The “what” vs. the “how” of teaching

One part of my job is to lead discussions about the implementation of new learning standards adopted by the state.  Recently, our state approved new social studies standards, and with the way they are arranged (read = lumped together in a 6-8 group) at the middle-school level, it can be a bit of a hurdle to decide what to teach and what grade level.

And that’s the question that first comes to teacher’s minds, isn’t it, when looking at new standards or courses or programs – What will we teach the students?

I think we should examine a different question first:

How will we teach so all students can be successful learners?

 

To me, the “what” usually takes care of itself.  The “how” is the essential question that really needs to be answered.  To clarify that during curriculum discussions around new standards, I usually start with the questions below:

  1. What do we need to start doing?
  2. What do we need to stop doing?
  3. What do we value more – content acquisition or skill acquisition?

It’s that last question that serves as a lead-in to discussing the instructional shifts that need to take place in order to really implement the standards, to let teachers see that they will need to teach in a way that allows students to be successful rather than just memorize a bunch of content they will quickly forget.

In the end, the “what” of teaching isn’t the goal.  The “how” of teaching is.

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