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Curiosity Based LearningCuriosity Based Learning
ByBy Bussakorn SumrongthongBussakorn Sumrongthong
Faculty of Fine and Applied ArtsFaculty of Fine and Applied Arts
Chulalongkorn Chulalongkorn UniversityUniversity
Chulalongkorn University
Personal Background
- Boredom
- Questions insults teacher
- No involvement
Chulalongkorn University
Topics
•• DefinDefinition ofition of CuriosityCuriosity
•• A Related Learning A Related Learning TheorTheoryy
•• Curiosity as a FoundationCuriosity as a Foundation
•• Curiosity Based Learning ExampleCuriosity Based Learning Example
•• Benefits of Increased CuriosityBenefits of Increased Curiosity
•• DiscussionDiscussion
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What is Curiosity ?
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Curiosity is...
A state of mind in which youA state of mind in which you
want to learn morewant to learn more
about somethingabout something
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Curiosity is...
• A disposition to inquire, investigate or
seek after knowledge
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Curiosity is the Foundation
• Curiosity is the source of internal motivation
• Internal Motivation avoids the problem of
rebellion caused by externally applied
motivators i.e. Parents, Instructors, Peer
groups and Society
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Related Learning Theories
Inquiry Based Learning
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Inquiry Based Learning
Characteristics...
• The teacher does not communicate knowledge,but helps students to learn for themselves
• The topic, problem to be studied and methodsused to answer this problem are determined bythe student and not the teacher
• Inquiry learning emphasizes Constructivistideas of learning. ie. knowledge is built in a step-wise fashion or “assembled from parts”
• Learning proceeds best in group situations.
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Inquiry Based Learning
Process...
• Ask = Finding problems, not just solving them
• Investigate = Integration of problem-solving,
information seeking and learning
• Create = Action and understanding
• Discuss = Social and community inquiry
• Reflect = Designing tools for further inquiry
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Inquiry Based Learning
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Common Elements
Inquiry-Based & Curiosity-Based
Learning
• Student centered
• Instructor as a facilitator
• Investigative and explorative
• Requires an interactive group
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• Activities designed to make the student aware of their initialself-limiting baseline of curiosity
• Activities designed to increase the student’s self awarenessof the importance of curiosity
• Activities designed to increase the student’s level of curiosity
• Experience with multimodal methods of representing anddefending ones research findings
• Experience with a model method of research that can begeneralized for later use with any subject
Curiosity-Based Learning’sUnique Additions
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Curiosity Based Learning
Characteristics...
• Students initiates their interest in the course’s topicbased on their own interests
• Teacher and students help each other acquiringknowledge from various sources
• The teacher helps the student directly experience amodel method of investigative research for use in allof their future learning
• Learning through a peer review and feedback loopprocess
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Curiosity Based
Learning...
Objectives
Read well
Listen well
Think well
Communicate
well
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Curiosity Based Learning...
The 3 Objectives
1. Read well & Listen well ~> Input
2. Think well ~~~~~~~~~~~~> Process
3. Communicate well ~~~~~> Output
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Curiosity Based Learning...
One ~> Input
• Read well & Listen well ~> Input
Comprehension & Understanding ofinformation from all available sources...
not just journals, books & the internet, butleaders in the field, industry or market place
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Curiosity Based Learning...
Two ~> Process
• Think Well ~> Process
Analysis, Problem Definition & Multiple
Solution and/or Hypothesis Generation
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Curiosity Based LearningCuriosity Based Learning......
Three ~> OutputThree ~> Output
• Communicate Well ~> Output
Verbal self-expression, multiple explanatory
methods & skills as well as audience
awareness and rapport building
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Review &
Discuss
Communicate
Categorize &
Visualize
Acquire
Investigate
Observe &
ExamineCuriosity
Curiosity Based LearningCuriosity Based Learning......
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6 Steps of
Curiosity Based Learning
Students view a selected object then... Students view a selected object then...
OObserve & Examinebserve & Examine the object; then compose a written description
IInvestigatenvestigate others responses, review the differences & similarities
AAcquirecquire more knowledge of this object from additional sources
CCategorize & Visualizeategorize & Visualize create a diagram of knowledge data
CCommunicateommunicate verbal & visual presentation with peer review
RReview & Discussioneview & Discussion Instructor discloses the true intent
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Example of CBL
Session 1
Activity:
Students compose a few paragraphs about
object they were presented with (15 mins)
Goal: Notice baseline of student’s curiosity
Observe & Examine -
Write a description
of the object
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What type of object?
•• Any objectAny object that student has experiencedthat student has experienced
before such as ruler, tooth pick, candy,before such as ruler, tooth pick, candy,
pen, mobile phone, etc.pen, mobile phone, etc.
•• Object Object can be instructor or student selectedcan be instructor or student selected
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Ice cream Stick
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Example: Written description by
Mr. Sompong
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Example: Written description by
Miss Jongrak
• The flat brown used ice cream stick
(Not less than 6 hrs ago)is one from
a Nestle product. Its name “Magnum”
was placed on the white table by my
teacher
• During this period of global warming, we
can recycle this stick to be used for
another propose such as a guitar pick
• Wood is a precious natural resource that
we need to be aware of
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Example of written workExample of written work
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Session 2
Activity:
Exchange the written work with a fellow student and
list what they themselves omitted.
Find out the reasons they included what they did
Goal: Develop thinking, inquiry & writing skills;
Notice their own personal habits of omission
Investigate Others Responses -
Review the differences and
similarities. Search for the
reasons behind the points made
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InvestigationInvestigation
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Questions?Questions?
