Cultivating Curiosity

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Doreen Gehry Nelson. Cultivating Curiosity

Table of Contents

Guide

Pages

Praise for Cultivating Curiosity

cultivating curiosity. teaching and learning reimagined

ABOUT THE AUTHOR

FOREWORD

FOREWORD

INTRODUCTION

SECTION ONE Creative Thinking by Design

CHAPTER 1 NOT ARTS AND CRAFTS

CHAPTER 2 SHAPING THE METHODOLOGY

THE CONCEPT OF CHANGE AND NON-SPECIFIC TRANSFER OF LEARNING

JARED'S STORY

THE GENESIS OF THE STUDENT-BUILT CITY

PARALLEL WORLDS

LESSONS ALONG THE WAY

THE SMITHSONIAN

CHAPTER 3 THE CITY: A Limitless Context for Teaching and Learning

THE VERSATILITY OF THE CITY

IN THE CLASSROOM

Creature Land (2nd Grade)

Future City (2nd Grade)

Morality as a Topic (11th-Grade English)

Organic City: “Seeing the Unseen” (12th-Grade Biology)

GeoUnique Land (High School Geometry)

Ugly as a Topic (Special Education, High School English)

Stanford University (10th- to 12th-Grade Migrant Education Program)

IN THE VIRTUAL CLASSROOM

10th to 12th Grade (Science and History)

4th Grade

10th to 12th Grade (Math)

High School (English)

2nd Grade

Kindergarten (Private School)

7th and 8th Grade (Private School)

CHAPTER 4 THE METHODOLOGY

AN ON-RAMP TO CREATIVE THINKING

TAPPING INTO TEACHERS' INNATE CREATIVITY

THE 6½ STEPS OF BACKWARDS THINKING™

6½ STEPS OF BACKWARDS THINKING™

AN EXAMPLE OF A DESIGN-BASED LEARNING, 6½ STEPS OF BACKWARDS THINKING™

KICK-STARTING THE MAKING OF AN INTEGRATED CURRICULUM

3D RED TRIANGLES: A POWERFUL TOOL FOR MEMORY RETENTION

An Example of a Proposed, Four-Month, 4th-Grade Language Arts Sequence

CURRICULUM INTEGRATION CHARTS

BIG TOPIC: PROTECTION

LONG-RANGE PLANNING BOARDS

ESSENTIALS OF THE DOREEN NELSON METHOD OF DESIGN-BASED LEARNING. The Spatial Domain/Tactile Learning

Never-Before-Seen (NBS)

Context

Backwards Thinking™

Criteria List

Parts to Whole

Non-Specific Transfer of Learning

Transformations/Menu of Change™

Student-Centered Classroom/Governance

Long-Range Planning Boards

History Wall

CHAPTER 5 OWNING AND REUSING INFORMATION: Non-Specific Transfer of Learning

APPLE COMPUTER AND THE VIVARIUM PROJECT

EXPANDING THE VOCABULARY FOR INVENTION

THE HEART OF THE MATTER: THE WEIZMANN INSTITUTE, ISRAEL

CHAPTER 6 IN A NUTSHELL. THE DOREEN NELSON METHOD OF DESIGN-BASED LEARNING IS NOT ABOUT … … Design

… 2D

… Specific Transfer of Learning

… Small Ideas

… City Studies

… The Traditional Frontward Information Delivery System

… Students Working Alone

… Government

… Replication

… Project-Based Learning

… Perfect Products

THE DOREEN NELSON METHOD OF DESIGN-BASED LEARNING HAS RIGOR. IT IS NOT ABOUT …

SECTION TWO Goodbye to Formulaic Teaching

CHAPTER 7 “I'M NOT CREATIVE”

CHAPTER 8 A RETURN TO THE SANDBOX

CHAPTER 9 BREAKING OUT OF THE COMFORT ZONE

CHAPTER 10 IT TAKES COURAGE

CHAPTER 11 WHEN ADMINISTRATORS GET IT

CHAPTER 12 TRY A LITTLE TRICKERY (IT WORKS)

