I'll be honest: I've had some extreme difficulty developing this post. I eventually ended up looking back through the original pseudoteaching posts, and this is what I found:
"The key idea of pseudoteaching is that it looks like good teaching. In class, students feel like they are learning, and any observer who saw a teacher in the middle of pseudoteaching would feel like he’s watching a great lesson. The only problem is, very little learning is taking place." (John Burk, Pseudoteaching: Hunting Monkeys)
To me, the key phrase in that quote is, "In class, students feel like they are learning...." (Perhaps that's just my bias as a student, though.) But, I know the feeling of being pseudotaught. It's that feeling of sitting in a class, typically watching, as has been mentioned many times before, a lecture or a video (complete with demos!) and truly believing that I understand what's being presented.
And then...I try to apply it. Suppose that wonderful classroom experience was a demonstration on fluid pressure. Two hours later, I'll be walking down a hallway and see some objects in an aquarium when thoughts along the lines of:
"Now, that one on the bottom is under more pressure, because...no, wait, let me think...no, that's not right...huh?"
Immediately, that familiar sinking feeling of frustration and loss comes back to me. And once again, I know--I really have no idea what's going on beneath those waves. It's not a good feeling! It only goes to reinforce the struggle that many of my fellow students have with learning.
This frustration is one that comes to many students throughout our educational careers. In fact, I mentioned to a friend that I was struggling with a post on pseudoteaching. Her response, of course, was "What's that?" I sent her through the FAQ, and once she was done reading it, she turned to me and said, "There's a lot of that in La Junta." (She's right, of course. Not having attended any other schools, I don't know how we compare in terms of volume of pseudoteaching, but I would assume, from reading various other edublogs, that many other schools have this problem.)
I have spent an incredible amount of time thinking about how to write this post. I spent the entire Saturday at a track meet, and when I wasn't running, my mind kept coming back to this. And the whole time, I've been wondering if the reason pseudoteaching is so bad but looks so good isn't that the student isn't learning, it's that the student does not retain what he or she has learned.
Let's consider a theoretical student, Jack. When Jack sits through a lecture in his English class on the "correct" way to read a book, he really does get it. He understands the method and the techniques and the why. But when he's outside of that classroom, it's gone--because he didn't retain it. His understanding was there, but not solid. And as a result, over even a short period of time, it doesn't deepen. Instead, it leaves him.
Now, I think this is why lectures, videos, and demos tend to be so ineffective. They don't give the student time to process the information they're being given, and as a result, even though the student may understand the material in the here and now, it's not there when it's actually needed--in the future.
At least, that's how it seems to me--and that's why I'm here, isn't it?
