Is learning always observable?

               Learning to me is an ambiguous concept that means different things to different people. I believe it to be a deeply personal aspiration. People obtain knowledge through a variety of mediums, some that are observable and some that are not. As teachers, I think it would be naïve to assume that all learning is observable. I think the larger question is, what teachers should do to narrow the distance between observable and non-observable learning.

                As mentioned before, I am an advocate for multi-literacy learning. I think when teachers create lesson plans that encompass a variety of mediums for students to express themselves the divide between observable learning diminishes. When we give students the opportunity to express themselves in a variety of ways, we obtain a better understanding of their knowledge. Thus, as educators we can then determine what we need to do to better prepare our students for the future.

                During my observation period of my practicum, I witnessed a variety of methods my School Associate used to understand if learning took place with her students. Often she would conduct informal interviews with her students to discuss previous taught material, in addition to projects, assignments, and tests. I think this strategy was beneficial because it empowered students to discuss their learning in a manner that was relaxed and unhindered by the stress and pressure of a test. Students were given the opportunity to express themselves orally in a safe and private context. Moreover, both the teacher and the student knew what area of the curriculum needed to be further addressed.