An intriguing study with some counterintuitive conclusions. Surely, most of us will be happy when their class is engaged and busy, and be convinced that the students are learning. Not so, says Graham Nuthall, in his book ‘The Hidden Lives of Learners,’ (2007).
Thanks to Pedro Debruyckere, who reblogged this on his blog From experience to meaning …
I’ve long thought that one of the weakest proxy indicators of effective learning is engagement, and yet it’s a term persistently used by school leaders (and some researchers) as one of the most important measures of quality. In fact many of the things we’ve traditionally associated with effective teachers may not be indicative of students actually learning anything at all.
At the #ascl2015 conference last Friday, the always engaging Professor Rob Coe gave a talk entitled ‘From Evidence to Great Teaching’ and reiterated this claim. Take the following slide – How many ‘outstanding’ lessons have been awarded so based on this checklist?
Now these all seem like key elements of a successful classroom, so what’s the problem? and more specifically, why is engagement is such a poor proxy indicator – surely the busier they are, the more they are learning?
This paradox is explored by…
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