An “invitation” to tinker with wires, batteries switches and bulbs was not my first choice.
I approached the science table with caution and uncertainty. I was free to explore the materials and tried to bring power to the little bulb. I was unexpectedly interested. I observed others, began to tinker and found myself determined to bring power to this little bulb. Trial and error… no light. Error and trial … still no light.
But then came essential feedback – the bulb lit up! This small effect provided enough feedback – I wanted to do it again and explore a new and different way.
This recent experience left me thinking more deeply about the essential role of feedback and intrinsic motivation in the teaching and learning process.
Original post date: November 11, 2014