Why Don't Students Like School?: A Cognitive Scientist Answers Questions about How the Mind Works and What It Means for the Classroom
Easy-to-apply, scientifically-based approaches for engaging students in the classroom
Cognitive scientist Dan Willingham focuses his acclaimed research on the biological and cognitive basis of learning. His book will help teachers improve their practice by explaining how they and their students think and learn. It reveals-the importance of story, emotion, memory, context,...more
In fact, I hope I’m not oversimplifying when I say his basic answer is that students don’t like school because it’s hard.
If that sounds awfully facile, be aware that Willingham goes on to a knottier problem: What can we do about it?
What Willingham is really writing about is not student anathema, ...more
Here were some of the ideas that I found the most interesting:
-People actually really enjoy solving problems, as long as those problems aren't too easy or too hard for them. Otherwise, it ...more
Daniel T. Willingham compila a pesquisa em cognição para uso em sala de aula. Como separar conteúdo, como direcionar a linguagem, o que cobrar, como cobrar, etc. A pesquisa fica bem de fundo, embasando as dicas, de maneira que é um livro bem mais voltado para profess ...more
After having read “Outliers: The Story of Success” (2008), “Talent Is Overrated: What Really Separates World-Class Performers from Everybody Else” (2008) and “The Talent Code: Genius Isn’t Born. It’s Grown. Here’s How.” (2009), “Why Don't Students Like School?” (2009) was the missing key. Most of the books on talent and experts ...more
فكرة المؤلف هي أنه طبق تسع مبادئ من على النفس المعرفي في تطوير عملية التدريس و أعطى أخر مبدأ للمدرس.
طريقة المؤلف و أختياره لهذه المبادئ كان جميل جداً حيث وضعها على شكل تسلسلي فالمبدأ الأول ينفع في فهم المبدأ الثاني.
في نهاية الكتاب يلخص الكاتب المبادئ التسع في جدول مبسط.
كتاب جيد جداً و رغم أني مهندس ميداني أرى أن هذه المبادئ يمكن ان تطبق كذلك في تخصصي و كيف اتعامل مع فريقي لإنهاء الأعمال بشكل جيد و عرفت كيف يمكنني أن أضع فريقي مستمتع بالعمل و لو كان صعب.
One of the key arguments made by Willingham is that students can improve through meaningful practice. The idea is that rote practice (i.e. meaningless practice) does not lead to improvement, such as driving or teaching, since there is no incentive to improve after an adequate level of expertise is reache ...more
Granted, this book has some insights—the importance of background knowledge in reading comprehension and creative thinking, the qualitative difference in thinking between novices and experts, and structuring your lesson plan like a story to keep the attention of the students—but it unfortunately suffers from, well, failing to grab the attention of the reader. As one Audible reviewer said, "The story was so dull that he lost my attention!" It's true, he advocates asking questions and NOT ans ...more
Not just for teachers or students, this book is a near perfect explanation of the contemporary consensus on learning, one that will change how you read, write, and think.
Daniel Willingham, a cognitive scientist and K-12 expert at the University of Virginia, uses nine questions to illuminate why it is difficult for people to learn new things, and what can be done about it. In the process of answering those questions, he dispels a lot mythology that has arisen around learning.
One myth is that stu ...more
1. The brain is not designed for thinking--we are not naturally good at it.
2. Rote memorization of facts IS necessary before deeper skill/thinking can occur.
3. We remember what we think about the most.
4. We understand new things by relating them to our prior knowledge.
5. To be proficient, we must practice, not just experience a task.
6. Novices and experts do not think in the same way.
7. Children are more al ...more
2. Factual knowledge must precede skill.
3. Memory is the residue of thought.
4. We understand new things in the context of things we already know, and most of what we know is concrete.
5. It is virtually impossible to become proficient at a mental task without extended practice.
6. Cognition early in training is fundamentally different from cognition late in tra ...more
And this is in large part creating that ...more
The book presents nine principles that affect student learning, and ...more
CD 370.1523 WIL
Chapter 3: Why Do students remembers everything that's on Television and forget everything I say?
p61 Thinking about meaning helps memory.
Chapter 4: Why is it so hard for students to understand abstract ideas?
Chapter 5: Is drilling worth it?
Working memory is fixed(My words): ... make the contents of working memory smaller in two ways: by making facts take up less room through chunking, which requires knowledge in long term memory; and by shrinking the process we use to ...more
Creative thinking is built on a basis of facts--you can't compose great music before you know how to hold the violin.
Learning requires two aspects: attention and practice, where practice is consciously doing things that you kind of know how to do. Attention is based in novelty, but practice is by ...more
Two most memorable ideas I took:
1) Students can't acquire skills without knowing facts - it is essential to learn facts (with understanding of course), because if you don't have the facts to build upon, you cannot really focus on the problem itself. Therefore, the idea that in the age of Google it's useles ...more
I was a little disappointed in how simplistic some of the writing and examples were. I was even more disappointed in the use of "figures" to illustrate his point. Most of the figures were akin to the pictures I see in my students' textbooks that had very little to do with the bulk of the text other than offer an example. The book felt like a compromise between a good excursion about the effects of cognitive science on teaching and a textbook written with younger ...more
The title of the book is misleading on its own: the book isn't so much about why kids don't like school, but why kids struggle academically in different ways. Okay, still an interesting topic. Except that Daniel T. Wil ...more
It's clear that Willingham is both a scientist and a teacher; he's remarkably good at explaining dense material, frequently reviewing the most important concepts, and using visuals and examples to reinforce learning.
As an instructor, I've ...more
I particularly liked this book as I have long wished for a book on learning that wasn't tailored to the classroom teacher. This book would be interesting and useful to virtually anyone.