CHAPTER 13 “BUT I ALREADY DO THIS”

CHAPTER 14 A LEARNING COMMUNITY OF TEACHERS (COHORT GROUPS … FOOD MATTERS)

CHAPTER 15 THE IMPORTANCE OF “WHY”

CHAPTER 16 TRUST

SECTION THREE Developing a Design-Based Learning Classroom

CHAPTER 17 ORGANIC CLASSROOM MANAGEMENT AND GOVERNANCE: The “City” and the Classroom as Micro Worlds

ROLE-PLAYING

Post-it Ville (Parallel Learning)

MOVING THE FURNITURE

CLASSROOM-IN-A-BAG

A STUDENT-CENTERED CLASSROOM. 2nd Grade

Kindergarten

Middle School (Math)

2nd Grade

1st Grade

2nd Grade

2nd Grade

2nd Grade

3rd Grade

High School (Special English Language Development)

CHAPTER 18 MAKING CURRICULUM PHYSICAL: Delivering a Long-Range, Integrated, Design-Based Learning Curriculum. LONG-RANGE PLANNING BOARDS IN DEPTH

Examples of Long-Range Planning Boards

THE EVOLUTION OF THE PLANNING PROCESS

ACTIVATING A YEARLONG, STORY-DRIVEN CURRICULUM

The Newlandia Story (High School, Special Needs)

The Spanishtopia Story (Middle School, Spanish)

The Atomic City Story (High School Chemistry)

The Anomop City Story (High School, Language Arts)

The Special Kids City Story (Elementary School, Special Needs)

The Math City Story (Middle School Math)

The Microdena Story (International Baccalaureate School, 3rd Grade)

CHAPTER 19 THE HISTORY WALL: An Evolving Review of Classroom Learning

THE HISTORY WALL IN THE CLASSROOM. Examples from the Design-Based Learning Master's Degree Program at Cal Poly, Pomona. 2nd Grade

High School (Chemistry)

Middle School (English as a Second Language [ESL])

Middle School (Integrated Mathematics)

10th Grade (English Language Arts)

3rd Grade (English Language Learners [ELL] and Gifted and Talented Education [GATE])

Middle School (Spanish Language)

2nd Grade

IN CLOSING

ACKNOWLEDGMENTS

INDEX

WILEY END USER LICENSE AGREEMENT

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Curiosity is the most important word in education today. Teachers the world over long for ways to cultivate this elusive yet essential path to engagement and authentic learning. After a dreadful year of heroic efforts to engage students in remote learning, Cultivating Curiosity offers a much-needed blueprint for the journey back to face-to-face, hands-on, problem-based teaching and learning. Over a brilliant, pathbreaking career, Doreen Nelson has developed and refined an innovative methodology that nourishes curiosity, stimulates creativity, and scaffolds critical thinking. This is the first important education book of the after-pandemic era that every teacher, every parent, every policy maker and concerned citizen alike should read with gusto and to much profit.

—Marcelo Orozco, Chancellor, University of Massachusetts Boston

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When the Styrofoam land parcels were put together, the new dilemma I had planned appeared: the pieces fit, but because the students had been thinking only of what they wanted to build on their own land parcels, there were obvious problems with their designs. They were surprised when they identified how one road ran into the front door of a neighboring property. A freeway abutted a nursery school. There were too many parks and amusement areas and no facilities for the elderly. Some land parcels were dominated by shopping centers with no street access. Overall, there were too few places for living and learning. I guided them to solve this dilemma by having them, over time, do research, revise their designs, and learn to use a government structure to present and justify their solutions.

As my master's degree study of Non-Specific Transfer of Learning took hold, I began to think of ways for students to apply what they learned from building and running their City of the Future to a variety of topics. To connect to the required curriculum, I taught my students to name the problems they identified in their Starter City and associate them with larger topics.

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