A recent post from Hillsdale K-12’s blog, The Classical Classroom, discussed the importance of observation and gave practical application for teaching the art of it to scholars. The article affirmed what we do at Columbus Classical Academy and is well worth the short read for all who wonder why classroom classical education is done best in the classroom or why classical schools don’t do packets and 1:1 technology. In fact, at CCA we model and teach the art of observation in all content areas, not just science. Another way we look at observation would be in attending – a classical scholar attends to the work by coming to school on a regular basis, thoughtfully preparing homework, and engaging their mind in the rigor that is thinking about what they look at, thinking about what they think about, and articulating what they see and think in complete sentences either verbally or in written form. They learn to listen while another scholar explains what they observe and scholars practice discussing ideas with decorum and respect. The article, In Defense of Scientific Observation, which can be read here also reminds us how classical schools work to integrate cross content language of instruction throughout all levels of the school so that scholars have consistent verbiage to draw on. This teacher’s method of observation can be used in any other content area. As a history teacher I have had scholars look at a painting that correlates with where we are going with a particular unit and attend to it – observe it – discuss it – it is a beautiful and purposeful use of time that gives the teacher insight and ignites the scholars’ sense of wonder, power of observation and analysis, and allows for multi-sensory instruction. In literature, we can attend – observe – a sentence or a paragraph and make the same kinds of careful observations as the ones as in science, history, art, and more.
Finally, the author and master teacher, Karissa Moschel, makes the claim that “through the strong development of observational skills, teachers can foster a love for the natural world in the early grades and set students up for high achievement in science in the later grades and ultimately, encourage students to live a life full of wonder” which pulls the excuse that children cannot observe right off the shelf, no longer to be utilized as a way to infantilize school age children creating young people who develop learned helplessness. Even our youngest scholars in the building can make observations, can be still long enough to behold a painting, an egg with a chick in it preparing to hatch, and wonder, exclaim, think out it and articulate ideas. The proof is hung up in our walls by the art teacher, is walking down the hallway with decorum and smiles, is in the first grade classroom where scholars eagerly await the hatching of the chicks, is in the Upper School science room where labs take place each week, and in the history, Latin and other classrooms where our faculty display, take notice, and model observation and attendance to the best things every day.
