Are we open to letting our students interpret the learning experiences differently? Or are we locked into giving our students the same task with the same expectations and expecting the same responses? This cartoon challenges us to see our students for who they are as learners and actively tune in to them so that they can go above and beyond. Enjoy
These Hotels are the Hotels situated on or near Soi 15. Please note that NIST School is located on Sukhuvmit Road, Soi 15, at the end of the Soi.
These are approximate rates –please check directly with the Hotel
1. Four Points by Sheraton ***** (5-star new hotel)
Address: Sukhumvit Road, Soi 15, Bangkok
Tel: +66 (0) 2 309-3000, 309-3112
Fax: +66 (0) 2 309-3010
Room rate: Comfort Room: Baht 3,100/room/night (incl. ABF)
2. Manhattan *** (3-star hotel)
Address: 13 Sukhumvit Road, Soi 15, Bangkok
Tel: +66 (0) 2 255-0166, 255-0188
Fax: +66 (0) 2 255-3481, 651-1433
Room rate: Superior (Double): Baht 2,100 /room/night (incl. ABF)
3. The Royal President **** (4-star hotel)
Address: 43 Sukhumvit Road, Soi 15, Bangkok
Tel: +66 (0)2 253-9451
Fax: +66 (0) 2 253-8959, 651-1500
Room rate: Deluxe Studio: Baht 1,900/room/night (incl. ABF)
4. Kingston Suites **** (4-star new hotel)
Address: 39/3-7 Sukhumvit Road, Soi 15, Bangkok
Tel: +66 (0) 2 120-8288
Fax: +66 (0) 2 120-8299
Room rate: Superior: Baht 2,200/room/night (incl. ABF)
5. Dream Hotel Bangkok ***** (5-star new hotel)
Address: 10 Sukhumvit Road, Soi 15, Bangkok
Tel: +66 (0) 2-254-8500
Fax: +66 (0) 2-254-8534
Room rate: Classic room: Baht 3,000 /room/night (incl. ABF)
6. Westin Grande Sukhumvit ***** (5-star hotel)
Address: 259 Sukhumvit Road, Soi 19, Bangkok
(located on the main Sukhumvit Road, next to Robinson Department Store)
Tel: +66 (0) 2 207-8000
Fax: +66 (0) 2 255-2441
Room rate Baht 5,800++ (not incl. breakfast)
7. Sheraton Grande Sukhumvit ***** (5-star hotel)
Address: 250 Sukhumvit Road, Bangkok
(located on the main road, opposite Westin Grande Sukhumvit Hotel)
Tel: +66 (0) 2 649-8888
Fax: +66 (0) 2 649-8000
Room rate: Deluxe Room: Baht 6,400++ (not incl. breakfast)
First day of school, Elementary assembly.
800 students – Introduced the attitude of curiosity through “Curious George” and unpacked with the students what it means to be curious.
Students responded – “it’s when you want to find out about something.” or ” It’s when you want to know something.”
The plan was to unpack ‘curiosity’ and then model my own curiosity. I brought up a photo of the Rama VIII Bridge here in Bangkok.
It is a cable stayed bridge with a span of 300m. I explained to the students that when I first saw the bridge I thought it was beautiful but that I also felt and even stronger feeling – that of curiosity. I was curious and felt a desire to know how and why that bridge stays up across the Chao Phraya river without supports?
I showed them photos of 3 other bridges over the same river that all had supports – and posed my questions.
How come these bridges all have supports in the river and the Rama VIII Bridge doesn’t?
How does this bridge span 300m without supports?
Why does this work?
What I wanted to do was to model curiosity – to engage them in something worthy of thought. The students all had theories of their own. They didn’t tell me the type of bridge – the ‘what’ – they gave me the ‘how’ and the ‘why’. Some of their theories were inarticulate, as inquiry can be – but they were indeed theories and they helped me to understand the scientific principles behind this cable stayed bridge.
So I was there to engage them in curiosity and to encourage them to ‘ask how?’ and ‘ask why?’ and they were right there, present, they had theories about how and why the bridge is built the way it is and could even give examples of their understandings.
My curiosity activated their thinking – the students wanted to join in – they wanted to share their thinking.
So what does this mean for our practice?
What role does teacher modelling of inquiry learning play in student learning?
How are we activating the students’ prior knowledge in our learning experiences?
I’m wondering if by encouraging the students to ask ‘how’ and ‘why’ we can help the students to make their thinking visible. If the thinking is visible teachers are better able to determine the next steps for the students and create pathways to further learning and deeper understandings.
It’s not that the ‘what’ is not important, the ‘what’ is the knowledge and the facts and is an important part of inquiry learning. The knowledge is the subject matter and is linked to the inquiry because in employing inquiry pedagogy we are fundamentally seeking the truth and critically evaluating what we know and understand.