Why Don't Students Like School?: A Cognitive Scientist Answers Questions About How the Mind Works and What It Means for the Classroom

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Daniel T. Willingham

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Overview

Praise forWhy Don't Students Like School?

"Just like his Ask the Cognitive Scientist column, Dan Willingham'sbook makes fascinating but complicated research from cognitive science accessible to teachers. It is jam packed with ideas that teachers willfind both intellectually rich and useful in their classroom work."
—Randi Weingarten, president, American Federation of Teachers

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Overview

Praise forWhy Don't Students Like School?

"This readable, practical book by a distinguished cognitivescientist explains the universal roots of effective teaching and learning.With great wit and authority it practices the principles it preaches! It isthe best teachers' guide I know of—a classic that belongs in the book bag of every teacher from preschool to grad school."
—E. D. Hirsch, Jr., university professor emeritus, University of Virginia

"Dan Willingham, rare among cognitive scientists for also being awonderful writer, has produced a book about learning in school that readslike a trip through a wild and thrilling new country. For teachers and parents, even students, there are surprises on every page. Did you know, for instance,that our brains are not really made for thinking?"
—Jay Mathews, education columnist, The Washington Post

"Educators will love this wonderful book—in clear and compelling language, Willingham shows how the most important discoveries from the cognitive revolution can be used to improve teaching and inspire students in the classroom."
—John Gabrieli, Grover Hermann Professor of Health Sciences,Technology and Cognitive Neuroscience, Massachusetts Institute of Technology

"Scientists know so much more than we knew thirty years ago about how children learn. This book offers you the research, and the arguments,that will help you become a more effective teacher."
—Joe Riener, English teacher, Wilson High School, Washington, D.C.

What People Are Saying

"Just like his Ask the Cognitive Scientist column, Dan Willingham's book makes fascinating but complicated research from cognitive science accessible to teachers. It is jam packed with ideas that teachers willfind both intellectually rich and useful in their classroom work."

—Randi Weingarten, president, American Federation of Teachers

"This readable, practical book by a distinguished cognitivescientist explains the universal roots of effective teaching and learning. With great wit and authority it practices the principles it preaches. It is the best teachers' guide I know of—a classic that belongs in the book bag of every teacher from preschool to grad school."

—E. D. Hirsch, Jr., university professor emeritus, University of Virginia

"Dan Willingham, rare among cognitive scientists for also being awonderful writer, has produced a book about learning in school that readslike a trip through a wild and thrilling new country. For teachers and parents, even students, there are surprises on every page. Did you know, for instance,that our brains are not really made for thinking?"

—Jay Mathews, education columnist,The Washington Post

"Educators will love this wonderful book—in clear and compelling language, Willingham shows how the most important discoveries from the cognitive revolution can be used to improve teaching and inspire students in the classroom."

—John Gabrieli, Grover Hermann Professor of Health Sciences,Technology and Cognitive Neuroscience, Massachusetts Institute of Technology

"Scientists know so much more than we knew thirty years ago about how children learn. This book offers you theresearch, and the arguments,that will help you become a more effective teacher."

—Joe Riener, English teacher, Wilson High School, Washington, D.C.

E. D. Hirsch Jr.

"This readable, practical book by a distinguished cognitivescientist explains the universal roots of effective teaching and learning.With great wit and authority it practices the principles it preaches!?It isthe best teachers' guide I know of-a classic that belongs in the book bag of every teacher from preschool to grad school."--(E. D. Hirsch, Jr., university professor emeritus, University of Virginia)

Jay Mathews

"Dan Willingham, rare among cognitive scientists for also being awonderful writer, has produced a book about learning in school that readslike a trip through a wild and thrilling new country. For teachers and parents, even students, there are surprises on every page. Did you know, for instance,that our brains are not really made for thinking?"--(Jay Mathews, education columnist, The Washington Post)

Joe Riener

"Scientists know so much more than we knew thirty years ago about how children learn. This book offers you the research, and the arguments,that will help you become a more effective teacher."--(Joe Riener, English teacher, Wilson High School, Washington, D.C.)

John Gabrieli

"Educators will love this wonderful book-in clear and compelling language, Willingham shows how the most important discoveries from the cognitive revolution can be used to improve teaching and inspire students in the classroom."--(John Gabrieli, Grover Hermann Professor of Health Sciences,Technology and Cognitive Neuroscience, Massachusetts Institute of Technology)

Randi Weingarten

"Just like his Ask the Cognitive Scientist column, Dan Willingham'sbook makes fascinating but complicated research from cognitive science accessible to teachers. It is jam packed with ideas that teachers willfind both intellectually rich and useful in their classroom work."--(Randi Weingarten, president, American Federation of Teachers)

Product Details

ISBN-13: 9780470279304
Publisher: Wiley, John & Sons, Incorporated
Publication date: 3/16/2009
Edition number: 1
Pages: 192
Product dimensions: 6.20 (w) x 9.10 (h) x 0.90 (d)

Meet the Author

Daniel T. Willingham is professor of psychology at the University of Virginia, where he has taught since 1992. He writes the popular Ask the Cognitive Scientist column for American Educator magazine.

