help build both a growth mindset and resilience in children? I believe my first priority should be to establish a strong relationship with them. Then, I would create a safe space where their experiences of failure are viewed neutrally and without judgment. They would be praised for their effort and reminded of the "not yet" rule.

Finally, I think failure is a topic that deserves wider attention in our diverse community. This means educating families and parents on how to view failure positively and encourage a growth mindset not just in classrooms but also at home.

TasmeaM@OTU

Social Loafing (No, It’s Not Bread, But It Can Be a Piece of Cake)

I had never heard the term social loafing before the Learning Key Workshop, but as soon as I heard what it meant, I thought, "Ah, so that's what's been happening in all those group projects!"

I've always been a worrier, especially when it comes to school. If an assignment was individual, I felt in control. I could decide how much effort to put in and when to work on it. But when a project involved a group, my first thought was oh no. Not because I disliked working with people, but because I knew there would likely be someone who wouldn't pull their weight.

In theory, group work sounds great: students collaborating, sharing ideas, developing teamwork and communication skills. But in practice, at least from my experience in elementary and high school, it often didn't work out that way. There were always a few people who didn't care much about the project, and as someone who cared a lot about grades, I usually ended up compensating for them. Social loafing – when some members of a group put in less effort due to unclear expectations or uneven accountability – was definitely something I experienced, and it made me dread group work.

Now, as a teacher candidate, I've been reflecting on how I can prevent this same problem from happening in my future classroom. The Learning Key Workshop offered some great strategies that I plan to use: 

1. Assign unique roles and tasks: Giving each student a distinct responsibility ensures accountability. Everyone has a specific part to complete, which helps make the workload and expectations clear.
2. Ensure individual accountability: Incorporating individual assessments, such as brief quizzes, reflection sheets, or progress check-ins, helps track each student's understanding and effort throughout the project. 

I strongly believe that one student's lack of participation shouldn't negatively impact others. Group work can and should be a positive learning experience. It teaches collaboration, respect, communication, and problem solving, which are all essential life skills. Every group dynamic will be different, but as educators, we can create structures and expectations that help students stay engaged and responsible. 

At the end of the day, group work shouldn't be a source of stress. It should be an opportunity for students to learn with and from one another, and even have fun in the process. 

Courtesy of HannahN@OTU

Be the Spark

Science can seem daunting to students, so it is important to break down barriers and make the subject feel less intimidating. Learning should be both fun and interesting, and students should be encouraged to understand concepts—not just memorize numbers. Classroom management plays a key role in this, by creating a space where students feel safe, supported, and ready to learn.

 

Inspiring science education is about helping students ask questions, explore ideas, and reimagine mistakes as part of the process. Science can be exciting for all students, no matter their background or grade level. Surely, no single method works for every student; some prefer hands-on, group activities, others enjoy reading and independent work. Flexibility is essential.

 

I have often found myself teaching to a grade 4-6 group, knowing that not every student was interested in the topic. I explain to the group that I understand not everyone will enjoy every subject presented, but it is about throwing the subject at the wall and seeing what sticks.  If I provide a learning experience and it inspires just one student to explore something new, I will call that a success. 

 

Teaching is more than just passing on information. It's about sparking curiosity.  By helping students see themselves as part of a greater future, we can inspire those students to carry learning forward. 

SarahJ@OTU

Celebrating Failure

Personally, I can recall a lot of my failures in life a lot more than my successes. I can recall my first experience presenting a seminar in my undergrad where I lost my train of thought throughout the presentation multiple times and skipped over critical information. I left the class feeling discouraged and doubted my abilities. The intensity of the failure made it memorable and the next time I presented, I made sure to work on the criticism I received and improved.

Luckily, I passed the next seminar presentation I gave in class and I was relieved. I had a celebratory dinner with friends and enjoyed my victory. And that's about all I remember from that presentation. When I had to present once again in my last year of my undergrad, I sat down and prepared for my next big challenge, my thesis presentation. I took a moment to reflect on my last presentation, which went quite well. However, there wasn't much to guide me there. Instead, I was constantly remembering my issues from the first attempt and that was the guiding force for my efforts. 

Fortunately, I succeeded in my capstone presentation and got my degree! From then on, I viewed my failure as one of the most vital things I have learned during my undergraduate. The emotions I felt post-failure left a strong, lasting memory that lets me think critically on how much effort is required for me to succeed. 

This also helped me understand that failure wasn't the end of the world. As I learned when preparing for my seminar a few weeks ago, this was me exercising a growth mindset. Dweck's theories rang super true for my experiences and helped me understand that resilience and continued effort trumps innate skills. My failure wasn't a sign of being not good enough but rather a sign of room to improve and a chance to see real growth.

As a future educator, this insight has shaped how I think about failure and assessments. By allowing a student to stumble and fail in a safe, supportive environment, they create their own memorable lessons. They carry forward an understanding of what went wrong and with proper criticism, can learn how to improve and reach success.

Courtesy of BraydenS@OTU