Curiosity-based learning - presentation

Chulalongkorn University

Curiosity Based LearningCuriosity Based LearningCuriosity Based Learning

By Bussakorn SumrongthongFaculty of Fine and Applied Arts

Chulalongkorn University

ByBy BussakornBussakorn SumrongthongSumrongthongFaculty of Fine and Applied ArtsFaculty of Fine and Applied Arts

ChulalongkornChulalongkorn UniversityUniversity

Chulalongkorn University

Personal Background- Boredom- Question insults teacher- No involvement

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TopicsTopics• Definition of Curiosity• Related Learning Theory

• Curiosity as a Foundation• Curiosity Based Learning Example

• Benefits of Increased Curiosity• Discussion

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What is Curiosity ?What is Curiosity ?

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Curiosity is...Curiosity is...

A state of mind in which youwant to learn moreabout something

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Curiosity is...Curiosity is...

• A disposition to inquire, investigate or seek after knowledge

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Curiosity is the Foundation 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

• 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 TheoriesRelated Learning Theories

Inquiry Based Learning

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Inquiry Based LearningInquiry Based LearningCharacteristics...

• The teacher does not communicate knowledge, but helps students to learn for themselves

• The topic, problem to be studied and methods used to answer this problem are determined by the student and not the teacher

• Inquiry learning emphasizes Constructivist ideas 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 LearningInquiry Based LearningProcess...

• 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 LearningInquiry Based Learning

Chulalongkorn UniversityComparisonComparison

Inquiry Based Learning

Curiosity Based LearningAsk Observe

Investigate Investigate

Create Explore

Discuss Acquire

Reflect Categorize & Create

Peer Review

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Curiosity Based LearningCuriosity Based LearningCharacteristics...• Students initiates their interest in the course’s topic

based on their own interests

• Teacher and students help each other acquiring knowledge from various sources

• The teacher helps students to create a model method for their future study

• Learning through a peer review process

Characteristics...• Students initiates their interest in the course’s topic

based on their own interests

• Teacher and students help each other acquiring knowledge from various sources

• The teacher helps students to create a model method for their future study

• Learning through a peer review process

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Curiosity Based Learning...Objectives

Curiosity Based Learning...Objectives

Read wellListen well

Think well

Communicate well

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Curiosity Based Learning...

The 3 Objectives

Curiosity Based Learning...

The 3 Objectives

1. Read well & Listen well ~> Input

2. Think well ~~~~~~~~~~~~> Process

3. Communicate well ~~~~~> Output

1. Read well & Listen well ~> Input

2. Think well ~~~~~~~~~~~~> Process

3. Communicate well ~~~~~> Output

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Curiosity Based Learning...One ~> Input

Curiosity Based Learning...One ~> Input

• Read well & Listen well ~> Input

Comprehension & Understanding of information from all available sources...not just journals, books & the internet, but leaders in the field, industry or market place

• Read well & Listen well ~> Input

Comprehension & Understanding of information from all available sources...not just journals, books & the internet, but leaders in the field, industry or market place

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Curiosity Based Learning...Two ~> Process

Curiosity Based Learning...Two ~> Process

• Think Well ~> Process

Analysis, Problem Definition & Multiple Solution Generation

• Think Well ~> Process

Analysis, Problem Definition & Multiple Solution Generation

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Curiosity Based Learning...Three ~> Output

Curiosity Based LearningCuriosity Based Learning......Three ~> OutputThree ~> Output

• Communicate Well ~> Output

Verbal self-expression, multiple explanatory methods & skills as well as audience awareness/rapport

• Communicate Well ~> Output

Verbal self-expression, multiple explanatory methods & skills as well as audience awareness/rapport

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ReviewReview

CommunicateCommunicate

Categorize/Create

Categorize/Create

AcquireAcquire

InvestigateInvestigate

ObserveObserveCuriosityCuriosity

Curiosity Based Learning...Curiosity Based LearningCuriosity Based Learning......

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6 Steps ofCuriosity Based Learning6 Steps ofCuriosity Based Learning

Students view a selected object then...

OObservebserve & explore the object; then compose a writtendescription

IInvestigatenvestigate their observations with another student &investigate other’s ideas

AAcquirecquire more knowledge of this object from other sources

CCategorizeategorize & visualize student diagram knowledge data

CCommunicateommunicate presentation & visual report with peer

RRevieweview and discussion

QuickTime™ and aTIFF (Uncompressed) decompressor

are needed to see this picture.

QuickTime™ and aTIFF (Uncompressed) decompressor

are needed to see this picture.

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Example of CBL Session 1

Example of CBL Session 1

Activity:

Students compose a few paragraphs aboutobject they were presented with (15 mins)

Goal: Notice baseline of student’s curiosity

Activity:

Students compose a few paragraphs aboutobject they were presented with (15 mins)

Goal: Notice baseline of student’s curiosity

Write a description of the object

Write a description of the object

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What type of object?What type of object?

• Any object that student has experienced before such as ruler, tooth pick, candy, pen, mobile phone, etc.

• Object can be instructor or student selected

• Any object that student has experienced before such as ruler, tooth pick, candy, pen, mobile phone, etc.

