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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
     

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

3.6 17
by Daniel T. Willingham
 

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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,

Overview

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, and routine in building knowledge and creating lasting learning experiences.

  • Nine, easy-to-understand principles with clear applications for the classroom
  • Includes surprising findings, such as that intelligence is malleable, and that you cannot develop "thinking skills" without facts
  • How an understanding of the brain's workings can help teachers hone their teaching skills

"Mr. Willingham's answers apply just as well outside the classroom. Corporate trainers, marketers and, not least, parents -anyone who cares about how we learn-should find his book valuable reading."
—Wall Street Journal

Editorial Reviews

From the Publisher
"Corporate trainers, marketers and, not least, parents---anyone who cares about how we learn---should find his book valuable reading." ---The Wall Street Journal

Product Details

ISBN-13:
9780470730454
Publisher:
Wiley
Publication date:
06/10/2009
Sold by:
Barnes & Noble
Format:
NOOK Book
Pages:
240
Sales rank:
588,929
File size:
4 MB

What People are Saying About This

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)
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.)
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)
From the Publisher
"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 the research, and the arguments,that will help you become a more effective teacher."
—Joe Riener, English teacher, Wilson High School, Washington, D.C.

“A must read for those wishing to improve their classroom and those looking for ways to help their students be successful.”
—G.L. Willhite, University of Wisconsin – La Crosse—Highly Recommended

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)
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)

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.

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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 3.8 out of 5 based on 0 ratings. 17 reviews.
K-P More than 1 year ago
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.
VRM-mentor More than 1 year ago
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.
maggiesaunt More than 1 year ago
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.
collprof More than 1 year ago
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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Very helpful book for anyone thar has a child or works with children