Have you noticed the word “curiosity” appearing in the titles of more and more McREL publications, resources, and services? We have a good reason for that. We’ve been excited to share our Curiosity Works™ approach to school improvement and innovation with teachers and school leaders, many of whom are already familiar with our other bodies of research-based knowledge, such as Classroom Instruction That Works® and Balanced Leadership®. Some of these educators have asked if Curiosity Works supplants these resources. It doesn’t. To the contrary, Curiosity Works brings a new degree of focus, and perhaps some new vocabulary, to McREL’s existing resources that are still as relevant and effective as ever.
As we talk with more and more educators about the importance and power of curiosity in teaching and learning, a question we often hear is: How does curiosity differ from creativity? Creativity is on many teachers’ minds as they prepare their students for real-world experiences. It consistently shows up as a desirable attribute many employers seek in the modern workforce. Check out any airport bookstore and you’re almost sure to find books and magazine articles upholding creativity as an ideal way to transform everyday interactions into sources of both joy and profit.
McREL’s focus on curiosity doesn’t preclude creativity—far from it! It’s just that we agree with Erik Shonstrom, in Wild Curiosity: How to Unleash Creativity and Encourage Lifelong Wondering, when he says that “to be creative one must first be curious. Being in an environment that fosters curiosity is vital to the creative process.” In other words, curiosity is the precursor to creativity.
What makes you, or your students, curious about a particular topic?
And have you ever been curious about curiosity itself? What is it, exactly? What triggers it? How can we best use curiosity in teaching and learning? Can it be encouraged (or discouraged), harnessed, and strengthened (or weakened)?
These questions, and more, have captured our interest here at McREL, and have driven us to review research studies and academic publications, and talk with educators in the U.S., Australia, and elsewhere about the use of curiosity in instructional planning and delivery, and its effects on students and adult learners. We’ve been so intrigued by what we’ve learned that, in addition to incorporating our findings into our peer-to-peer coaching work with educators, we’ve written several books recently about the power of curiosity, including Curiosity Works, Unstuck, and, due out in September, Out of Curiosity: Restoring the Power of Hungry Minds for Better Schools, Workplaces, and Lives.
Recent teacher strikes and demonstrations across the U.S. have made it clear that many teachers believe they are undervalued, both financially and in terms of societal respect. And surveys show that many teachers are also feeling frustrated and stressed from too many mandates and too little support.
As a perhaps not-too-surprising result, it was clear even before the recent protests that recruitment and retention of teachers was spiraling downward for lots of reasons. Attrition is happening at every stage of the career path: Too few people are entering the profession, particularly in high-need areas such as math, science, and special education. And of those who do sign up, too many leave, too quickly—unable to resist the allure of doing, well, just about anything else
And what about quality? Even if we could snap our fingers and make teacher shortages a thing of the past, would the new teachers we recruited (and/or the existing teachers we persuaded to stay around) be the best available? Or just the best we decided we could afford?