I’m feel fairly capable fostering “thinking about phenomena” and “understanding of concepts”. I feel I can motivate it. I feel like I can engage students in it. I feel like I can even break down that such thinking and concepts into bite-size parts for student consumption. I feel like I can structure sequences of activities and questions that help students grapple with their own thinking and understanding of concepts. When I’ve done all that–when I’ve motivated tasks and students understand concepts–I feel fine teaching students procedures for solving problems and helping them to become proficient and careful in working through problems.
But I am lousy at teaching procedures for procedures sake. Granted, I don’t want to teach mindless procedures. But the truth is I have to. I am teaching a physics class where students need to become proficient at procedures that make no sense. For this purpose-of learning how to teach procedures without concepts–I need to think more like Khan Academy. I need to think more carefully how to motivate procedures, how to break down procedures into consumable parts, and how to sequence student contact with aspects of those procedures. Lastly, I need to foster up in my gut a sense that I care that students learn this (even if I don’t feel I should). I can become better at teaching procedures. It is a new goal of mine. Even if I never have to teach mindless procedures again, it will help me teach mindful procedures as well.