Teach One Another, Diligently

This is the second installment (Part 2 of 3) of my Becoming a Godly Teacher series.  It is a cognitive reflection on what it means to "teach one another" based on the scripture D&C 88:77-79.  What does it mean to teach one another?  And what happens when teaching one another is done diligently (over time)?  This post will also revisit some lingering questions from the previous installment on (D&C 88:122-123).  E.g. Can more than one teacher be "appointed" at a time? Is there a difference between the role of a gospel teacher and a secular teacher?

Note: A major assumption I'm making is that gospel learning and secular learning are both aided by the grace of God.  In fact, I believe that all knowledge is of God and pertinent to His kingdom.  Through the grace of Christ, we can know the truth of essentially all things, when it is expedient for us to understand them. (v.79)  E.g. What is taught in Biology 101 is gospel learning.

How Does BYU-Idaho "Teach One Another?"

Brigham Young University—Idaho (BYU-I) is an excellent example of an institution that has embraced the Lord's command to "teach one another."  In 2007, LDS-sponsored BYU-I flash-implemented a revolutionary Learning Model [website, PDF], which essentially transformed all their students into fellow instructors, overnight.  It's obvious to me that BYU-I's main purpose for making the cultural change was to encourage their learners to become pro-active, agentic learners, rather than lazy objects that just show up to class waiting to be taught.  As student-instructors (my term), learners accept ownership of their own learning. They seek the divine aid of the Holy Ghost as an integral element in their personal learning process, which profoundly enhances their ability to comprehend, retain, and apply what has been taught. (How would you design a quasi-experiment to show this, I wonder?) Student-instructors' learning is motivated by the desire to serve others and give glory to God, as opposed to desiring the acquisition of money, or self-fulfillment, or the fulfillment of expectation, etc.  Under the guidance of the Spirit, BYU-I administration designed and implemented a model that would give life to their inspired vision for their learners.

This Learning Model is founded upon a three-step process, or framework, which is supported by five overarching principles. The three elements in this continuous process are: Prepare, Teach One Another, and Ponder & Prove.

BYU-Idaho's Three-step Learning Process

So what are the roles and responsibilities of these student-instructors? The 5 principles of BYU-Idaho's Learning Model are that learners and teachers:

1. Exercise faith in the Lord Jesus Christ as a principle of action and power. 
2. Understand that true teaching is done by and with the Holy Ghost.
3. Lay hold upon the word of God - as found in the Holy Scriptures and in the words of the prophets - in all disciplines.
4. Act for themselves and accept responsibility for learning and teaching.
5. Love, serve and teach one another.

How are student-instructors supposed to act upon these principles?  When followed, these 5 principles translate into actionable practices like: PBL, Case-based learning, Project-based learning, team learning, etc.

Source: http://bit.ly/1bqploM

What happens to the teacher?  D&C 88:122-123 instructs gospel learners to appoint "a teacher, and let not all be spokesmen at once; but let one speak at a time and let all listen unto his sayings, that when all have spoken that all may be edified of all, and that every man may have an equal privilege." It sounds like the opposite is happening at BYU-I.  Perhaps I'm having difficulty seeing the forest from the trees here, but what BYU-I labels teacher, I consider more as a facilitator.  In my opinion, the role of a facilitator includes:

1. creating a learning atmosphere for learners,
2. providing structure to the learning experience
1. establishing class rules
2. creating learning outcomes
3. providing assessments
4. etc.

So while the classroom facilitator is doing that, what exactly are the student-instructors doing to "teach one another"? It doesn't matter as long as they have taken active ownership of their learning—which means they are an engaged participant in the learning environment; they could be taking notes, pondering, asking questions of one another, recalling data, analyzing new data, creating a project, etc.)

But most of that can be done without anyone else around.  Why is "teaching one another" important? As I recall, the literature in the area states that the act of teaching another is a high-order learning method in an of itself.  When a learner articulates their personal mind-map (schema) of something, it is not only further cemented, but is also augmented.  On a spiritual note, I believe God appreciates it when we genuinely show love for his other children by giving of ourselves in the form of time, love, and attention.  When we sacrifice in this way, God often reveals to us a deeper understanding of the subject or a creates a connection between other that and another topic.  

