On the surface, teaching and learning have a pretty straightforward relationship: we learn something, and then we teach it, so that others can learn it (and maybe even teach it themselves). This does happen, but the learning-teaching relationship is far less linear than this might imply.
First, teachers and professors learn a topic well enough that they decide they can teach it. Sometimes they’re an expert in the topic, and other times they know the gist of a topic and (more importantly) where they can learn more.
Then they plan the course, during this phase, they often realize how much they don’t know. So they learn more. As they continue planning, they’ll put together lectures. This is another crucial part of the learning-teaching relationship, since teachers start distilling information from other sources into their own words to fit with their own course structure. Now they’re really learning.
Then comes the day of the lecture. The students might assume the professor knows all there is to know about the topic, and the professor hopefully feels prepared. During the lecture, hopefully students will ask questions. Some the professor will be able to answer — she’s already learned this stuff! But other questions might be more challenging. They might make apparent to the teacher what she doesn’t yet know. Hopefully she then tries to find the answer (if an answer exists). She learns again, and maybe communicates what she learned to the student who asked the question — so she teaches again.
This is a classroom example of how learning and teaching are inseparable — they often must happen simultaneously, since each supports the other.
This quarter, I was fortunate to experience this tangle of teaching and learning for science blogging. I co-taught a seminar with Prof. Seana Coulson to introduce students to science blogging and guide them toward creating their own blog posts about Cognitive Science Research.
I’ve blogged for a few years and have paid some attention to other science blogs, implicitly gaining an understanding of the topics and strategies that make for the most engaging posts. But planning the class drove me to find and synthesize new science communication resources. Then I shared what I’ve learned with the class, and they asked great questions. Often these questions sparked the realization for me that I didn’t know the answer — and until they asked it, I didn’t know I didn’t know it.
Those moments can be unsettling (isn’t the instructor supposed to know the answer to topic-related questions?), or we can embrace them. For example, students wanted to know what makes for a good blog post title. For the final class, I asked around and looked up what other bloggers believe makes a good title, which we discussed as a class, but then we just experimented. We listed potential titles, shared them with the group, and got input on which were most compelling. We did some background research, and then we experimented.
Although I was one of the instructors, I didn’t know the answer to the post title question ahead of time. The seminar provided an opportunity for me to discover topics I didn’t know, and then work with the group to learn more. This is one example of many that show that I learned in order to teach the group, then learned while teaching the group, and in many cases, learned after formally teaching, once I realized how much was left to learn.
I’m grateful for the bright, curious students who fueled this process.
Seneca purportedly said Docendo discimus: By teaching, we learn. So my experience of learning while teaching is not novel. Instead, it’s an application of a timeless concept to a very modern one — blogging about science.
To learn more about our seminar and read the students’ polished products, check out our class blog: UCSDBlogSci.