Free Download 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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Why Don't Students Like School?: A Cognitive Scientist Answers Questions About How the Mind Works and What It Means for the Classroom
Free Download 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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Audible Audiobook
Listening Length: 6 hours and 51 minutes
Program Type: Audiobook
Version: Unabridged
Publisher: Tantor Audio
Audible.com Release Date: September 12, 2011
Language: English, English
ASIN: B005MHGWAS
Amazon Best Sellers Rank:
This is a very suggestive book which chiefly deals with pedagogy. It focuses upon nine aspects of the learning process and offers corollaries for the instructor to consider. For example, one of the principles is that children are more alike than different in terms of learning. The corollary: knowledge of students' learning styles should not preoccupy the teacher. Most important classroom implication: focus on lesson content, not student differences, when you are deciding how to teach.The book is more than that, however. It offers a basic model of the workings of the human mind, based on up-to-date cognitive science. The presentation is straightforward and lucid. Willingham sketches a basic outline with three boxes--the environment (which impinges on consciousness), operational memory which conjures with the environment and draws on (the third box) long-term memory. Operational memory is limited. While the brain's awareness of its surroundings is very impressive (hence, robots cannot drive trucks) it is lazy and does not like abstract thought. It relies on memory, goes to memory first when it faces a problem and tries to short-circuit the ratiocinative process by finding prior examples, prior models, prior methods. The operational memory likes to `chunk', to see collocations of material rather than individual items. It searches for patterns and likes mnemonic devices.Bottom line: the more you know the more easy it is to learn. This bears directly on E. D. Hirsch's (Willingham's Virginia colleague) notions of cultural literacy. What do we need to teach? What do we need to know? Whatever writers leave out, i.e., whatever they take for granted, whatever they assume that an intelligent, aware reader should already know. (For technical, professional learning, we should teach key concepts, issues and problems, the lore that professionals in a field can be expected to already know.)Willingham explores such traditional issues as nature/nurture, grill/drill Gradgrindism and, fundamentally, what works. He demonstrates why children need to know facts, why they like facts and how facts enable them to understand and analyze. He considers `degree of difficulty' (in the classroom and beyond), arguing that the brain likes puzzles and challenges, but not ones that are too easy or too difficult.This is a fascinating book, particularly in its exploration of the importance of memory (I think I understand Plato and Wordsworth much better as a result) and the nature of puzzles (I think I understand the attractiveness of genre fiction to a greater degree now). While it is basically a book of pedagogy it is much, much more than that.Highly recommended.
The author has done an excellent job of engaging the reader by asking provocative questions, and then providing answers that are based in evidence. The first chapter is a real grabber: he explains that contrary to popular belief, thinking is hard, and most of the time we don't *think*, we rely on our memories to perform. This is so true. His explanations of the basics and bases of background knowledge, along with practice, are very important to teachers and parents. As a high school teacher, I often wonder if my students received adequate practice in their early years. They seem bright and capable, but not able to sustain interest or connect the dots. Yes, I work with students with learning differences. That is one area I would like to know Dr. Willingham's opinions on. He makes a mention near the end of the book that he has a daughter who is mentally retarded (he does not use the term "intellectually disabled" which is interesting to me). He talks about "slow" learners and the myth of the learning "style" being a determinant in whether someone can learn or not. But what is a learning disability? Is it simply that when a student doesn't "pick up" when exposed to the same material as most of the other students, he has a disability? I really like Willingham's definition of the 4 things that are necessary for thinking: (1) information from the environment; (2) facts in long-term memory; (3) procedures in long-term memory; and (4) working memory space. This quote is important: "If any one of these factors are inadequate, thinking will likely fail."
This book is a easy to read explanation of some of the main obstacles that students face when trying to learn new material and what teachers can do to help them overcome them. Willingham is cognitive psychologist that has been working in the education field for a long time and he is very familiar with a lot of what passes for research in this field and the many fads that have come and gone in education that promised to improve student performance. His book is not one of those types. As a matter of fact much of his book my seem a little dry and common sense but what it is psychological principles that have been proven to work not in education but in life in general. Things such as practice and repetition being the best way to learn something that you would never hear in some of the other "research based" educational books. I have to say that I was also a little surprised in that I was expecting this book to be a refutation of a lot of the stuff that I had learned in my other educational classes. But what I actually found was that it was actually suggesting some of the same things but in a much clearer and less convoluted way. That seems to be the problem with a lot of educational literature the authors seem very self conscious about what they are saying and feel the need to use a bunch of confusing jargon and site all these studies to prove that what they are saying is relevant. That is not the case at all with this book and the result is something that is actually readable that doesn't require to buy some new educational product or start calling something that you have been doing for a long time by a different name. I highly recommend this book.
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