• Object can be instructor or student selected

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Ice cream StickIce cream Stick

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Example: Written description by Mr. Sompong

Example: Written description by Mr. Sompong

• One object is placed on the table

• It looks like an ice cream stick because it has the brand Magnum printed on one end

• This type of Ice cream has two flavors, plain chocolate and one with Almonds which is my favorite

• This made me want to have ice cream now

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Example: Written description by Miss Jongrak

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 2Session 2

• Activity:

Exchange written work with a fellow student and list what one left out and find out why the otherwrite that way

Goal: Develop thinking & writing skill;Notice their personal habits of omission

• Activity:

Exchange written work with a fellow student and list what one left out and find out why the otherwrite that way

Goal: Develop thinking & writing skill;Notice their personal habits of omission

Exploration of statements made by others and search for reason behind one’s writing

Exploration of statements made by others and search for reason behind one’s writing

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InvestigateInvestigate

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Questions?

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Satisfaction and Happiness are important in the classroom

Satisfaction and Happiness are important in the classroom

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TaskTaskDifficultyDifficulty

Skill LevelSkill LevelLow High

S t r e s s- too hard

B o r e d o m- too easy

Flow

Flow ~>~>

High

Low

Dr. Mihaly Csikszentmihalyi

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TaskTaskDifficultyDifficulty

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 comparison1km -> 1.1 km Not 1km -> 8km

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Session 3Session 3Activity:

Goal: Visualization of Information

Activity:

Goal: Visualization of Information

Categorize & Create diagram for the Content Categorize & Create diagram for the Content

Appearance approachAppearance approach

Philosophical approachPhilosophical approach

Historical ApproachHistorical Approach

Environmental approachEnvironmental approach

Usage approachUsage approach

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Session 4Session 4

Activity:Activity: Acquiring more Knowledge & Rewriting

Students search for information to coverthese additional approaches from other sources...i.e.. Books, documents, periodicals, internet sources, leaders in the field and compose a new article

Goal: Students stretch their research range

Students search for information to coverthese additional approaches from other sources...i.e.. Books, documents, periodicals, internet sources, leaders in the field and compose a new article

Goal: Students stretch their research range

Acquiring more Knowledge & Rewriting

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Session 5 - Part 1Session 5 - Part 1Self-Reflection AwarenessSelf-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 “their curiosity” and other items they have learned

Goal: Students acknowledge benefits of curiosity

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 “their curiosity” and other items they have learned

Goal: Students acknowledge benefits of curiosity

Preparation for presentationPreparation for presentation

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Session 5 - Part 2Session 5 - Part 2

Activity:

• Students make individual presentation on the ice cream stick

• The instructor and each student asks at least one question of the presenter

Goal: Students experience explaining, persuading &defending their research and conclusions

Activity:

• Students make individual presentation on the ice cream stick

• The instructor and each student asks at least one question of the presenter

Goal: Students experience explaining, persuading &defending their research and conclusions

CommunicationOral Presentation Peer Review Discussion

CommunicationOral Presentation Peer Review Discussion

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Elements of the MethodologyElements 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 Defending Ideas Solidifies the Meaning for the Student

• 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 Defending Ideas Solidifies the Meaning for the Student

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Benefits of Increased CuriosityBenefits of Increased Curiosity• Read well• Listen well• Think well• Communicate well

(speak, write, act)

• Increased Internal Motivation• Increased Self Awareness• Increased Functional Understanding

• Read well• Listen well• Think well• Communicate well

(speak, write, act)

• Increased Internal Motivation• Increased Self Awareness• Increased Functional Understanding

Qualities of a ScholarQualities of a Scholar

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Benefits ofCuriosity Based Learning

Benefits ofCuriosity Based Learning

Student Participation Changes from...

(with Increases in Personal Responsibility)

• Model, Practice & Acquire a New Mind Habit of Curiosity & Exploration

Passive ActiveActive

A Follower A Problem Solver

A Problem Solver

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Instructor’s Role Changes from...

Instructor is participating directly in the group learning process

Instructor’s Role Changes from...

Instructor is participating directly in the group learning process

Director (dictator)

Benefits ofCuriosity Based Learning

Benefits ofCuriosity Based Learning

Director (dictator) FacilitatorFacilitator

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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 FoundationCuriosity is the Foundation

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Curiosity is the fuel that provides the motivational energy for functional learning and understanding

Curiosity is the fuel that Curiosity is the fuel that provides the motivational provides the motivational energy for functional energy for functional learning and understandinglearning and understanding

SummarySummary

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“ Tell me and I forget.Teach me and I remember.Involve me and I learn.”

““ Tell me and I forgetTell me and I forget..Teach me and I rememberTeach me and I remember..Involve me and I learnInvolve me and I learn..””

BenjaminBenjamin FranklinFranklin

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Teacher,I miss your teaching any time I see an Ice

cream stick.

Now I found a new ice cream stick for you.Thank you for giving me this learning tool.

Teacher,I miss your teaching any time I see an Ice

cream stick.

Now I found a new ice cream stick for you.Thank you for giving me this learning tool.

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Curiosity is a leading indicator

of intelligence

Curiosity is a leading indicator

of intelligence

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Thank youThank you

Bussakorn Sumrongthong, PhD.

Faculty of Fine and Applied ArtsChulalongkorn University

Email: [email protected]: http://pioneer.chula.ac.th/~sbussako

Please try Please try CBLCBL

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