What happens when we teach one another the gospel, in the Lord's way, over time (diligently)? Verses 77-78 state that the Lord's Grace will attend us (student-instructors) and instruct us until we know all things pertaining to the kingdom of God.  While logic doesn't preclude self-study from receiving this blessing, I imagine that the more faithful souls, united in gospel study, the more rapidly the Lord's grace will be poured down upon his learners. (citation needed)

Can more than one "teacher" be "appointed" at a time? If we define "teachers" as student-instructors, then yes, you can.  The learning environment's class size is potentially infinitely scaleable.

Is there a difference between the role of a gospel student-instructors and a secular student-instructors? Both should rely on the Spirit.

Is there a sequence to learning?  While many theories and models exist related to the "proper" sequence of learning (especially in second-language acquisition), Elder David A. Bednar's framework for gospel learning (found in Increase in Learning) is definitely my favorite. This flexible framework connects doctrines, principles, and applications hierarchically in a venn diagram. Viewed from this context, something is learned once it is known, understood and made intelligent (i.e. righteously applied, while grounded in the previous two.)  While this framework offers a set of relationships for "learning" prerequisites, and even offers examples of others' learning experiences, it is telling that Elder Bednar chooses not to delineate a procedural model by which truth can be known, understood, and applied.  Obviously, doesn't follow a set of steps, but principles that may happen simultaneously or in different orders.

However, somethings related to learning are sequential.  In 2 Nephi 28:30, we learn that we must teach (and learn) line upon line. The way I read D&C 88:78, there seems to be a ordinal progression in the things we are to be instructed in:

• theory
• principle
• doctrine
• the law of the gospel
• all things

Why am I more frequently edified as a teacher, than when I am a student? A significant factor may be due to the heightened level of preparation (study/knowledge) and desire to articulate my thoughts well when I have the responsibility to teach.  Sitting in a chair and passively receiving learning is easy.  It's easy to let learning "happen" to you.  The things you do as a teacher—Preparing, pondering, studying, standing, engaging, following up, giving, and loving others—is a much more powerful and long-lasting form of learning.

Personal Applications?  If I want to receive the same benefits as those who follow BYU-I's learning model, I need to:

• understand that I am responsible for my own degree of learning,
• include the Divine as an integral element in my personal learning,
• consider myself a student-instructor in every instructional situation (be prepared)
• consider myself a member of a larger group of learners
• avoid making tangential remarks that distract from the group experience
• avoid asking questions that only benefit myself 

My Evaluation of BYU-I's Learning Model

I've asked a handful of my BYU-I friends about their take on the university's new Learning Model, and they unanimously agree that following the Model has taught them to become agents, and not objects. If that really was BYU-I's objective, then they passed with flying colors.

How well are they following the Lord's commandment, in D&C 88:77, to "teach one another." I could only come up with two criticisms:

1. Some critics of the Learning Model may argue that BYU-I marginalizes the expertise and knowledge of university professors. (Sage on a Stage philosophy.) By returning focus to what the professor has to offer, learners would be benefit greater.
1. To these critics I would call their attention to countless studies that verify the improved scores of student-centered instruction vs. teacher-centered instruction. (citations needed)
2. Another potential criticism is that a culture of teamwork and synergy fail to engender, in learners, the competitive spirit and cut-throat mentality prevalent in today's workplace, and also popular amongst many ivy-league programs.
1. Is it BYU-I's intention to produce throat-slitting graduates?  No. The university's mission is not to mass produce troops of fast-dealing, business-suit-wearing CEO-types, all vying for executive seats at the largest companies. Rather, BYU-I fosters "disciple leaders," capable of stepping into any professional role they need to, quickly become proficient at it, and lift those around them along the way.  A degree from BYU-I will not afford graduates the skills to one-up the competition.  Instead, it indicates that they have become Christ-centered, consummate learners.  After listening to testimonials from learners and having had the opportunity to collaborate professionally with some of their post-2007 graduates, I have come to characterize BYU-I grads as being proactive, hardworking, having high-self-efficacy, quick learners, and ready to work cooperatively. 

In my estimation, BYU-I's Learning Model harmonizes with their university's mission and has successfully turned out graduates that measure up to those expectations.  I declare, from personal experience, that if BYU-I learners diligently follow the program, they will bring confidence, acumen, and a high level of positive energy to their future careers. And I'm not the only one who thinks so.  In a 2001 BYU-I Devotional, Elder Henry B. Eyring prophesied of BYU-I graduates, “They will be natural leaders who know how to teach and how to learn. ...Those graduates of BYU-Idaho—and this is a prophesy that I am prepared to make and to make solemnly—those graduates of BYU-Idaho will become legendary for their capacity to build the people around them and to add value wherever they serve.” — A Steady Upward Course

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