While the dynamics for both appear similar, what we prioritize and emphasize will change the methods, process, and outcomes, deserving of distinct consideration.
When we want students and employees to learn, we place them in a room, at a table, books and material in hand, and a teacher in the front of the group instructing. Are we prioritizing learning or teaching? If we impart knowledge or instruct, we teach, whereas when we acquire knowledge through study, experience, or instruction we learn. They are different.
Daily we either teach or learn, or both. If we teach, the emphasis is on delivery, whereas when we prioritize learning, the emphasis is on understanding instruction. We also know that the best way to learn is to immerse in multisensory sources and to alternate between focused and diffused modes that utilize alternate parts of the brain.
If our priority is learning, we change how we instruct, making it practical, clear, understandable, and accessible. We likely space the instruction and provide repetition depending on the complexity. If we focus on learning, we focus on the process. We appreciate that understanding may differ by individual. We are patient. Our ultimate goal is to permit someone to gain knowledge well enough that they may, in time, be able to teach it. That is learning.
Do we want to teach, or do we want others to learn? The former is more straightforward for some. The latter may take our time and consideration. If others know, we are better off, for there are more people who know, and they can help grow the discussion and thinking further. The outcomes we desire and achieve are set by our choice of focus on teaching or learning.
