5 Learning Strategies to Spark Curiousity

In a 2018 study, researchers asked elementary students about their experiences as “curious learners” at school. But many students expressed surprise. “No one is curious about what we learn in class. We just need to do whatever the teachers tell us to do,” one said. In fact, children in this study didn’t necessarily see the link between curiosity and learning in the first place—even perceiving their own questions to be disruptive and unwelcome. Despite the limitations of our school environments, today’s students still seem to be more open-minded thinkers than we adults are. So, how do we help them maintain their openness and free up space for learning strategies and understanding rather than rigid forms of thinking? Research on the character strength of curiosity—and its sister strength, humility—can help us feed authentic learning, human connection, and personal growth. Here are five learning strategies from TeachThought to spark curiosity in students.

1. Revisit old questions. The simplest curiosities arise from old questions that were never fully answered, or that no attempt to answer was made. Of course, any question worth its salt is never ‘fully answered’ any more than a good conversation is ever finished, but as we learn and reflect and grow, old answers can look positively awkward, as they are bound by old knowledge. Strategy to actuate: Revisit old questions—through a journal prompt, Socrative discussion, QFT (Question Formulation Technique), or even a fishbowl discussion. And also revisit the thinking from the first go-round to see what has changed.

2. Model and promote ambition. Ambition precedes curiosity. Without wanting to advance in position, thinking, or design, curiosity is simply a biological and neurological reaction to stimulus. But ambition is what makes us human, and its fraternal twin is curiosity. Learning strategies to actuate: Well thought-out mentoring, peer-to-peer modeling, Project-Based Learning and a genuine ‘need to know.’

3. Play. A learner at play is a signal that there is a comfortable mind focused on a fully-internalized goal. It may or may not be the same goal as those given externally, but play is hypnotic and more efficient than the most well-planned instructional sequence. A learner playing and learning through play, nearly by definition, is curious about something, or otherwise they’re simply manipulating bits and pieces mindlessly. Strategy to actuate: Game-Based Learning and learning games and simulations like Armadillo Run, Civilization VI, Bridge Constructor, and Age of Empires all empower the learner to play. Same with Challenge-Based learning and other forms of learning.

4. The right collaboration at the right time. Seeing what is possible modeled by peers is powerful stuff for learners. Some may not be initially curious about content, but seeing what peers accomplish can be a powerful actuator for curiosity. How did they do this? How might I do what they did in my own way? Which of these ideas I’m seeing are valuable to me—right here, right now–and which are not? Strategy to actuate: Grouping is not necessarily collaboration. To actuate collaboration, and thus curiosity, students must have a genuine need for another resource, idea, perspective, or something else otherwise not immediately available to them. Cause them to need something, not simply to finish an assignment, but to achieve the goal they set for themselves.

5. Use diverse and unpredictable content. Diverse content is likely the most accessible pathway to at least a modicum of curiosity from learners. New projects, new games, new novels, new poets, new things to think about. Strategy to actuate: Invite the learners to understand the need for a resource or bit of content and have them source it. Instant diversity class-wide, and likely divergence from where you were going with it all. At worst you’ve got engaged learners, and a real shot at curiosity.

Allison Green
Boston Tutoring Services