Learning well is not the same as remembering everything. It is the quieter ability to notice what has changed in your understanding — and to stay open to changing it again.
In a classroom, this means making room for uncertainty. The best question is often not the one that gets answered first, but the one that changes the shape of the conversation.
I keep returning to three practices: make the question visible, test your assumptions gently, and leave with a better question than the one you brought.