Behind the Curriculum Curtain

In continuing our exploration of excellence in teaching, inspired by Chris Perrin’s The Good Teacher, I want to delve into the Latin phrase “multum non multa,” meaning “much, not many.” This principle invites us to prioritize depth over breadth, encouraging us to focus on what truly matters.

In education, as in life, we often face the challenge of distinguishing between what’s essential and what’s merely good to know. Cognitive science reminds us that our working memory has limited capacity—students can only hold and process so much information at one time. If we overload them with content, even well-intentioned material, we risk diminishing their ability to make lasting connections. That’s why identifying the most worthy ideas—the ones that serve as anchors for future learning—is so important. When we choose to go deep rather than wide, we give students the mental space to internalize, apply, and retain what matters most. Intentional emphasis, not exhaustive coverage, is what builds true mathematical understanding.

In my role as curriculum coordinator, I’ve found that the key to a great curriculum lies in identifying what’s truly essential. For example, in mathematics there are countless skills we need to cover for a given grade level or course, but the real magic happens when we focus on a few core concepts and explore them deeply. Take abstract reasoning. This skill isn’t confined to a single topic; it’s a fundamental part of problem-solving across all areas of math. Helping students transition from concrete examples to more abstract thinking requires intentionality and patience.

Pursuing depth in teaching also requires the courage to let go. As Christian educators, we are reminded that depth is not merely about more knowledge, but about fruitful growth. This principle echoes the wisdom found in the natural world and in Scripture. In John 15:2, Jesus says, “Every branch in Me that does not bear fruit He takes away; and every branch that bears fruit He prunes, that it may bear more fruit.” Just as a gardener trims away excess to help the vine thrive, we too must discern and remove what is non-essential in our teaching. This process of pruning—painful as it may be—creates space for richer, more meaningful learning. Choosing depth over breadth is not only a pedagogical decision but a spiritual one, shaping us into more faithful and effective stewards of our students’ formation.

As we reflect on “multum non multa,” let’s challenge ourselves to identify the areas in which we can go deeper. In doing so, we cultivate not only knowledge but also wisdom, helping our students develop the fortitude to engage with the world in a meaningful way. Much, not many—this is a lesson in focus, intention, and ultimately, in the art of teaching.

Perrin, C., & Eben, C. (2025). The Good Teacher: Ten key pedagogical principles that will transform your teaching. Classical Academic Press.