Curiosity is a compelling mental and emotional force that can propel students to ever-greater educational achievement. And of all the great ideas in Tools for Classroom Instruction That Works, I’m really drawn to the Mystery tool [free tool download] because of its connection to curiosity.When we talk about trying to solve a mystery, we’re really talking about fashioning a hypothesis: Why do you think something happened, and can you prove it? While the word “hypothesis” is often associated with science, we can prompt students to phrase and answer such questions in all academic subjects—and, I would add, in all aspects of our lives. As discussed in Classroom Instruction That Works, hypothesizing pushes the brain into using one (or both) of two thought processes: deductive and inductive reasoning. And for our students, acquiring knowledge through active participation is often more engaging and effective than listening to a lecture.
McREL CEO Bryan Goodwin teams up with ASCD authors Pete Hall and Alisa Simeral in this white paper to tackle a question of urgent interest to teachers at all career stages: Can professional learning be better? It can, they argue, if the profession recognizes that large PD sessions—while an appropriate starting point to share foundational practices—should be followed up with a highly personalized plan of action. Reflection holds the key to identifying and addressing problems of practice as teachers advance in their skills. Also important to bear in mind: Teachers are most effective when they develop an understanding of why certain techniques work, not just what they are.
Goodwin, B., Hall, P., & Simeral, A. (2019) Personalizing professional development: How empowered teachers can take charge of professional learning and growth. Denver, CO: McREL International.