In an era where scrolling, skimming, and glancing frequently masquerade as learning, it can seem impossible to convince students to slow down and pay close attention. Yet, unless students fully engage, they do not learn on a deeper level or retain what they learn. We might describe this conflict as fast looking versus slow looking.
Fast looking takes in images, forms impressions, and makes quick judgments. Slow looking observes details, makes connections, reflects on meaning, considers implications, and forms questions. Slow looking requires intention and discipline.
Fast looking is a default mode for most people. While fast looking can carry us through the day, help us to follow routines, and keep us moving, it can deprive us of noticing, experiencing, engaging, and recalling much of what happens to and around us. In the classroom, fast looking can prevent students from fully engaging in what they are learning. It invites shortcuts and can contribute to superficial learning and short recall.
The meaning of slow looking has its roots in museum visit behavior. When observing a piece of art or rare artifact, we take time to really look. We might stand close to see details or step back to take in the full image. We might physically shift positions to investigate the object from different perspectives. We might engage another person in conversation about what they are seeing, how the object makes them feel, or what significance they take from what they are seeing and experiencing.
Obviously, not everything that we want students to learn and practice requires slow looking. Following established routines, recalling facts, and other activities that reinforce “muscle memory” can be accomplished with more superficial or fast looking. However, when we want students to observe important details, actively engage with new learning, and develop deep understanding, slow looking is what we need students to practice. Of course, most of what is important for students to learn, recall, and use in the future requires significant engagement and more than superficial understanding.
So, how can we teach students the discipline, habit, and value of slow looking? Here are seven ways to get started:
- Model slow looking. We might describe our behavior out loud. We can formulate questions, or mention what we are noticing as we observe, such as patterns, conflicts, and inconsistencies.
- Ask questions that stimulate slow looking. We might ask students what they notice. We can ask students what they wonder and what questions they have. We might probe to have students explain their reactions and feelings.
- Practice “wait time.” After introducing an object, topic, or asking a question, we might pause for several seconds before asking for observations, answers, or questions. Giving students time to think can generate more complete responses and give students who need more time to reflect better opportunities to participate.
- Structure silent observation to encourage noticing and reflecting. Initially, the silence might be for short periods to give students practice and then lengthen observation periods to a few minutes before beginning discussion.
- Have students discuss their observations, reflections, and reactions with classmates. As students share, they are likely to uncover details they might initially have missed and learned from the observations, thoughts, and perspectives of other students.
- Delay sharing additional information. Student reflections, discussions, and questions will likely generate interest in learning more. Their curiosity and discoveries can set the stage for interest in learning with greater depth, nuance, and persistence. The additional information we share is likely to receive greater attention and lead to even more interest and questions.
- Revisit the object or topic after discussion or further investigation to capture additional thoughts and build deeper understanding. Once students hear from others and have time to reflect and further investigate, and receive additional information from us, they often will see things they missed, understand elements they overlooked, and have new questions to explore.
As students build their slow looking skills and habits, we are likely to find students practicing greater patience and focus on their learning. Their observation skills will grow as well as their curiosity and critical thinking skills. Equally important, we are apt to see greater emotional connections and empathy in their learning.
