The Challenge Approach
The Forgotten Variable in Education Renewal
Teaching methods rooted in the traditional one-way flow of information from teacher to student are not working for an increasing percentage of teachers, students, and parents. Many have suggested remedies such as reducing class sizes, increasing funding, changing teacher salaries, and expanding standardized testing.
While many of these suggestions can have an impact, none of them address the heart of the matter.
We have an answer to educational reform which, does not require:
- The “spend more money” solution,
- The “make the school day longer” solution,
- The “make the class size smaller” solution,
- The “change teacher salary” solution,
- The “test the students more often” solution,
- The “give more homework” solution, or the
- The “get a new curriculum” solution
Our solution focuses on the variable that we have found makes the biggest difference in any educational context. What is this variable? It is “learning” and the relationship between “teaching and learning.” What is the solution? We call it The Subordination of Teaching to Learning.
What is The Subordination of Teaching to Learning?
The Subordination of Teaching to Learning is an approach to teaching, which makes the learning process central. In doing so, both teaching and learning become what we call efficient and effective. Efficient because it makes optimal use of time at each moment, and effective because of the degree to which the actual results conform to those intended.
While this idea is new to many, it is obvious to us.
Does it make sense to say:
- Following the curriculum is more important than attending to the learning of the students. Learning should be subordinated to the curriculum. Learning should never interfere with the curriculum. The curriculum is paramount. Or,
- Testing is more important than learning. Learning should be subordinated to testing. Learning should never interfere with testing. Testing is paramount. Or,
- Teaching is more important than learning. Learning should be subordinated to teaching. Learning should never interfere with teaching. Teaching is paramount?
Our research over several decades, in five continents, with students of all ages, of all abilities, and in several languages suggests the answer is an emphatic NO.
In order to better understand the subordination of teaching to learning, we will focus on 3 aspects:
- Presenting pedagogical challenges
- Teaching guided by learning
- Reflection for continuous improvement
