When is a teachable moment a learning one?
Posted February 12, 2016on:
Reunion dinners during the Lunar New Year are ripe for conversations that are inane and mundane.
Two people at my table started talking about how my son inherited my flat feet. As if to go one up, my wife worried that she might have passed her thalassaemia to him.
Forget the inane and mundane, we were downright depressing!
At that point, my now ancient Biology background kicked into gear. I almost shared how some scientists have postulated that blood-related conditions like thalassaemia and sickle cell anaemia might be evolutionary survival strategies.
These states are not life-threatening to people under non-extreme circumstances. They also happen to provide unfavourable conditions for agents of disease. For example, sickle cell tends to be endemically high in populations in malarial hotspots because the condition affords some resistance to malaria.
I almost shared it. I decided not to because very few appreciate unsolicited information.
Then I asked myself: When does a teaching moment become a learning one?
A teachable moment is one that good teachers recognise and grab intuitively. But just because a teacher senses a moment does not mean the learner shares the same head space.
What makes a teachable moment a learning one?
Not attention, the over-cited engagement, or even juicy information nuggets. These are what the teacher thinks is important and tries to create.
Questions matter. Not questions from the teacher, but questions from the learner. Questions that come right before the teachable moment and questions that follow. These show that the learner is vested in the problem or process.
Need an example? I think that @genrwong’s recent reflection on the butterfly effect is an excellent one. It illustrates perfectly how the context and questions come first and that the teachable moment is a response to these elements.
More teachers need to take advantage or create such teachable moments. They remind us what the best forms of teaching take: A question-based pedagogy, not an answer-based one.