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Satisfaction and Happiness
are important in the
classroom
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TaskTask
DifficultyDifficulty
Skill LevelSkill LevelLow High
High
Low
S t r e s s - too hard
B o r e d o m - too easy
Flow
Flow
~>~>
Dr. Mihaly Csikszentmihalyi
Chulalongkorn University
TaskTask
DifficultyDifficulty
Skill LevelSkill LevelLow High
High
Low
S t r e s s - too hard
B o r e d o m - too easy
Flow
Flow
~>~>
B
A
C
ED
Physical
training
comparison
1km -> 1.1 km
Not
1km -> 8km
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Session 3
Activity:
Students search for additional information from other
sources i.e. Books, documents, periodicals, internet
sources, leaders in the field and compose a new more
inclusive and wider observation paper
Goal: Students stretch their research range by acquiring more knowledge of this object from other sources
Acquire More Knowledge -
Locate additional information
from various sources
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Session 4
Activity:
Goal: Visualization of information & its relatedness
Categorize & Visualize -
Create informational
diagrams
Appearance approach
Philosophical approach
Historical Approach
Environmental approach
Usage approach
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Session 5 - Part 1
Self-Reflection Awareness
Activity:
Students compare their new article to their original and
compose a few self-response paragraphs to internalize
for themselves what is the benefit of a wider awareness
(curiosity) and other items they have learned
Goal: Students functionally acknowledge the benefits of a wider awareness (curiosity)
Preparation for the
final presentation
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Session 5 - Part 2
Activity:
• Students make individual presentation on theirice cream stick research experience
• The instructor and each student asks aminimum of one question of the presenter
Goal: Students experience explaining, persuading & defending their research and conclusions
Communication -
Oral & Visual Presentation
Audience Rapport and
Peer Review
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Session 6
Activity: Activity:
The instructor explains that the program’s real
purpose was to increase the student's...
• Curiosity level
• Awareness of self-limiting habits of assumptions
• Gain experience with a model method of investigative
research
Goal:Goal: Students realize the benefits of curiosity and Students realize the benefits of curiosity and retain a generalizable research methodology retain a generalizable research methodology
Review & Discussion -
The program’s true intent
is revealed to the students
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Elements of the Methodology
• Create Curiosity
• Shared Curiosity
• Categorizing information
• Search for additional knowledge
• Internalize the Changes through Reflection
• Compose Articles & Create Visual Diagrams
• Oral presentation - The Act of DefendingIdeas Solidifies the Meaning for the Student
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Benefits of Increased Curiosity
• Read well
• Listen well
• Think well
• Communicate well
(speak, write, act)
• Increased Internal Motivation
• Increased Self Awareness
• Increased Functional Understanding
Qualities of a Scholar
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Benefits of
Curiosity Based Learning
Student Participation Changes from...
(with Increases in Personal Responsibility)
•• Model, Practice & Acquire a New Mind Habit of Model, Practice & Acquire a New Mind Habit of
Curiosity & Exploration Curiosity & Exploration
Passive Active
A FollowerA Problem
Solver
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Instructor’s Role Changes from...
Instructor is participating directly inthe group learning process
Benefits ofCuriosity Based Learning
Director (dictator)
Facilitator
Co-learner
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C u r i o s i t y
I n p u t Read & Listen well
P r o c e s s Think well
O u t p u tCommunicate well
Curiosity is the Foundation
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Curiosity is the fuel thatCuriosity is the fuel that
provides the motivationalprovides the motivational
energy for functionalenergy for functional
learning and understandinglearning and understanding
Summary
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““ Tell me and I forget.Tell me and I forget.
Teach me and I remember.Teach me and I remember.
Involve me and I learn. Involve me and I learn.””
BenjaminBenjamin FranklinFranklin
Chulalongkorn University
Teacher,
I miss your teaching any
time I see an Ice cream
stick.
Now I found a new ice
cream stick for your
next class.
Thank you for giving me
this powerful learning
tool.
Chulalongkorn University
Curiosity
is a leading indicator
of intelligence
Chulalongkorn University
Thank youThank you
Bussakorn Sumrongthong, PhD.
Faculty of Fine and Applied Arts
Chulalongkorn University
Email: [email protected]
Website: http://pioneer.chula.ac.th/~sbussako
Please try Please try CBLCBL
CC uu rr ii oo ss ii tt y y BB aa ss ee d d LeLe aa rr nn ii nn gg
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• Bain, K.(2004). What the Best College Teachers Do. Harvard: Harvard Press.
• Bruce, B. C., & Davidson, J. (1996). An Inquiry Model for Literacy Across the Curriculum. ''Journal of Curriculum Studies, 28''(3), 281-300.
• Bruner, J. S. (1961). "The Act of Discovery". ''Harvard Educational Review 31'' (1): 21–32.
• Csikszentmihalyi, M. (1991). Flow: The Psychology of Optimal Experience. New York: Harper Collins Publishers.
• Dewey, J. (1956). The Child and the Curriculum & The school and Society. Chicago: University of Chicago Press (Original works published 1902 and 1915).
• Professional and Organizational Development Network of Thailand's Higher Education- ThaiPOD (2008) Bangkok, Thailand: http://www.thailandpod.net/conf_resource/OralPresentation/o8.pdf
• Stewart, R. J. (1979) College Teachers Who Stimulate Curiosity - ED223156, Washington DC: "Eric Education Resource Information Center (ERIC)". Available online at http://www.eric.ed.gov/ERICWebPortal/recordDetail?accno=ED223156
• Sumrongthong, B. (2008) Curiosity Based Learning, International Conference of Education, Research and Innovation (ICERI) Madrid, Spain. Available online at http://www.iated.org/concrete2/paper_detail.php?paper_id=5293
• Sumrongthong, B. (2008) Chulalongkorn University Bangkok, Thailand: http://pioneer.netserv.chula.ac.th/~sbussako/award.htm
ReferencesReferences