The Hidden Lives of Learners

I saw a reference to this book in a blog post and got it. It was published in 2007 and it should be much better known and influential than it is. Nuthall studied classroom learning by video recording students in actual classes and seeing how they responded to instruction, what learning activities they actually engaged in, and what they learned. The results are compelling and eye-opening. There isn't a comparably exhaustive study of what students actually do and how it relates to learning that I am aware of. It completely upends the notion that if students do the assigned work, pay attention, and are careful, they will automatically learn. This isn't a book on how to teach, it is a book that explores how students learn and then how teaching should be designed around it. Nuthall wrote this book as he was terminally ill. His colleagues had to write the final chapter after his death. He pulls no punches. This is his last word on teaching and learning, and it is compelling.

This book gives one a sense of the importance of the social aspect of learning rather than focusing on methods or materials. The effects of social relationships is too often neglected in the consideration of how students learn.

Although this book is directed at teachers, it will interest anyone who can reflect upon it.

This book broke down a number of myths regarding learning for me after 40 years of teaching.

This book is a must read for any educator.

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.

I can see why people in education rave about this book, it really is a very good book and I wish I read it sooner.

Well worth reading if you are intervened in education and learning

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