Acknowledgments.

The Author.

Introduction.

CHAPTER 1 Why Don’t Students Like School?

CHAPTER 2 How Can I Teach Students the Skills They Need When Standardized Tests Require Only Facts?

CHAPTER 3 Why Do Students Remember Everything That’s on Television and Forget Everything I Say?

CHAPTER 4 Why Is It So Hard for Students to Understand Abstract Ideas?

CHAPTER 5 Is Drilling Worth It?

CHAPTER 6 What’s the Secret to Getting Students to Think Like Real Scientists, Mathematicians, and Historians?

CHAPTER 7 How Should I Adjust My Teaching for Different Types of Learners?

CHAPTER 8 How Can I Help Slow Learners?

CHAPTER 9 What About My Mind?

Conclusion.

Notes.

Index.

Credit Lines.

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K-P

Posted February 20, 2010

Good book, still doesn't answer title question

Willingham covers the cognitive science of why students may think school is difficult. However, he doesn't ever come right out and answer the question in the title. Maybe he intends for readers to surmise their own answer after reading the book.

All in all, a valuable text with up-to-date, valid information.

3 out of 3 people found this review helpful.
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VRM-mentor

Posted September 3, 2009

Worth reading!

As a 32 year veteran teacher I found this book both informative and innovative. I found the introduction of each chapter giving me the what and why, then the rest of the chapters giving the how to deal with the what and why, in a very useful and understandable manner. So many times in education we get a book that is just the what and why or just the how. Combining both facets into each chapter allows the reader to explore the entire issue and not just bits and pieces.

I enjoyed the discussion tone the book offered. Sometimes I felt that I could sit and discuss his understandings of how students learn and come up with more useful tools to use in my own classroom. This book is for the teacher who wants a better understanding of how a student learns, techniques to improve that learning and focus on the whole child.

Mr. Willingham used a variety of examples, not just limiting the "discussion" to one subject area. He provides enough detail to become proficient but not so much that the reader is overwhelmed. I plan on reading this book again so that I can truly grasp the information presented. So much of what he describes as student behavior, is behavior that I have observed in my classroom.

I would recommend this book for any teacher, new or veteran.

3 out of 3 people found this review helpful.
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maggiesaunt

Posted July 18, 2009

I Also Recommend:

Not Real Practical

As a teacher for over forty years, I was eager to see what this book with the enticing title contained. What I found was waaaaaaaaaaaay too much information about brain function and too little practical advice for the classroom. My experience has been that teachers want to know what to do to keep kids focused and learning; we don't need the theories about WHY we should do that. After only a few chapters, I realized that the latter pages of each chapter contained the suggestions for practical applications that I was hoping for. I tried reading those pages first for a few chapters and found that skipping the early theory pages really didn't impede my understanding of the "practical suggestions" at the end of each chapter. Unfortunately for this author, I had also purchased FAIR ISN'T ALWAYS EQUAL by Rich Wormeli and found that book significantly more readable and practical, with suggestions for classroom applications I can use immediately.
I usually pass on good book to my friends. Unfortunately, the title of this one is more engaging than the contents, so I will be very selective about sharing it.

3 out of 3 people found this review helpful.
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collprof

Posted May 3, 2009

A great text for all educational professionals from Pk. through college.

Dr. Daniel Willingham has written a concise compendium of tips, strategies and teaching methods for any teacher who wants their students to obtain academic mastery, I must report that such mastery would be locked in memory with meaning as so eloquently expressed by Dr. Willingham throughout his text. His focus on learning background knowledge first before commencing critical thinking was well stated over and over as a constant theme. Dr. Willingham used real life examples of how to develop lessons with what the teacher really wants their students to think about. I thoroughly enjoyed reading this text and highly recommend it for any professional educator. Dr. Mike Borders.

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Posted December 6, 2009

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Posted March 28, 2010

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Why Don't Students Like School?: A Cognitive Scientist Answers Questions About How the Mind Works and What It Means for the Classroom

Overview

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Overview

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What People Are Saying

E. D. Hirsch Jr.

Jay Mathews

Joe Riener

John Gabrieli

Randi Weingarten

Product Details

Meet the Author

Table of Contents

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Good book, still doesn't answer title question

Worth reading!

Not Real Practical

A great text for all educational professionals from Pk. through college.