Boredom and Its Opposite
Author: Strong,R., Silver, H., Perini, M., & Tuculescu, G.
Publisher: Association for Supervision and Curriculum Development (ASCD)
Publication Date: 2003, September
Journal: Educational Leadership
Journal Volume: 61(1)
Pages: 24-29
Full text available online at: http://www.ascd.org/publications/educational_leadership/sept03/vol61/num01/Boredom_and_Its_Opposite.aspx
Abstract (written by WestEd)
It is a fallacy that a teacher's personality, voice, or style of instruction are the key factors in classroom boredom or enthusiasm. The key factor, according to these authors, is "curriculum design based on four natural human interests--the drive toward mastery, the drive to understand, the drive toward self-expression, and the need to relate."
Regarding the drive toward mastery, students must see where the lesson is going and feel confident that they are equipped for the journey. The lesson must be clearly defined in terms of a performance or product. Modeling, practice, feedback, and opportunties for revision lead to mastery.
Regarding the drive to understand, students must "raise questions, point out errors, insist on explanations, and share their opinions." Learning facts is embedded within controversial questions that provoke students' thoughts and concerns. Teaching research and critical thinking skills provides a firm structure for logical reasoning and debate.
Offering a variety of learning activities can encourage students' self-expression. Offer choices, model strategies, give samples, and provide enough time and guidance. Curriculum must be differentiated to address the interests and learning styles of students. A study of ninth grade students found that those with self-expressive and interpersonal interests had the highest failure rates and lowest test scores. Teachers need to ensure that lessons have ample opportunities for students to interact with the topic and each other, as well as to select from a variety of strategies and projects.
New information and skills needs to be related to the content of prior lessons and connected to students' personal experiences and their world. Students must be involved in developing criteria and rubrics for judging what has been learned and identifying what to learn next.
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