On my lunch break today, which was sandwiched somewhere in between covering for various teachers who were attending Individual Education Plan (IEP) meetings, I read an article through my Flipboard on MindShift by Thom Markham titled, “Inquiry Learning vs. Standardized Content: Can They Coexist?”
The short answer to the headlining question? Yes. My only question? Why is this even being debated?
Ok..stay with me, here…Let me explain why I don’t see a reason for debate. My complete sentence answer is, “They not only can they coexist, but they must coexist.” And I really think most teachers and parents would agree with the statement if we set the record straight on some terminology.
First, the words “standards” and ” formulaic” are NOT interchangeable. I frequently here “standards” and Common Core being described as formulaic restrictions that will suffocate learning. Standards are not prescriptive. They do not tell the teacher to teach commas on Monday and prepositions on Tuesday. They are the common foundation in which a teacher can build anything upon. Standards are “the basics”.
Why do we need standards? There needs to be a common foundation for teachers, other students, parents, and students to know what is minimally expected for them to know. There should be some content standards. For instance, by the end of the 1st grade a student in America should know the significance of the year 1776 to the United States of America. Another reason: certain facts do not need to be cited in a paper because they are considered to be “common knowledge”. This “common knowledge” should be defined somewhere.
There are various reasons basic content standards should be outlined. It gives parents, educators, and tutors who teach privately (“homeschool”) to ensure the same common knowledge is being learned so that if in 5 years a switch must occur, from one district to another, from private to public education, etc., the new educator does not need to spend time “remaking” the common foundation. This ensures that students who change education styles do not feel like they need to skip grades or be put in remedial classes because they are ahead or behind “grade-level”.
We know we need to teach skills. We know we need to use a project-based learning environment. We need to keep the individual accountable yet learn to work effectively in collaboration. However, without this foundation, the content-based standards, we cannot reach the higher-order thinking required for project-based learning.
How can one create a new type of solar cell without a good grasp of mathematics or knowledge of what the suns rays are composed of? How will student be able to solve problems if they don’t have the background knowledge to identify what the problem even is? How will that person submit a research paper for publication in a journal or write a grant to produce a prototype if he can’t write a proper sentence?
Let’s look at standards in another way. If we don’t have standards to minimally define the objectives of high school, then why do we even have high school altogether? Think about the educational goals and objectives of high school. How are they different from middle school or even elementary school? If we cannot even define the objectives we want students to accomplish in high school, there is a much larger problem than curriculum/methods of presentation. How much of compulsory learning is actually “essential” to being a productive member of society and what is superfluous?
There are quite a few rhetorical questions in that last paragraph. However, we really need to think about why we need standards versus what the standards should be.
Last analogy: if I asked you (in the USA) to go to McDonald’s and get me a medium Diet Coke (please), would you know what size glass I’m asking you to get? Now let’s exchange McDonald’s for Burger King. If they both have a Diet Coke machine and I asked for a medium Diet, would I get essentially the same thing? Most likely, unless they recently changed cup sizes on me. I remember a number of years ago some of the fast food restaurants changed their glasses sizes and suddenly a medium at Burger King was previously the large and I was charged more. Standardization is what allows you to expect cups to usually come in 8oz, 12oz, 16oz, 20oz, and 32oz. Once in awhile you may find a 10oz. You don’t expect to find a 13oz cup at McDonald’s. And how did the graphic designer know what would fit on the cup? Standardization. All McDonald’s restaurants have the same size cups.
Education standards function the same way as the cup. Teachers are the graphic designers. We make the difference between the look of the cup, but it’s foundation is still a cup.
Project-based learning must coexist with content standards. Neither will thrive without the other. It is a symbiotic relationship (a term learned in science class, yet here it is in another “subject”).