curiosity-based learning - presentation
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Curiosity-based learning - presentationTRANSCRIPT
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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