Why Teach to Ask Why?

Insight

I thought teaching SS was primarily teaching textbook content, which was why my lesson plans in the first semester revolved around them because that was what I was learning at the time. Then later as I was learning about assessment I thought it was closer to fitting answers to a frame because I was seeing in terms LORMS marking. It was like starting with a hammer, seeing everything as a nail, then later learning that the hammer could be used to open crates by hinging.

Evidence

After my talk with my tutor I compared myself with my past self and what made me start liking the subject when I didn't at all in school. Social studies is indeed something I wanted to teach when I applied for the role. I thought the difference was something related to how relevant it felt to me and whether I cared enough to know, which I do now. But I didn't have the answer what the missing link was. Slowly, through my various classes and speaker sessions, the concept of backward design became more and more salient. Applying it across subjects as well made it stick out to me that I have to ask "why" over and over to get to the heart of what I want to teach. Like during microteaching sessions for English, I sometimes get feedback asking me the point of the lesson. Or in other subjects, how I often get stuck at the lesson objective and trying to work the wrong way designing a lesson by fitting the objectives to what I want to do.

Reflection

Meeting various people--even recently--who don't bother asking why, I realise that's what sets me apart. And why I was different since I was young, only asking why to things I care about. But I also knew that this was why I could write good answers in Social Studies despite not paying attention to it at all in Secondary School. If students could just make it a habit, they could give themselves a reason to want to know. It's the reverse of doing something because of a reason, but finding a reason because of the habit of doing something.

Implications

If I can habitually elicit why questions from students, lessons can continue without end and it can be so much richer than dry content nobody asks why about. When there's interest sparked, students will want to study for themselves, and there will be less need for handholding through the textbook. Most important, the real skill gets ingrained, and this can then be more easily tapped on to teaching how to approach questions not be template, but with the right questions of their own.