At age three, my son was intensely curious about the world around him. He was particularly interested in flowers and the names of the parts. Walking around our yard, he’d see flower after flower and run to each of them and exclaim with glee, “Pistil, momma! This one has it too!” He was also fascinated with where the wind was coming from and asked more questions than I could respond to at once. Throughout the years, his curiosity has shifted to new wonders. However, it’s evident that curiosity has lessened the older he has become. Many of us can relate personally to this from our own experiences or those of our children.
While he still enjoys aspects of learning, my hope is that curiosity reignites within him. I believe that curiosity is what drives us as humans to ask better questions and pursue new avenues that lead us to places we may not have ever expected.
Author and principal, David Geurin, hits on the topic of making learning irresistible in his book, Future Driven. Geurin’s book speaks to my heart as he and I have very similar views on education and how we can support learners to thrive in an unpredictable world. In writing about making learning irresistible, Geurin shares:
“There are too many students who find school boring. You see them at your school too, maybe even in your classroom. They are slumped back or propped up. Tired eyes. They are physically living and breathing but little else reveals thinking not to mention brilliance. But we know it’s there.
Every child has genius.
These children weren’t always this way. In each student who has given up on learning, there was once a kid filled with curiosity, wonder, and awe.”
Learning through authentic experiences that are infused with the learner’s passions fosters the feeling of irresistible learning. Recently my learners and I launched a STEM challenge with two classes from New Mexico. I was fortunate to meet Rachel Lamb and Steven Thomas @collabgenius at the 2017 PBS Digital Innovator Summit who frequently engage learners in virtual collaboration. Our STEM challenge from Design Squad Global incorporates the learning of how NASA successfully landed rovers on Mars after failed attempts. Learners utilized design thinking to develop prototypes of rovers being lowered to Mars to simulate the process. In our classrooms, we are using an egg to represent the rover. Our classes continue to meet back to share designs, thought processes, and to provide feedback to one another. Having an authentic audience has catalyzed the experience as there is relevancy to their work, making it more meaningful. While learners are engaged and empowered as creative thinkings, problem solvers, and designers, throughout this process, what impressed me the most was how many questions they crafted following the launch of this challenge.
Learning that is irresistible increases engagement and can lead to empowered learning. In all honesty, I didn’t anticipate the number of questions learners generated. I had plans for the next steps of our STEM challenge but seized the opportunity for learners to pose questions about what they wondered. Around our room, I put up chart paper, and teams of learners continued to generate questions based on their curiosities. In project-based learning, this is how we begin to identify our driving questions.
One question spawned another and every child eagerly contributed questions such as:
- How fast do rockets go exactly?
- How long have rovers been on Mars?
- What are they finding, have they found signs of life?
- How much faster is a rover than a car?
- How large is Mars compared to Earth?
Rather than remaining confined to the virtual STEM challenge, I chose to navigate off the map and empower learners to select a question they felt passionately curious about and am now coaching them through developing passion projects that focus on their topic. Of course, I too have mandates and curriculum to follow. However, I always seek to identify ways to incorporate our standards in learning. Drawing on curiosity and passions makes learning irresistible, and as educators, we have to recognize ways to innovate inside the box as author George Couros writes about in The Innovator’s Mindset. We can’t ignore mandates and curriculum, but we can undoubtedly empower learners to co-design learning experiences with standards embedded. Through this, I’ve had the opportunity to see learners excitedly arrive at school to continue their working on their passion projects and share their learning with others. I see them independently working on shared Google Slides from home with peers who they’re collaborating with online. And no, it was not assigned as homework. They have ownership and want to learn and create.
In Future Driven, Geurin lists 9 valuable ways to make learning irresistible. Included are choice, creativity, discovery, challenge, involving the community, student conversations, real audiences, play, and having the opportunity to make a difference. In his book, he goes more in depth as he shares tips and strategies for educators to support learners to thrive in an unpredictable world.
Let’s continue the conversation about how we can support learners to remain passionately curious and how as educators, we can make learning irresistible.
In the meantime, I have a signed copy of Future Driven that I’ll be giving away to a randomly selected individual! Simply post a picture of irresistible learning that sparks curiosity or write a blog post reflecting on this topic. Tag @DavidGeurin and @ElisaBostwick along with the hashtags of #FutureDriven and #LEAPeffect with your post to be selected. I look forward to sharing this book with you, and am excited to see examples of irresistible learning in your school or classroom! Connect and continue learning with David via his website, too.