Cultivating Curiosity with Provocations
Tuning in: in this offering Trevor introduces three benefits of planning for curiosity as the entry point to exploring our curriculum, standards, and objectives. The Power of Provocation and curate provocation using the a design rubric are offered to support teachers in bringing curiosity to life in their classrooms.
Learning objectives include:
to help plan for curiosity as the foundation to learning in an inquiry setting.
to help implement the use of provocation to explore the curriculum.
to help design provocation that spark curiosity and create particular types of thinking opportunities.
Pause and reflect: after viewing, please consider
of the list of types of provocations at the 8:13 mark, which do you have experience in using? Are there any that you have ready to be used with your students?
when thinking about your students and reflecting on the list at the 8:13 mark, which types of provocation do you feel would be most powerfully received by your students?
spend some time reflecting on the Provocation Design Reflection (at the 41:45 mark and see at resources below). Self assess the provocations you have ready to be used using the tool. What do you notice? Are there any changes to your selected provocations that you wish to make?
Share and make meaning together: let’s bring curiosity to life in a collaborative manner. Please come together in teams, however you typically plan or collaborate. Review your units of inquiry. For each unit, please begin curating a richly diverse series of provocations that honour the various types at the 8:13 mark. Aim to have at least 4 provocation designed for each unit.
Once each teacher has done so, let’s do a Provocation Show & Share. Teachers will share their series of provocations, swap resources, lend advice and guidance, and get critical about curiosity. It is suggested that teachers save their provocations in a collaborative space so all can access them to use.
Extend your learning: after teachers have designed and curated provocations, it is time to implement these strategies in their lesson design. Teachers will be asked to come back to a future collaborative meeting and share how their lesson went, what they observed, and any changes they would make to the next time the use provocation in the classroom.
If possible, teachers are encouraged to visit one another’s classrooms to observe their colleagues launch their provocation lessons, provide noticings and observations, and suggest feedback. Inquiry schools where this type of collaborative support is given have a strong culture of curiosity.
Resources:
Download The 10 Characteristics of the Inquiry Classroom sketchnote here.
Download The Power of the Provocation sketchnote here.
Download the Provocation Design Reflection resource here.
Bonus offering:
Watch this short reflection as Trevor shares thoughts with Press Play on Play, Maths, and Outdoor Learning.