Reflection #1: The Hidden Lives of Learners

This summer all members of the 2018 PSU Ag Ed cohort have been tasked to read a fitting "education focused" book for professional development. I chose "The Hidden Lives of Learners" by Graham Nuthall.

I have not been disappointed by what I have read in this book so far and I look forward to reading the rest!

The author of this book, Graham Nuthall, was a highly accredited professional and reported to be an extremely humble man. Throughout his career he completed world wide research. Although not his ultimate goal, he received international acclaim for his work. His research focused on finding solutions to benefit students and teachers. A unique aspect of his studies looked at the student perspective in an effort to help teachers improve the educational experience for those they teach. Graham passed away prior to 2007 but his writings still carry-on his legacy each time a reader opens the text.

Graham Nuthall
https://sudburybeach.wordpress.com/2016/07/21/
graham-nuthall-the-most-important-education-
researcherwe-never-heard-of/

Chapter 1: What do we know about effective teaching?

Chapter one reviewed the key points of effective teaching. Those I found most significant are as follows:

1) How are teachers different from computers, television, or good books? Sure, these may be some awesome tools teachers can use to compliment learning, none can replace a teacher. In the classroom teachers do many more things than just stand at the front of the room and act as a fountain of knowledge. With practice a teacher can read a room and tell when students are disengaged, redirect to present a new method of learning, and refocus their pupils on the task at hand.

2) Why can't we identify a good teacher by solely observing one of their classes? This can be approached with another question. What does an effective classroom look like to an observer? To an observer, an effective classroom is one in which all students are engaged and actively participating. Sometimes adults forget that students are people too, many with complex situations happening in their daily lives. Many unseen and unknown stimuli can affect a child's attention span. A good teacher knows their students and when to act and react on these particular behaviors. Would an outside observer be able to de-code these actions? No. This is why a good teacher cannot be judged so quickly from outside observation.

3) Why can't utilizing the best methods of teaching turn us all into super effective teachers? "Pharmaceutical drugs do not change their content when given to different people, but teaching methods do change when carried out by different teachers with different students." This quote spoke to me in that there must be constant readjustment to engage students at their point of need. Superior teachers have tried, failed, researched, tested, and adapted methods over their teaching career to help each child succeed. I am looking forward to learning more through AEE 413 this fall.

Chapter 2: Myths and misunderstandings about assessment

This chapter helped shed light on content testing and the validity of knowledge gained through that testing.

"I am now convinced that tests that have little or no personal significance for students and do not measure what the students know, or can do. Instead, tests reflect students' motivation and test taking skills."

This quote started turning cogs and gears in my mind. After reading a few paragraphs, I made a deeper connection with inquiry-based learning. If students are to actually learn, remember, apply information, it is more effective to have them approach topics through inquiry to better prepare them for a successful career and life. It is reported that students who gain knowledge through an inquiry based format will be better prepared to solve problems. Knowing that questioning and inquiring dramatically increases successful learning, it is clear that this is a much better model for learning than exercising a student's memorization muscles. 

The chapter also dives into what it would take to gain a more accurate assessment of knowledge acquisition. The author suggests the need to question the intention of each student in their choice reasoning to accurately assess knowledge gained. He also notes this method of assessment is neither practical nor attainable.

Coming in July: My next reflection on chapters three and four. Stay tuned!