Eight ways teachers can spur curiosity, nudge visible thinking among learners

Grade Four Pupils at Bidii Primary school in Nairobi in their classroom on January 04, 2020, after learners resumed in-class learning countrywide after a nine-month disruption caused by the Covid-19 pandemic. [Stafford Ondego, Standard]

We all have, for one reason or another, complained about some ‘common sense’ matter that seemed to have escaped a leader, or a decision-maker, or even an entire boardroom. Or some basic or obvious thing a contractor or designer missed. How their poor decision proved costly in one way or another. Such poor decisions project the kind of thinking individuals bring to a role or position of responsibility. And the said thinking is informed by the kind and quality of education one received. Suffice it to say, for the most part, thinking is curated and/or nurtured in school. Our mental orientation, mind frame, thought processes, worldview/outlook are some of the habits of mind that (often predictably) lead to success or failure in the performance of roles and responsibilities. In fact, it is not in the standards or assessments, but rather in these personalised cognitive habits (and abilities) where success or failure - in academic and related terms - actually begin.