For 2016 all KS3/4 tutors will continue to play a main role in supporting our focus on Positive Behaviours for Learning (PBfL). We ask that you:
· Ensure that students understand the relevant vocabulary and descriptors
· Use and make reference to PBfL regularly within day-to-day discussions and, importantly, within your own teaching practice
· Use our reward point system regularly as both tutor and classroom teacher to celebrate good effort
All resources are available on our T&L website: http://st-peters.bournemouth.sch.uk/tlplus
This includes a supporting Powerpoint and previous resources with links to various materials and video clips etc.
TERM 3A: INQUISITIVE
On the next 2 pages are 2 activity cards to support tutors with their PBfL session, to take place on Thursday 14th April. (These recap and build on previous resources). Tutors can decide which one (or combination) would most benefit their group.
In addition to these, below are a few questions / prompts which might be useful across this half-term to provoke small group or whole class discussions. A Powerpoint of all resources is also available on the R&D website.
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INQUISITIVE
Is it possible to teach someone to become more INQUISITIVE?
If so, how?
How does / can feedback from a teacher encourage you to be more inquisitive?
Is it always useful to be given the correct answer or is it better for you to struggle to find this for yourself?
Think of an example of when you have pursued / extended on learning through sheer curiosity – just wanting to find out more. What motivated you to do this?
Think of a topic / subject that doesn’t inspire you to be inquisitive – where you might make less effort to be curious and find out more…
Why is this so? How might delving a little deeper - trying to find an interesting way in - be of benefit in the longer term? Has your teacher outlined the benefits of this learning to you?
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When are the times that you are most inquisitive?
This is a very simple introduction to the notion that we might be curious in different ways. The tables below set out four ‘curiosity’ theories, adapted and simplified from wider reading to use as a prompt for reflection.
DEVELOPING CURIOSITY: 4 THEORIES
SUMMARY / POSSIBLE QUESTIONS:
Curiosity is a human drive, comparable to hunger or thirst. It motivates us to explore our environments – to understand what is safe or dangerous, to know our physical limitations, to know what we can and can’t eat etc. / What is that like to touch / smell / taste / listen carefully to?
How can I explore this? How can I use this?
Can you think of a time when you were younger (or perhaps more recently) when your curiosity caused a problem / led to trouble? What did you learn from this experience?
THEORY 2: INCONGRUITY Key theorists: Hebb, Piaget, Hunt
SUMMARY / POSSIBLE QUESTIONS:
Curiosity is evoked by incongruity between something (an event, object, etc.) and a person’s existing world view / Why / how is that possible?
How did that get here / become like this?
Why is that / are they behaving like that?
Can you think of a time when something has happened that you did not expect – when you would have predicted something else? Did your curiosity enable you to find out more/ understand better?
THEORY 3: GAP
Key theorist: Loewenstein
SUMMARY / POSSIBLE QUESTIONS:
Curiosity arises when someone becomes aware of a gap between his or her existing set of information and some other desired information / How did they develop those skills / that knowledge? How can I do the same?
How did they do/make that? What do they know that I don’t?
Can you think of someone you admire for their expertise in a particular area / job / skill?
What 3 questions would you most like to ask them? Why?
THEORY 4: TACTILE
Key theorists: Sennett, Crawford, Heidegger
SUMMARY / POSSIBLE QUESTIONS:
Curiosity arises from physical engagement / What does this object feel like? What can I do with it?
How can I manipulate this?
What happens if I try to change / add / remove something?
Are you the kind of person that likes to take things apart to understand them better? Do you like to pick thinks up and explore how they feel? Which subjects at school enable you to experiment this way? Why might this type of curiosity be important?
“Curiosity is the very basis of education, and if you tell me that curiosity killed the cat,
I say only the cat died nobly.” Arnold Edinborough
Use the following prompts to reflect on how inquisitive you are. Identify areas that you think might be useful or interesting to explore.
Developing expertise
Identify a skill, set of knowledge, or personal quality that you would like to develop. For example, this might be related to a particular career, hobby or general interest.
· Do you have a role model or someone you admire with these strengths?
· How did they develop these qualities? What experiences or guidance did they have?
· How might you find out more and develop your own ability / understanding in this area? Is there a chance that you can do this e.g. via work experience, email contact etc. (obviously with school /parental permission and awareness)
Developing contextual awareness
How often do you read a newspaper or watch the news? Is it important to have a wider awareness of what is happening in the world? If so, why? Are you aware that different newspapers might have their own biases or agendas? What are the potential dangers of this?
How often do you learn something in one subject that you can connect to the learning within another? Can you think of specific examples where subject knowledge overlaps? Who decides the subjects that you study at school? Why might some subjects be considered more of a priority than others? Which subjects encourage you to be most curious? Why might this be a good (or bad) thing?
Developing empathy
How good are you at really listening to others? Do you show interest in other people’s lives, experiences, and feelings?
How well do you know your own family and friends? Who in your family is best placed to tell you more about your family history? What questions would you like to ask them?
Who are you most likely to disagree with? - Why? Can you put yourself in their shoes - what makes them see things differently to you?
How might you use your curiosity to develop new skills and understanding? Which areas from above might you choose to focus on this term?