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Stages Of Curiosity & 20 Indicators That Reveal Them

by Terry Heick

Where curiosity comes from isnt entirely clear.

Thats probably because there is no single source for it any more than there is a
single source for entertainment, anxiety, or confidence. There are strategies to
promote curiosity in the classroomeven those that consider how the brain
works. Ideally, teaching and learning wouldnt benefit from having curiosity
added in, but rather would fail completely without it.

There is also no single look for curiosity. The things teachers look for as
indicators of engagementwaving hands in the air, locked eye contact, or good
grades on testsmay not be the result of curiosity at all.

What are indicators of curiosity? Below we take a look at the idea. Also, note
that these indicators dont always represent curiosity and engagementcould
be thoughtless habit or external coercion. In the same way, behaviors indicating
lower levels of curiosity dont necessarily mean the student is disengaged and
uncurious. The lesson design could be confusing, or the materials used could be
poorly-written, above their reading level, or otherwise misleading.

For this reason (and others), teachers are always encouraged to take a broad
and holistic view of each student that incorporates habits over time, personality,
and the ebbs and flow of growing up! Also, certain learner needs at one stage
may also exist at another. These are merely suggestions that can characterize
most closely a students need to know.

Stage 1: Process
 Stage 2: Content

Stage 3: Transfer

Stage 4: Self

20 Indicators of Curiosity & Engagement

Stage 1: Process

Tell me what to do.

This is the first level of curiosity and engagement, where students are primarily
concerned with procedural knowledgeteacher expectations, their role,
interaction with peers, task sequence, etc. Included here is their own survey of
the activity to highlight areas they may like or dislike, or be prepared or
unprepared to complete.

All learners typically begin here as they try to make sense of a given task or
activity. Ideally theyd start here and quickly graduate to the next level, but for
some this may be their first and last stage without your intervention.

Learner Needs at this Stage: Prompting, repeating instructions more than once,
clarifying instructions with paraphrasing, instructions in multiple forms (verbal,
on screen or board, on a handout, etc.)

5 Indicators Of Curiosity At The Process Stage

1. Learner needs redirection and prompting to even begin to make sense of

the task.

2. Learner asks primarily procedural questions if they ask any at all.

3. Learner resists starting on a given task; may demonstrate minimal natural

interest in either the content or their own performance.
4. Learner asks about the minimal requirements of task

5. Learner asks why they have to learn this, when will they use this in real
life, and similar questions. (This questions is actually a sign of beginning
curiosity, and begins to merge into Stages 2 and 3.)
Stage 2: Content

This is interesting. Id like to learn more.

Following the Process Stage is the Content Stage of curiosity and engagement.

This stage unsurprisingly has content at its core. In traditional academic

environments this could be topics of study, conversation, research, or related
opportunities. Students no longer have the compelling big ideas of content
obscured by instructions, activity design, or confusingor well-intentioned but
unnecessary in the face of budding curiosityteacher directions.

In fact, the teachers role could be significantly reduced compared to Stage 1,

which allows the interaction between the learner and content to be perhaps less
neat and efficient, but more authentic and direct.

Learner Needs at this Stage: Content at appropriate reading level, compelling

content, tasks that balance of consumption and production, choice and voice in
their work (which is true at any stage)

5 Indicators Of Curiosity At The Content Stage

1. Learner begins task unprompted.

2. Learner attempts to both provide questions and answers.

3. Learner celebrates topic in authentic ways.

4. Learner suggests related resources, attempt to predict where content is

going next.
5. Learner monitors own understanding and seeks to correct
misconceptions.
Stage 3: Transfer

Move out of my waybut not too far.

At this stage of curiosity, students begin to seamlessly connect knowledge,

assimilating what theyre learning into what they already know. This can lead to
transfer, where theyunprompted and without any cueingtransfer what they
know from heavily-scaffolded and supported situations, to new and unfamiliar
situations.

Learners at this level of curiosity may demand both direction and freedom at the
same time as they seek to direct their own learning in new contexts, while
sometimes lacking the frameworks, ideas, or strategies to do so.

Learner Needs at this Stage: Flexible rubrics, scoring guides that promote
creativity, open-ended learning models (e.g., project-based learning), self-
directed learning strategies

5 Indicators Of Curiosity At The Transfer Stage

1. Learner moves from back and forth between macro and micro thinking.

2. Learner revises task in minor but personal ways that are content-
relevant.

3. Learner offers more questions than answers.

4. Learner may resist the suggested assignment or sequence of learning.

5. Learner perseveres trying to articulate difficult thinking;

seems unbothered by confusion, pushing on to either ignore, clarify, or work
around source of confusion.
Stage 4: Self

This has changed me.

 At the Self Stage of curiosity and engagement, students move past mere
transfer to make sense of changesand possible opportunitiesin themselves
as the result of learning. This is closely related to the Transfer Level, which
makes sense as students will naturally transition knowledge to familiar schema
circumstances or situations they have experience with.

This is the most powerful level of curiosity not simply because of knowledge
assimilations and transfer, but how it can change the students reasons for
learning, and their own role in the learning process. At this level, students ask
questions unprompted, can imagine learning pathways that arent suggested to
them, and constantly seek to reconcile what they do and dont know without
prompting and prodding. In fact, a learner at this level will benefit from support,
tools, models, and collaboration more than they might with direct instruction,
rigid rubrics

5 (+1) Indicators Of Curiosity At The Self Stage

1. Learner establishes their own criteria for quality

2. Learner frequently refers to self in relation to the topic in ways that

demonstrate insightful understanding or emerging understanding.

3. Learner seeks to significantly revises task in some waya resource,

sequence, goal, or other important part; creates unassigned work to complete
on their own.

4. Learner seeks space, quiet, or selective partnering to contextualize

understanding in the classroom.

5. Learner demonstrates noticeable emotionsexcitement, sadness,

reflection, etc.somehow related to content that they may not feel comfortable
sharing.

6. The residue of learning experiences tend to linger in noticeable ways.

Learner Needs at this Stage: Exemplar models, dynamic tools, strategic
collaboration, cognitive and emotional coaching, space

4 Stages Of Curiosity & 20 Indicators That Reveal Them