“We cannot create observers by saying ‘observe’, but by giving them the power and the means for this observation and these means are procured through education of the senses.”
                                                                                                                             Maria Montessori

“I am always doing that which I cannot do, in order that I may learn how to do it.”
                                                                                                                             Pablo Picasso

Before claiming an understanding of something, one must first make sense of the raw data entering through one’s senses.  One’s concept of “fire” likely includes the transient nature of its form, the shadows they cast behind them, and the feeling of intense heat and pain upon one’s skin; “apple” involves crisp textures and sweet tastes amongst spherical, smooth appearances and a distinctive smell.  Understanding of concepts — concrete as well as abstract — are strung together from many individual observations.  Without the word “crisp” to flesh out a description of an apple, a listener may be imagining a grapefruit.

In light of the importance of the quantity and quality of observations, I strive to facilitate learning in the following ways:

• Encourage, teach, and give feedback on observations as they are incorporated into in-class activities; homework assignments; quizzes and tests; and project and partner work
• Increase the quantity of observations through providing students with many opportunities to engage with material
• Enrich the quality of observations through…
  • … exposing students to material in controlled as well as natural environments and contexts
  • … presenting material from a variety of perspectives
  • … introducing material in different modes of presentation

Pathway to Inquiry:  You are at OBSERVATION

Introduction — OBSERVATION — Understanding — Belief — Action