The Learning Rainforest: Great Teaching in Real Classrooms

Great Teaching in Real Classrooms

By: Tom Sherrington, Oliver Caviglioli

The Learning Rainforest is renowned educator Tom Sherrington's attempt to capture various different elements of our understanding and experience of teaching. It is a celebration of great teaching - the joy of it and the intellectual and personal rewards that teaching brings.

Has Vision, But Can It Weather the AI Storm?

Sherrington's passion for teaching is evident throughout the book. He provides a compelling argument for creating dynamic and engaging learning environments that foster deep understanding and critical thinking. The distinction between "Mode A" (teacher-led instruction) and "Mode B" (student-centered exploration) offers a useful framework for educators to balance different instructional approaches.

The 60 practical strategies in the book's second part can serve as valuable tools for teachers looking to enhance their classroom practices. These strategies are grounded in research and Sherrington's experiences, making them credible and actionable.

However, in a post-COVID context, where educational inequities have been starkly highlighted, the book's focus on ideal conditions for learning may seem overly optimistic and not fully attuned to the challenges of diverse classrooms. The pandemic has exacerbated disparities in access to technology, support, and resources, and Sherrington's strategies may need adaptation to be relevant and effective in these varied contexts. Also, in an era where AI can instantly provide information and even engage in basic analysis, the goal of creating "philosopher kids" may need recalibration.

Although many of the practices could be translated to primary teachers, this felt geared toward the secondary school range of educators.

Mode A and B teaching

The Learning Rainforest is a great read. I find the book's central metaphor quite thought-provoking. The structure divides into three main sections: the rainforest metaphor itself, Mode A teaching, and Mode B teaching. The Mode A and B framework particularly resonated with me.
I appreciated Sherrington's categorisation of Direct Instruction as Mode A and independent practice as Mode B. His suggestion that teaching should comprise roughly 80% Mode A and 20% Mode B is useful. It's a helpful guide, though I'd offer a quick reminder that we shouldn't be dogmatic about these percentages. What I like is having 80% of the curriculum focus on direct, explicit instruction where knowledge takes priority. Knowledge remains the most essential aspect of learning. The remaining 20% consolidates that knowledge whilst developing skills.
If Mode A is teacher-led, then Mode B is student-led. I appreciate how Sherrington explains that these Mode B activities are enriching things that have value for their own sake. This Mode B component is what I find particularly interesting. Sherrington invites readers to pick up the ideas in the book and run with them, which sparked my thinking about how to develop this challenging aspect of teaching and learning. I'm keen to explore how we help students make their knowledge flexible, developing genuinely transferable skills.
The book offers a clear framework without being prescriptive. It's given me something practical to work with as I think about balancing explicit instruction with opportunities for students to apply and extend their learning.
I listened to the audiobook version, and Sherrington does a good job as narrator. His delivery makes the ideas accessible, which suits the practical nature of the content.