✨Sparking Curiosity: The Power of Item-Based Lessons
How to increase and maintain engagement in any lesson!
A quick note before we jump into this post! This is a slight continuation of my guest post on Jack’s Substack! Have a read here if you haven’t already! Thank you Jack for featuring me in your news post 😊
This post focuses on how to engage learners individually or in small groups rather than creating a single scene/scenario for the whole class. I would use that at the beginning of the topic and then use the tips in this post throughout, to maintain engagement and curiosity.
In today's fast-paced educational environment, where distractions abound, engaging students in meaningful learning experiences can be challenging. One highly effective strategy for building engagement and curiosity from the very start of a lesson is through item-based learning. Imagine students walking into the classroom and finding a mysterious object waiting for them at their desks. There’s no explanation, just an item that sparks intrigue. The first 5-10 minutes of the lesson are dedicated to letting them explore the object and jot down any questions that come to mind.
This simple, yet powerful, technique not only captivates students’ attention but also encourages deeper thinking and inquiry. It shifts the dynamic from passive learning to active exploration. Here’s why this approach works so well, and a couple of examples to demonstrate its effectiveness.
🎁Why Item-Based Lessons Work
Item-based lessons allow students to engage with something tangible, instantly making the abstract more concrete. Students naturally become more curious by allowing them to explore, touch, and examine an object. Instead of the teacher immediately providing information, students are invited to ask questions, make predictions, and hypothesize.
This exploration phase helps students develop key skills such as:
Critical thinking: They need to analyse what they see, feel, and maybe even smell.
Inquiry: Writing down questions encourages a sense of wonder and sets the tone for a more self-directed learning experience.
Engagement: Students are actively involved from the very beginning, setting up the lesson with excitement and curiosity.
🪙 Example 1: The Old Coin (History)
🪝The Hook: Imagine a history class where each student finds an old, tarnished coin on their desk. The coin appears ancient, with worn inscriptions and symbols that are unfamiliar to the students. The teacher says nothing at first, simply instructing the students to take 5-10 minutes to examine the coin closely, feel its weight, and write down any questions they have.
📑Lesson: This item could be the start of a history lesson on ancient civilizations, a specific person in history or just a set time period. Students might ask questions like, “What civilization did this coin come from?”, “Why is it so worn?”, “What do the symbols mean?”, and “What was it used to buy?”
After the exploration phase, the teacher could guide a discussion based on their questions, leading to a deeper dive into the time period the coin represents.
Outcome: Students are instantly engaged because they’ve been drawn into a historical mystery. Instead of being told facts, they’ve started by asking their own questions, making them more invested in finding the answers. This type of inquiry-driven lesson promotes a deeper understanding of historical context, and students are more likely to remember the information because they were actively involved in uncovering it.
🔍Example 2: The Mysterious Garment (History)
🪝The Hook: In a history lesson, each student finds an item of Tudor clothing draped on their desk. At first glance, it appears to be a typical piece of period attire, but upon closer inspection, they might notice intricate embroidery, unusual fabric, or even signs of wear and tear from centuries past. The teacher instructs the students to explore the garment with their senses—feel the fabric, examine the stitching—and jot down any questions or observations they have.
📑Lesson: This item could introduce a unit on the Tudor period, focusing on the clothing, social customs, and the roles they played in society. Students might ask questions like, "Who wore this kind of clothing?", "What materials were used to make it?", "Was this for the nobility or common folk?", and "How did fashion reflect the values and culture of the time?"
From here, the teacher could lead the lesson into a discussion about the significance of clothing in Tudor society—exploring themes like social class, trade, and daily life in the 16th century. The student’s curiosity drives the direction of the lesson, creating a more student-centred and immersive learning environment.
Outcome: The students have not only learned about the Tudor period, but they’ve also engaged in historical inquiry. By encouraging them to ask their own questions, they develop a deeper interest in the subject and feel empowered to seek answers. The garment serves as a tangible entry point into a broader discussion, turning a potentially abstract historical era into a hands-on exploration of its culture and people.
🧠The Lasting Impact of Item-Based Learning
The key to item-based learning is the sense of ownership it gives to students. They are not just passive recipients of information; they are explorers, investigators, and detectives. By allowing them to begin with their own questions, teachers tap into students’ natural curiosity, which can be one of the most powerful motivators for learning.
📝Key Outcomes of Item-Based Lessons:
Increased Curiosity and Engagement: The initial exploration phase hooks students and draws them into the lesson.
Inquiry-Driven Learning: Students take the lead by asking questions, which shifts the focus from teacher-led instruction to student-driven discovery.
Hands-On Learning: The physical item makes abstract concepts more concrete and relatable.
Collaboration: These lessons often foster discussion and collaboration as students compare observations and hypotheses.
Critical Thinking: The act of exploring an object and forming questions encourages deeper thinking and analysis.
💭Final Thoughts
Incorporating item-based lessons into your teaching can transform the learning experience for students. Whether it’s a historical artefact, a scientific specimen, or any other type of item, giving students something tangible to explore encourages active participation and deeper thinking. The questions they generate from these explorations become the foundation of a more meaningful learning journey.
So next time you’re planning a lesson, consider what item you might introduce to spark curiosity, and watch as your students become more engaged, inquisitive, and eager to learn.