The Hidden Lives of Learners

This book was written at the end of New Zealand educator Graham Nuthall's life as a teacher-friendly summary of extensive research projects he led into classroom learning from the perspective of the student. The result is an original and stimulating book which is quite different from (although certainly complementary to) the books which deal with topics such as curriculum and methodology from the viewpoint of the teacher.Nuthall begins by acknowledging that nothing is as ephemeral as talks (such as his own) delivered to teachers and school leaders. While his presentations to such groups may have had useful content, this left no trace as educators returned to their daily challenges. The purpose of this book, therefore, is to present his insights in a more enduring form. Having made this refreshing start he proceeds to lead the reader through his philosophy of classroom learning, and the processes and findings of his classroom research projects.The book is characterized by really valuable and thought-provoking insights. For example (from Chapter 1) a big idea is that there are no universally good or bad teachers. Our effectiveness varies with the groups and the content we are teaching. This helps me understand my varying success with different groups and the same content, or different content with one group of students. When we stop thinking "I am a good teacher", and start thinking about who we are a good teacher for (and who we are not a good teacher for) then we have moved to a deeper understanding of our practice. Probably the most important finding from the research presented is that students will learn concepts if they encounter complete ideas three times regardless of ability. This "rule" emerging from the research was able to predict student learning (and lack of learning) with a high degree of success. The fact that students do not all learn the same concepts can be traced back to motivation, background knowledge, and interest which influence how they use learning activities.Although Nuthall's book is original, his insights do sit well with the writings of other educators. For example the conclusion from his research that students learn what they do (and so activities must be designed so that students have to interact with the important concepts) is consistent with Daniel Willingham's point that memory is the residue of thought (so we have to consider what students will think about in classroom activities). Another of Nuthall's premises is that teaching should be organized around big questions, echoing a principle of UbD.This is a valuable work for teachers who want to consider more deeply classroom learning as experienced by the student. But for a small book it is rather pricey. Making it more accessible through providing a Kindle version at a lower price would be very welcome.

A compelling read by an expert in the field, ably supported by well qualified practitioners.

Well worth reading if you are intervened in education and learning

You can see why Prof John Hattie references this work. Fascinating.

Superb book loved every page! Fascinating and interesting although at times some points needed more clarity but overall excellent.

This book is simply brilliant. Read Didau's review as he is far more eloquent than I. That said, you *need* this book in your teaching life.

This book is a masterful book from a scrupulous researcher. It has insights that every teacher, new and experienced, should read.

GREAT